African-American College Student Attitudes Toward Physics and Their Effect on Achievement

The purpose of this study was to investigate factors affecting the attitudes that African-American college students have towards introductory college physics. The population targeted for this study consisted of African-American males and females enrolled in introductory college physics classes at an urban public historical black college or university (HBCU) located in the southeastern United States. Nine of the Fennema- Sherman Mathematics Attitude Scales, modified for physics, were used to analyze the attitudes of the 135 participants enrolled in an introductory college physics class. The nine scales used to measure the students\u27 attitudes were Attitude Toward Success in Physics Scale (AS), The Physics as a Male Domain Scale (MD), The Mother Scale (M), The Father Scale (F), The Teacher Scale (T), The Confidence in Learning Physics Scale (C), The Physics Anxiety Scale (A), The Effectance Motivation Scale in Physics (E), and The Physics Usefulness Scale (U). Hypothesis I states that there is a significant difference in the domain scores of African-American college students in the Fennema-Sherman Math Attitudes Scales adapted for physics. It was found using a repeated measures ANOVA that there was a significant difference between the attitudes of African- Americans on the nine attitude scales of the Fennema-Sherman Math Attitude Scales, F(8,992) = 43.09, p \u3c .001. Hypothesis II states that there is a statistically significant difference in domain scores between African-American males and African-American females in the Fennema-Sherman Attitude Scales. It was found using a MANOVA that there was not a significant difference between the domain scores of African-American males and African-American females, F(8, 116) = .38, p \u3e .05. Hypothesis III states that there is a statistically significant relationship between attitude towards physics and achievement for African-American students. The students with good attitudes toward physics would have a higher level of achievement. The multiple linear regression analysis revealed that there was a significant relationship between a good attitude toward physics and achievement in the class. The result of the analysis implied that 18.9% of the grade could be explained by the domain scales

Biofilme edível de amido de mandioca e refrigeração em goiaba cv. 'Paluma' reduzem danos da mosca-do-mediterrâneo.

O potencial da atmosfera modificada no controle de moscas-das-frutas (Tephritidae) foi indicado por Sherman (1953) em estudo sobre anestesia de insetos com dióxido de carbono. Segundo Kester & Fennema (1986) coberturas com ceras, filmes e invólucros aderidos ao fruto parecem ter ação semelhante à atmosfera controlada por restringir trocas de oxigênio, dióxido de carbono e vapor d?água reduzindo metabolismo e perdas. Embora a aplicação direta de revestimentos em vegetais seja uma tecnologia em desenvolvimento, não é uma prática recente, já empregada de forma empírica desde o século 12 na China.pdf 140

Sex differences in mathematical performance : what do we know about them?

It is generally accepted that mathematics is one academic field where male superiority of achievement is well-established. Far fewer women than men go into careers as mathematicians and those who do, generally do not reach equal employment status with men. Such facts seem to be the culmination of sex differences in mathematical performance which begin to appear around the age of 12 to 15. Up till then, the mathematical performance of boys and girls seems to be fairly equal at any of the three cognitive levels of computation, knowledge of concepts and problem-solving ability on which mathematical achievement is most common:y gauged. The change in performance at the secondary level of schooling tends to be in favour of males who are seen to perform better than females particularly on tasks involving visual spatialisation ability and mathematical reasoning. The girls' discontinuity of performance, even when they have had an identical learning background, has prompted researchers to investigate possible explanations for a phenomenon which Walden and Walkerdine (1982) stress should not be confused with an "overall failure."peer-reviewe

The effect of grass genotype and spring management on the nutritive value of mid-summer ryegrass swards

End of project reportThe objective of this project was to investigate the environmental, morphological and management factors that control reproductive initiation and development in Lolium perenne L. (perennial ryegrass) and their influence on mid-season sward quality. These factors were assessed on eight perennial ryegrass cultivars through spaced plant and plot studies. The first part of this project determined the effects of meteorological conditions and latitude on reproductive initiation and ear emergence of cultivars over two consecutive years. It was concluded that the critical day length requirement for reproductive initiation varies between perennial ryegrass cultivars and is independent of latitude and the normal range of conditions. Using this information a strong correlation (r2 = 0.94) was found between the critical day length for ear initiation and the ten year standardised ear emergence dates of the cultivars. This correlation was sufficiently robust to predict the critical initiation date for any perennial ryegrass cultivar on a UK recommended list or on the EU common catalogue by using their heading dates from the UK Plant Breeders Rights trials at Crossnacreevy. Large variation was observed for secondary initiation and re-heading between cultivars of similar and varying maturity, which is a major factor reducing mid-season sward quality. The propensity for initiation of re-heading was strongly influenced by the severity of defoliation (intense to very lax), but there was also evidence to suggest that critical day length post-solstice, may determine the latest date when further reproductive initiation could occur. Differences in plant growth modes were clearly evident as the sward structure, plant morphology and nutritive compositions differed significantly between cultivars during the mid-season. Defoliation management also significantly affected mid-season sward structure, morphology and nutritive composition. While the effect of defoliation height on the sward physical and chemical compositions was inconclusive, an intensive (30 mm) defoliation resulted in plants returning to a vegetative growth mode earlier compared to a lax (60 mm) defoliation treatment. It was observed that defoliation at a critical growth stage can significantly affect subsequent sward structures. Delaying initial spring defoliation resulted in a greater leaf proportion and swards of greater herbage quality in the plot study. This study, therefore, established the need for more detailed evaluation of cultivars by national testing authorities to allow farmers to select cultivars for grazing use that will optimise animal intake and performance

Effect of thermal treatment and storage on bioactive compounds, organic acids and antioxidant activity of baobab fruit (Adansonia digitata) pulp from Malawi

Bioactive compounds of baobab (Adansonia digitata) pulp from Malawi were investigated. The effect of thermal treatment and storage on selected quality attributes of the juice was also evaluated. Organic compounds were analysed by HPLC; total phenol content (TPC) and total antioxidant activity (FRAP, ABTS and DPPH) were measured by spectrophotometry. Malawi baobab pulp contains high levels of procyanidin B2 (533 ± 22.6 mg/100 g FW), vitamin C (AA + DHA) (466 ± 2.5 mg/100 g FW), gallic acid (68.5 ± 12.4 mg/100 g FW) and (−)-epicatechin (43.0 ± 3.0 mg/100 g FW) and showed a maximum TPC of 1.89 × 103 ± 1.61 mg GAE/100 g FW. The maximum antioxidant activity was 2.81 × 103 ± 92.8 mg TEAC/100 g FW for FRAP, 1.52 × 103 ± 17.1 mg TEAC/100 g FW for ABTS and 50.9 ± 0.43% DPPH for DPPH. Thermal pasteurisation (72 °C, 15 s) retained vitamin C which further showed extended half-life under refrigeration temperature (6 °C). Procyanidin B2, (−)-epicatechin, TPC and antioxidant activity fluctuated during storage. Antioxidant activity was significantly correlated (p ≤ 0.05) with bioactive compounds and TPC

Evaluation of Lolium perenne L. cv. AberDart and AberDove for silage production

peer-reviewedThe objective of this study was to assess the value, for silage production, of intermediateheading Lolium perenne L. cultivars, AberDart and AberDove (diploid), bred for increased water-soluble carbohydrate (WSC) concentrations, relative to four control cultivars (Fennema, AberElan and Spelga (diploid), and Greengold (tetraploid)). Cultivars were evaluated for forage dry matter (DM) yield, ground cover and indirect laboratory measures of nutritional value and ensilability over 3 harvest years within intensive silage-production systems. AberDove was the most desirable diploid for silage production producing on average 316 kg/ha higher (2%) DM yield per annum, having a 10 g/kg higher (1%) dry matter digestibility (DMD) and, based primarily on a 6 g/L higher (19%) concentration of WSC expressed in the aqueous extract (WSCAE), offered the greatest potential to produce well preserved silage. Ensiling AberDart compared to the diploid controls offered a slightly greater probability of producing well preserved silage based on a modest increase of 2 g/L (6%) in WSCAE concentration. The dilemma for silage production is that AberDart, on average produced 558 kg/ha less (4%) DM yield per annum but had a greater (1%) DMD of 6 g/kg than the diploid controls. The tetraploid control had, on average, 13 and 8 g/kg higher (2% and 1%, respectively) DMD than AberDart and AberDove, but at a cost of lower ensilability with lower (6% and 21%, respectively) WSCAE values of 2 and 6 g/L. In its favour, the tetraploid control outyielded AberDart by, on average, 917 kg/ha DM per annum (7%) and produced comparable yields to AberDove. Final ground cover ratings were high (≥ 95%) for all cultivars. Evaluation of nutritional value and ensilability offers further grounds to differentiate and select cultivars for animal production potential.A Teagasc Walsh Fellowship, awarded to P. Conaghan and H. Howard, and the European Commission under the Fifth Framework Programme (QLK5-CT-2001-0498) supported this research

Gender Differences in K-12 Education: What Indicators Are Important?

Although gender differences have been identified in scholarly research, there is little state reporting of indicators by gender. The purpose of this paper is to identify the gender gaps in K-12 education that have been reported in the literature, to discuss how and when these gaps manifest themselves, and to recommend which of the educational performance indicators should be reported by gender in Georgia. Ultimately, the purpose of reporting indicators by gender is to aid in the efforts to close gender gaps in education.A review of the literature reveals that gender gaps exist at both empirical and experiential levels. Empirically, gaps exist in math, science, and reading proficiency scores, as well as in course enrollment in higher level math and science and graduation rates. Experientially, gaps exist in self esteem levels, personal perceptions of ability, teacher interaction with students, as well as in the advice and opportunities that are afforded students. While studies show that girls and boys start kindergarten on a generally equal footing, by grade twelve girls are generally in a lower academic position than their male counterparts, particularly in the areas of math and science. Research shows that the most critical age for the development of gender gaps is early adolescence, particularly grade seven in which girls= educational performance in math and science begins to plummet.Based on the research and data reported in this paper, the following indicators are recommended to be reported by gender. They are separated into indicators that are currently available by gender, and indicators that are recommended to be reported by gender in the future

Overcoming a difficult 'area'

One of the problems of the young teacher in the primary school is to find the middle-of-the-road course between what mathematics his pupils need to know and that mathematics which is prescribed in the syllabus for the examination. In an ideal setting there should be no conflict really and this is chiefly for two reasons: (a) the primary school teacher should teach mainly mathematical concepts and later someone else will teach the necessary arithmetic rules and techniques; (b) a satisfactory treatment of primary mathematics is achieved if the teacher has clearly in his mind the correct balance and treatment of the separate topics to which the prescribed syllabus is an approximation.peer-reviewe