Applying Alternative Teaching Methods to Impart a Rounded, Liberal Arts and Sciences (LAS) Education: Students’ Reflections on the Role of Magazines as Instructional Tools

In a constantly and rapidly changing social world, students from all disciplines ought to attain a rounded education within the tradition of a “Liberal Arts and Sciences” (LAS) context. Students outside of the natural sciences must be encouraged to appreciate the place of those sciences in their lives. Conversely, students in the natural sciences must be encouraged to envision the role of other subjects in their lives. In order to accomplish this, however, we need to go beyond basic instructional approaches by applying alternatives such as using magazines and newspapers. This paper reports students’ reflections on the use of newspapers as supplementary instructional materials to enhance learning. Data were collected from an introductory liberal arts physics course using a survey instrument. The survey had five descriptive measures: student perceptions; creativity based on activities learned; ability to link concepts learned in class to articles in the news journal; ability to impart knowledge acquired; and identifying lessons based on a case study of a selected news article from the newspaper. Student reflections indicate that magazines can effect a positive learning experience and stimulate curiosity to read. It is concluded that this approach can be used to enhance student motivation and persistence in introductory classes, particularly in schools where resources are limited. Keywords: improvisation, Liberal Arts and Science education, magazines, student reflections

A Needs Assessment for the Adoption of Next Generation Science Standards (NGSS) in K-12 Education in the United States

Since its inception, the Next Generation Science Standards (NGSS) blue print has attracted interest from more than 40 states in the United States. The overall objective of these proposed changes is to align K-12 science education with current trends in technology and career needs. However, the assessment of teacher preparedness and classroom technology needs is still a critical factor in the implementation of these changes. Our study conducted a needs and preparedness assessment using online surveys on public K-12 teachers before the implementation phase. The data collected for this study comprised 214 responses from schools in 16 states across the US. The study indicates that most of the teachers were not knowledgably equipped to fuse the proposed changes in standards with the current curricula and their teaching plans. The teachers made several suggestions, based on their views regarding the level of preparedness of their students. The implications of these findings and suggestions for further adjustments are presented and discussed

The Next Generation Science Standards and the Quest towards Culturally Responsive Pedagogy: Perceptions of K-12 Educators

The K-12 education system is increasingly becoming more culturally diverse. Due to this change in student population diversity, the public, policy makers, employers, and educators agree on the need to change how science is taught in classrooms. Answering this call, states are rushing to adopt the Next Generation Science Standards (NGSS) in K-12 public schools. However, there is need to assess how culturally responsive teaching (CRT) can be meshed with NGSS to achieve desired results. This study explored teachers’ views on the benefits and implications of using CRT in K-12 science education under NGSS. Survey data were collected from K-12 teachers in 18 states in the US using an online questionnaire. Based on our data, 86.36% of the respondents had a positive view of the potential impact of integrating CRT with NGSS. However, connecting CRT and NGSS to the science content emerged as one of the major concerns among the teachers. The study also found that teacher training programs on the awareness and adoption of both NGSS and CRT are still needed.Based on these findings, three major recommendations were proposed: 1) phased-adoption and re-assessment of the CRT-NGSS combination on student success; 2) immersive professional development for in-service teachers on how to include NGSS in the existing science curricula; and 3) evaluation of how CRT fits into the new science standards

Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development

School administrators continuously consider teacher professional development (PD) as one of the key strategies to improving teachers’ pedagogical skills. Modern proposals for advancing education by improving student learning outcomes are centered on high quality professional development for teachers. However, teachers face a number of barriers when it comes to participation in PD. Also, students in K-12 levels taking Science, Technology, Engineering, and Mathematics (STEM) and non-STEM subjects often report different learning experiences, most of which influence their decisions to enroll in STEM or non-STEM career-related programs in higher education. Understanding factors that influence the differential in teacher participation in PD is a critical step towards addressing student interest in STEM careers. Using the cross-sectional survey data from the Teaching and Learning International Survey of 2013, this study compared the participation of middle school STEM and non-STEM teachers in PD activities in the US. A bivariate analysis was used to compare STEM subject teachers versus non-STEM subject teachers’ participation in PD activities, its impact, and challenges. The findings showed that PD participation was higher among teachers of STEM subjects, but not significantly different from those for non-STEM subjects. Out-field teaching (no formal training of subject taught) accounted for 10.3% of the survey participants. Further, conflict with one’s work schedule was one of the major barriers to PD participation for teachers

Political violence and Eritrean health care

In both colonial and post-colonial eras, the creation of nation states has often been accompanied by conflict and violence in Third World countries, particularly if such attempts have ignored previously existing cultural, religious and/or ethical differences. The illegitimacy of national state construction becomes even more apparent when the attempt is associated with conflicting geopolitical interests of the 'super-powers', as is in the case of the Horn of Africa. The 27 years of armed struggle of Eritrea to free itself from Ethiopian domination is a consequence of previous and continuing attempts to create a nation state serve the interests of the ex-colonialists and 'super-powers' at the expense of the needs and desires of the people. Throughout the 27 years of strugglewith its inevitable disruption ofcivilian life and service provisions, Eritrea has continued to develop a needs-based health care system. The Eritrean People's Liberation Front (EPLF) has developed a health care system which directly involves the people themselves. Through careful selection of priorities and a national allocation system for the distribution of scarce resources, it has provided remarkably effective emergency services, primary care and preventive health services. Such an approach has avoided the errors committed by many other Third World countries who, through copying modern western medical care systems, developed secondary and tertiary medical care facilities which were irrelevant to the health care needs of the vast majority of their populations.political violence Eritrea EPLF health care needs liberation