Latina and European American Girls’ Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence

The study investigated Latina and European American adolescent girls’ (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls’ reported experiences hearing sexist comments about girls’ abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism

“Spark like a Dialectic”

In this article, we explore duoethnography methodologically and turn to feminism and black feminism to create a space for productive, not destructive, dialectics. By examining the lyrics and backstories of the ice cream truck song, “Dixie's Land,” and “Lift Every Voice and Sing,” we problematize race, ethnicity, and gender as expressed in public and private spaces. Instead of conceptualizing these concepts as antagonistic, we turn to intersectionality and the third space to not only understand but also interstand the in-between. We piece together the tenants of duoethnography, black feminism, and feminism to highlight the gifts and challenges each offers the other. Through conversations of difference, this article emphasizes not mere tolerance but the value of differences from which “creativity can spark like a dialectic” (Lorde, 1984/2007, p. 111).</jats:p

Mislabelling and high mercury content hampers the efforts of market-based seafood initiatives in Peru

AbstractPeru is experiencing a “gastronomic boom” that is increasing the demand for seafood. We investigated two implicit assumptions of two popular sustainable seafood consumer-based initiatives: (1) seafood is labelled correctly, and (2) the recommended species are healthy for consumers. We used DNA barcoding to determine the taxonomic identity of 449 seafood samples from markets and restaurants and analysed the concentration of total mercury (THg) in a sub-sample (271 samples) of these. We found that a third of seafood is mislabelled and that over a quarter of all samples had mercury levels above the upper limit recommended by the US EPA (300 ng/g ww). Additionally, 30% of samples were threatened and protected species. Mislabelling often occurred for economic reasons and the lack of unique common names. Mislabelled samples also had significantly higher mercury concentrations than correctly labelled samples. The “best choice” species compiled from two sustainable seafood guides had less mislabelling, and when identified correctly through DNA barcoding, had on average lower mercury than the other species. Nevertheless, some high mercury species are included in these lists. Mislabelling makes the efforts of seafood campaigns less effective as does the inclusion of threatened species and species high in mercury.</jats:p

Mislabelling and high mercury content hampers the efforts of market-based seafood initiatives in Peru

Peru is experiencing a "gastronomic boom" that is increasing the demand for seafood. We investigated two implicit assumptions of two popular sustainable seafood consumer-based initiatives: (1) seafood is labelled correctly, and (2) the recommended species are healthy for consumers. We used DNA barcoding to determine the taxonomic identity of 449 seafood samples from markets and restaurants and analysed the concentration of total mercury (THg) in a sub-sample (271 samples) of these. We found that a third of seafood is mislabelled and that over a quarter of all samples had mercury levels above the upper limit recommended by the US EPA (300 ng/g ww). Additionally, 30% of samples were threatened and protected species. Mislabelling often occurred for economic reasons and the lack of unique common names. Mislabelled samples also had significantly higher mercury concentrations than correctly labelled samples. The "best choice" species compiled from two sustainable seafood guides had less mislabelling, and when identified correctly through DNA barcoding, had on average lower mercury than the other species. Nevertheless, some high mercury species are included in these lists. Mislabelling makes the efforts of seafood campaigns less effective as does the inclusion of threatened species and species high in mercury

Integrating ArcGIS Digital Technologies for Learning

This chapter presents three cases of high school science teachers collaborating with personnel at three different universities to design and implement innovative, curriculum-aligned geospatial lessons involving hands-on data collection, following the authors' Socio-Environmental Science Investigation (SESI) model. Each case is presented in the context of professional development activities conducted at each university, the curriculum of the collaborating teacher, the students' engagement with the instructional sequence, and the teacher's reflections following implementation. All teacher professional development, collaborative curriculum development, and classroom implementation were conducted using ArcGIS Online and its affiliated tools. Implications and conclusions for other teachers' and teacher educators' development of similar, geospatially-integrated instruction are discussed.</jats:p

Computing the Context Effect for Science Learning

International audienceIn science learning, context is an important dimension of any scientific object or phenomenon, and context-dependent variations prove to be as critical for deep understanding as are abstract concepts, laws and rules. The hypothesis presented is that a context gap between two students can be illuminating to highlight the respective general-particular aspects of an object or phenomenon. Furthermore, provoking a perturbation during the learning process to obtain the emergence of such an event could be a productive tutoring strategy. The authors introduce the emergence of context effects as a problem space, to be modeled in the system, and propose a model of the contextual dimension (MazCalc) associated with an analytical view of its modeling, based on a metaphor in physics. A Learning Scenario (Gounouy) has been designed and tested with two groups of learners in Guadeloupe and in Quebec, and MazCalc has been instantiated for this pilot study. Finally, an architecture of a Context-Aware Intelligent Tutoring System is presented, with services to learners, teachers and researchers