The use value of real-world projects: Children and community-based experts connecting through school work

In this paper we discuss how the products of student work during long-term, interdisciplinary curricular units at King Middle School, a grades 6-8 public school in Portland, Maine, through their aesthetic qualities, transformed people’s understanding of what children were capable of. We argue that, to effectively understand student work of this type, ‘cognitive’ and ‘practical’ criteria for evaluation – i.e., as a supposed indicator of what students need to know and be able to do – fail to convey the actual, substantive value of the work, rendering it relatively static and meaningless like much conventional schoolwork. Instead, we argue that aesthetic criteria can help to adequately understand and assess community-based, project work. Moreover, focusing only on student learning throughout the production process occludes the importance of collaboration, communication, and dialogue with an audience: in this case, community experts whose goals and interests must be accommodated as students do their work. The aim of the article is twofold: 1) to present a coherent picture of student project work that adequately captures its complexity both in the process of its production, and in its use-value upon completion; and 2) to argue for the importance of aesthetic criteria in planning and assessing student projects

Using Participatory Media and Public Voice to Encourage Civic Engagement

Part of the Volume on Civic Life Online: Learning How Digital Media Can Engage Youth. Teaching young people how to use digital media to convey their public voices could connect youthful interest in identity exploration and social interaction with direct experiences of civic engagement. Learning to use blogs ("web logs," web pages that are regularly updated with links and opinion), wikis (web pages that non-programmers can edit easily), podcasts (digital radio productions distributed through the Internet), and digital video as media of self-expression, with an emphasis on "public voice," should be considered a pillar -- not just a component -- of twenty-first-century civic curriculum. Participatory media that enable young people to create as well as consume media are popular among high school and college students. Introducing the use of these media in the context of the public sphere is an appropriate intervention for educators because the rhetoric of democratic participation is not necessarily learnable by self-guided point-and-click experimentation. The participatory characteristics of online digital media are described, examples briefly cited, the connection between individual expression and public opinion discussed, and specific exercises for developing a public voice through blogs, wikis, and podcasts are suggested. A companion wiki provides an open-ended collection of resources for educators: https://www.socialtext.net/medialiteracy

Mass Torts—Maturation of Law and Practice

Mass tort litigation has been with us for about fifty years. This is dating the start from the MER/29 litigation in 1964. This field of law and practice has grown year after year, and it shows no sign of abating. At the same time, it can be said that this area of law and procedure has reached a mature stage; the practice is fairly standardized and earlier experiments have either become the model or have been abandoned. The term “mass tort litigation” (MTL), as used in this article, confines itself to product liability personal injury cases involving similar injuries from exposure to the same product and resulting in multiple claimants. “Multiple” may be as small as a hundred, but may also amount to 50,000, 100,000, or more. Thus, excluded from direct examination in this paper are consumer economic suits, often commenced in a class action format, and toxic tort lawsuits dealing with localized pollution. Mass tort litigation is as much a procedural topic as a substantive one. While there are some law issues specific to mass tort litigation, the greater area of development has been in the adaptation or invention of procedural mechanisms to the management of the cases in their organization, their development, and their disposition. The three phases just listed—organization, development, and disposition–form the three main sections of this article

Influence of Maternal Care on Behavioural Development of Domestic Dogs (Canis Familiaris) Living in a Home Environment

Maternal care has been shown to affect the development of the brain, behaviour, social skills and emotional systems of the young of many mammalian species including dogs. The aim of the present study was to determine the effects of maternal care on the behavioural responses of family dog puppies towards environmental and social stimuli. In order to do this, maternal care (licking puppy’s ano-genital area, licking the puppy, nursing and mother-puppy contact) during the first three weeks after birth was assessed in 12 litters of domestic dog puppies reared in home environments (total = 72 puppies). The behavioural responses of puppies were assessed in an arena and an isolation test, which were performed when the puppies were two-month old. Data were analysed using principal components analysis and projection to latent structures regression. A systematic relationship was found between maternal care and behaviour in both tests. In the arena test, maternal care was found to be positively associated with approach to the stranger, attention oriented to the stranger, time spent near the enclosure, yawning, whining and yelping (R2Y = 0.613, p = 8.2 × 10−9). Amount of maternal care was negatively associated with the number of squares crossed and the time spent individually playing with the rope. In the isolation test, the amount of maternal care was positively associated with standing posture, paw lifting, and howling, and it was negatively associated with yawning, lying down and nose licking (R2Y = 0.507, p = 0.000626). These results suggest that the amount of maternal care received during early life influences the pattern of behavioural responses and coping strategies of puppies at two-months of age. On the basis of these findings it could be speculated that early maternal care contributes to adaption to the environment in which family puppies are developing, with particular regard to social relationships with people

Crystal structure of bis-[4-(1H-pyrrol-1-yl)phen-yl] ferrocene-1,1'-di-carboxyl-ate: a potential chemotherapeutic drug.

The title iron(II) complex, [Fe(C16H12NO2)2], crystallizes in the ortho-rhom-bic space group Pbca with the Fe(2+) cation positioned on an inversion center. The cyclo-penta-dienyl (Cp) rings adopt an anti conformation in contrast with other substituted ferrocenes in which the Cp rings appear in a nearly eclipsed conformation. The Cp and the aromatic rings are positioned out of the plane, with a twist angle of 70.20 (12)°, and the C(Cp)-C(CO) bond length is shorter than a typical C-C single bond, which suggests a partial double-bond character and delocalization with the Cp π system. The structure of the complex is compared to other functionalized ferrocenes synthesized in our laboratory

Using academic notebooks to support achievement and promote positive environments in differentiated classrooms

Authors Examine How the Use of Academic Notebooks Impacts Collaborative Learning Experiences of Young Adolescent

Erratum: μ-Oxalato-bis-[bis-(triphenyl-phosphine)copper(I)] dichloro-methane disolvate. Corrigendum.

An erroneous claim in the paper by Royappa et al. [Acta Cryst. (2013), E69, m126] is corrected and a reference added for a previously published report of a closely related structure.[This corrects the article DOI: 10.1107/S1600536813002080.]

The concept of strong and weak virtual reality

We approach the virtual reality phenomenon by studying its relationship to set theory, and we investigate the case where this is done using the wellfoundedness property of sets. Our hypothesis is that non-wellfounded sets (hypersets) give rise to a different quality of virtual reality than do familiar wellfounded sets. We initially provide an alternative approach to virtual reality based on Sommerhoff's idea of first and second order self-awareness; both categories of self-awareness are considered as necessary conditions for consciousness in terms of higher cognitive functions. We then introduce a representation of first and second order self-awareness through sets, and assume that these sets, which we call events, originally form a collection of wellfounded sets. Strong virtual reality characterizes virtual reality environments which have the limited capacity to create only events associated with wellfounded sets. In contrast, the more general concept of weak virtual reality characterizes collections of virtual reality mediated events altogether forming an entirety larger than any collection of wellfounded sets. By giving reference to Aczel's hyperset theory we indicate that this definition is not empty, because hypersets encompass wellfounded sets already. Moreover, we argue that weak virtual reality could be realized in human history through continued progress in computer technology. Finally, we reformulate our characterization into a more general framework, and use Baltag's Structural Theory of Sets (STS) to show that within this general hyperset theory Sommerhoff's first and second order self-awareness as well as both concepts of virtual reality admit a consistent mathematical representation.Comment: 17 pages; several edits in v

Entrepreneurial learning in the networked age: How new learning environments foster entrepreneurship and innovation

Authors reflect on the challenges and opportunities the age of the internet and digital technology pose for entrepreneurial learnin