Gender and ethnicity differences manifested in chemistry achievement and self-regulated learning

The aim of this study is to examine whether gender and ethnicity differences are manifested in chemistry achievement and self-regulated learning among a matriculation programme students in Malaysia.The result of students’ midterm chemistry exam was used as the measure of chemistry achievement.The information of self-regulated learning was collected by using a survey questionnaire that was adapted from the Motivated Strategies and Learning Questionnaire (MSLQ). Random sampling method was utilized to select 358 students of Matriculation Science One-Year Programme.The results of gender differences showed that male students obtained significantly higher achievement in chemistry compared to female counterparts whereas there was no significant gender difference in self-regulated learning. The results of ethnicity differences confirmed that there was a significant difference in chemistry achievement between Malay and Chinese students, Malay and Indian students, respectively. In terms of self-regulated learning, however, a significant difference was found only between Malay and Indian students.The findings suggest that science instructors in higher education institutions utilize the MSLQ to get the information about students’ self-regulatory level and motivational level, design a “gender-based initiative” to address the lower science achievement of female students, and be ready to having learning resources and pedagogical practices available for a learning condition with diverse groups of different ethnicities

An integrated perspective of humanism and supernaturalism for education: C. S. Lewis’s version of education

This paper explores some theoretical reflections on the connection between C. S. Lewis’s thoughts on the purpose and process of education and his understanding of supernatural human nature which has been relatively little explored. An introduction about Lewis’s career as a college teacher blends into the background of this paper. It is followed by Lewis’ argument on the purpose of education which is: To produce a ‘‘good man’’ (‘‘human’’) who pursues knowledge for the sake of learning and makes the right emotional and behavioural responses, affirming truly objective and universal values (Tao). Intertwined with this argument is the dual reality of the human condition straddling this world and the other one with the latter taking precedence over the former. In order to produce educated men and women, Lewis argues for making the most of literary experiences and liberal studies as a main avenue toward the transformation of the inner self of each student. These literary experiences need to be combined with a healthy dose of the right action and behaviour because deliberate action with a purpose can create a reality in our character through the process of gaining momentum as a real interest or attitude in that direction takes hold. Lastly, some of the implications of these reflections for those who work with the young in schools and in liberal education are drawn out

Progressive reflective practices of pre-service teachers of English through the process of action research

This article focuses on the development of reflective practices in a supervisory project carried out by the student teachers of English at a national university of Malaysia, where action research has been used as a teacher development strategy towards teacher autonomy.This paper aims at providing an account of how student teachers move along a continuum of three levels of reflective practice (surface reflection, pedagogical reflection, and critical reflection) to become critically reflective teachers through the experience of keeping a reflective journal in the action research project. The analysis is three-dimensional: First, student teachers were asked to write their thoughts about the action research seminar, the action research project, and English classroom experiences on a weekly basis (two entries in a week); Secondly, student teachers were given an open-ended questionnaire with several questions on action research in the first and last sessions in order to investigate the role of action research within critical teacher education towards teacher autonomy; Lastly, the contribution action research can make to the professional development of teachers as reflective practitioners will also be discussed in the light of the experience of supervision

A post-mortem on the Malaysian content-based instruction initiative

This is a post-mortem on Malaysian TeSME (Teaching of Science and Mathematics in English) program based on its comparison with Canadian immersion programs. Malaysia and Canada have some common sociological aspects such as the size of population, the ratio of indigenous people and immigrants, and multilingual contexts. It also has in common various core elements in the set of criteria proposed by Swain and Johnson (1997) to define a prototypical immersion program. Thus, the lessons Canadians have learned from immersion may be seen as significant guiding light for TeSME and other attempts of content-based instruction programs. Canadian immersion has been different from TeSME at least in terms of three core features: overt support exists for the L1; the teachers are bilingual; and the classroom culture is that of the local L1 community. These differences made four issues more prominent: Learning outcome of TeSME; mainstay of TeSME; judicious use of L1; and function of TeSME. Finally some suggestions are proposed: give higher priority to promoting concept development across languages for now; make English classes more effective; promote bilingualism in TeSME; and extend TeSME’s function to understanding and integrating other cultures and languages

C. S. Lewis’ mythopoeia of heaven and earth: implications for the ethical and spiritual formation of multicultural young learners

This paper examines C. S. Lewis’ perspective of myth or fantasy literature which has mesmerized, and exerted great impact on, young learners’ hearts. In a society entrenched in postmodern ideologies, the understanding of what principles govern the construction of ethical and spiritual identity of young learners is often lost. In this context, well-written children’s literature can be a wonderful avenue where they can restore the value of the ordinary world, escape from the bondage of sinister world and enhance their sense of supernatural world. This paper argues that these are the major values Lewis held dear in the work of mythopoeia such as The Chronicles of Narnia. It also argues that Lewis’ fantasy novels for children were primarily his attempt to allow them to experience the mythic quality of good stories, i.e., to savour a more ultimate reality and divine truth through the myriad fantastic images and supernatural imagination

Using In Vitro Dynamic Models To Evaluate Fluoroquinolone Activity against Emergence of Resistant Salmonella enterica Serovar Typhimurium

The objectives of this study were to determine pharmacokinetic/pharmacodynamic (PK/PD) indices of fluoroquinolones that minimize the emergence of resistant Salmonella enterica serovar Typhimurium (S. Typhimurium) using in vitro dynamic models and to establish mechanisms of resistance. Three fluoroquinolones, difloxacin (DIF), enrofloxacin (ENR), and marbofloxacin (MAR), at five dose levels and 3 days of treatment were simulated. Bacterial killing-regrowth kinetics and emergence of resistant bacteria after antibacterial drug exposure were quantified. PK/PD indices associated with different levels of antibacterial activity were computed. Mechanisms of fluoroquinolone resistance were determined by analyzing target mutations in the quinolone resistance-determining regions (QRDRs) and by analyzing overexpression of efflux pumps. Maximum losses in susceptibility of fluoroquinolone-exposed S. Typhimurium occurred at a simulated AUC/MIC ratio (area under the concentration-time curve over 24 h in the steady state divided by the MIC) of 47 to 71. Target mutations in gyrA (S83F) and overexpression of acrAB-tolC contributed to decreased susceptibility in fluoroquinolone-exposed S. Typhimurium. The current data suggest AUC/MIC (AUC/mutant prevention concentration [MPC])-dependent selection of resistant mutants of S. Typhimurium, with AUC/MPC ratios of 69 (DIF), 62 (ENR), and 39 (MAR) being protective against selection of resistant mutants. These values could not be achieved in veterinary clinical areas under the current recommended therapeutic doses of the fluoroquinolones, suggesting the need to reassess the current dosing regimen to include both clinical efficacy and minimization of emergence of resistant bacteria