Re-Inventing the Public Sphere: Critical Theory, Social Responsibility, Schools, and the Press.

This study examines the contemporary discourses of journalism and pedagogy from the standpoint of critical theory to assess the impact of technocratic rationality and instrumental logic on the practices of communication and education. It is premised on the observation that, spurred by the imperatives of trans-national capital accumulation, privatization inimical to democratic interests has begun to colonize public education. The study represents an effort to reactivate a concept and rhetoric of social responsibility that would animate a project of reclaiming cultural space to be occupied by a public sphere, in a struggle analagous to that waged against feudalism and monarchical Divine Right. . The study argues that communication and education, the essential minima of language, are the basic elements of all cultural development. It makes the case that, by deploying artificial antinomies, education and communication techno-bureaucracy conceals fundamental similarities between the projects of journalism and pedagogy at the levels of both theory and practice--with respect to their complementary roles in enabling citizen participation and appropriating social knowledge in democratic culture--in order to better facilitate reproduction of dominant corporatist ideologies. Taking as the paradigm case the U.S. Supreme Court\u27s 1968 decision in the matter of Hazelwood School District v. Kuhlmeier, the study applies a Foucauldian analytic to evaluate both the Court\u27s decision and responses to it in mainstream press editorials, press industry trade and association periodicals, and journalism reviews. It finds mainstream acceptance on the grounds of its representation of real world conditions, equivocal balance in the trades, and resistance themes in the reviews. The study then thematizes the operation of techno-bureaucratic rationality in the decline of the bourgeois public sphere, and responds to critics who have disparaged social responsibility theory. Finally, it argues for the relevance of such a theory, and explores its implications as a rationale for educational praxis based on the public sphere as counterpoise to the hegemony of state corporatism. Suggestions for further research on the impact potential of desk-top publishing installed in communities, condominium-style, and prepared for by teaching journalistic praxis for a democratic local press, are proffered

Student engagement in the teaching and learning of grammar: A case study of an earlycareer secondary school English teacher

This article reports a study of coauthor Laur

Voluntary attention in the ontogenesis of adolescents with essential hypertension

The purpose of the research was to study the features of voluntary attention ontogenesis in adolescents with essential hypertension (EH) in age-gender aspects. Materials and methods. We examined 98 adolescents with EH aged 10-18 years (59 males and 39 females). EH was diagnosed with 24-h ambulatory blood pressure (BP) monitoring using monitor Oscar 2 for OXFORD Medilog Prima. Ninety-seven healthy age- and gender-matched individuals were controls. All participants were divided into 3 age groups (10-12 years, 13-15 years and 16-18 years old). All children underwent a neuropsychological examination with the use of standard tests. All the differences were considered significant at p < 0.05. Results. There were no statistically significant differences in voluntary attention parameters in adolescents 10-12 years old in both the main and the control group. However, hypertensive adolescents aged 13-15 years had significantly decreased voluntary attention level in comparison with age-matched individuals in controls. Adolescents in this group spent much more time on testing and admitted a significant number of errors. In the group of older adolescents (16-18 years), the differences between the main and the control group continued to increase. Hypertensive girls have a tendency with better voluntary attention parameters than hypertensive boys. When comparing the tests results between the age groups of hypertensive patients, a tendency to their deterioration as the disease progresses is noted. Conclusion. The results of this study indicate the formation of a rigid pathological functional brain system in the ontogenesis in hypertensive adolescents with the development of brain structures decompensation and voluntary attention impairment

Intrinsic monitoring of learning success facilitates memory encoding via the activation of the SN/VTA-Hippocampal loop

Humans constantly learn in the absence of explicit rewards. However, the neurobiological mechanisms supporting this type of internally-guided learning (without explicit feedback) are still unclear. Here, participants who completed a task in which no external reward/feedback was provided, exhibited enhanced fMRI-signals within the dopaminergic midbrain, hippocampus, and ventral striatum (the SN/VTA-Hippocampal loop) when successfully grasping the meaning of new-words. Importantly, new-words that were better remembered showed increased activation and enhanced functional connectivity between the midbrain, hippocampus, and ventral striatum. Moreover, enhanced emotion-related physiological measures and subjective pleasantness ratings during encoding were associated with remembered new-words after 24 hr. Furthermore, increased subjective pleasantness ratings were also related to new-words remembered after seven days. These results suggest that intrinsic-potentially reward-related-signals, triggered by self-monitoring of correct performance, can promote the storage of new information into long-term memory through the activation of the SN/VTA-Hippocampal loop, possibly via dopaminergic modulation of the midbrain

AS-616-04 Resolution on Proposal to Rename the University Center for Teacher Education to the College of Education

Endorses name change to College of Education

AS-611-04 Resolution on Proposal for the Establishment of the University Center for Excellence in Science and Mathematics Education

Endorses the Proposal for the Establishment of the University Center for Excellence in Science and Mathematics Education

De Juribus Ex Laesione Oriundis, Ad Juris Naturae Principia Dijudicatis : Dissertatio

Halle, Univ., Jur. Diss., 1797Quam Auctoritate Illusris Ictorum Ordinis Ad Obtinendum Doctoris Gradum Die V. Aprilis MDCCXCVII. Defendet Auctor Christ. Gottl. Konopak, GedanensisVorlageform des Erscheinungsvermerks: Halae, Typis Batheanis

Preservice and Inservice Secondary Teachers\u27 Orientations Toward Content Area Reading

This study examined preservice and inservice secondary teachers\u27 orientations toward content area reading and instruction. Instruments included two sets of belief statements and three sets of lesson plans; for comparison, each instrument incorporated three explanations of the reading process. Based on their selection of statements and plans, preservice teachers favored an interactive model of reading but a reader-based instructional approach, whereas inservice teachers held reader-based beliefs in both areas. In addition, both groups selected primarily reader-based vocabulary and comprehension lessons but varied in their choices of decoding lessons. Further, only teachers holding reader-based beliefs consistently chose corresponding vocabulary and comprehension plans