A mixed methods investigation into the impact of computers and maths software on mathematics teaching and matric results of high schools in the EMDC East, Cape Town

Includes bibliographical references (leaves 164-179).This mixed methods dissertation investigates whether the Matric Mathematics results and enrolments at high schools in the EMDC East zone of Cape Town have been impacted by the availability of computers and mathematical software (as provided by the Khanya Project); how the teachers at one school in Khayelitsha, Cape Town are using the computer as a tool to teach Mathematics, and whether their pedagogy changes between the Mathematics lessons in the conventional classroom and the computer lab. A series of statistical tests (Mann-Whitney U test; independent samples t-test; paired samples t-tests and the Wilcoxon Signed Rank test) were applied to various samples of the 2007 Matric Mathematics data of high schools in the EMDC East, obtained from WCED. What was concluded was that there was no significant difference between the Matric Mathematics results of the schools with the computers and those without; no significant change in the results after the Khanya labs were installed; no significant change in the percentage of pupils that passed Matric Mathematics; and no significant change in Higher Grade Mathematics enrolment rates. The overall conclusion from the quantitative research was thus that no significant differences were brought about by the use of computers in Mathematics in the EMDC East schools. So, what does happen when the computers are being used? This led to qualitative research on whether and how computers impact pedagogy: observations of ten Mathematics lessons in a selective township school in Khayelitsha were undertaken, and transcriptions made. These transcriptions were analysed in order to determine how the teachers were using the computers as a pedagogical tool, and whether their pedagogy varies across different lesson contexts (face-to-face lessons and computer lab lessons). In the case of the former question, it was found that the computers were primarily being used as a drill-and-practise tool for revision purposes; in other words, as though they were electronic textbooks. In order to answer the latter question, each sentence of each teacher was categorised according to an analytical framework in order to determine if there were any variation in semiotic mediation (in other words, teacher talk) between the classroom and the computer lab. Chi-squared tests for independence indicated that there was a significant, moderate to strong association between the location of the lesson and the type of talk; thus there is significant variation in semiotic variation between the two venues and the teachers' pedagogy does vary between the face-to-face classroom and the computer lab. Further chi-squared tests also indicated significant, moderate to strong associations between the location of the lesson and the scale of interaction (class or individual); and between the type of talk and scale of interaction

Steampunk: The Inner Workings

Steampunk, as a literary genre and cultural phenomena, is a relatively recent innovation that is increasingly receiving critical attention. From the proto-steampunk of Jules Verne and H.G. Wells, through the novels of its acknowledged founding fathers K.W. Jeter, Tim Powers and James Blaylock, to contemporary works by China Miéville, Cherie Priest and Paul Di Filipo, steampunk has been plagued by the lack of a unifying definition. Every author, academic and critic has their own definition of it, which may share similarities with others, but none of them can agree on the core ingredients of the genre. Related to the important task of defining steampunk is the need to answer the question: 'Is steampunk a literary genre?' In many respects, steampunk has moved beyond the literary world. Fashion, art and sub-cultures have all embraced steampunk as a style, an aesthetic, a way of life and even a philosophy. This could be the reason for the inability to find a single unifying definition of steampunk. This thesis will argue that, rather than a genre, steampunk is best understood as an aesthetic which can be applied, like any aesthetic, to any literary genre to produce a work that is steampunk-inflected, such as science fiction steampunk, alternate history steampunk, steampunk fantasy, historical steampunk, steampunk romance or gothic steampunk. After evaluating both scholarly and popular definitions of steampunk I will explore four key aspects of the steampunk aesthetic: the neo-Victorian tropes which dominate steampunk texts; the relationship between magic and science in the steampunk universe; the places and people who inhabit steampunk worlds; and the revolutionary message of most steampunk creations. Throughout my discussion will focus primarily on a range of texts acknowledged as steampunk: Michael Moorcock’s The Warlord of the Air (1971), K. W. Jeter’s Infernal Devices (1987), Tim Powers’ The Anubis Gates (1983), William Gibson and Bruce Sterling’s The Difference Engine (1991), Paul Di Filippo’s The Steampunk Trilogy (1995), Neal Stephenson’s The Diamond Age (1995), Gail Carriger’s ‘Parasol Protectorate’ series (2009 – current), Mark Hodder’s ‘Burton and Swinburne’ series (2010 – current), Arcanum: Of Steamworks and Magick Obscura by Troika Games and Runic Games’ Torchlight (2009) and Torchlight 2 (2011)

The Conservative Case for Public School Open Enrollment

Key PointsAmerica's school choice moment has finally arrived. More states are adopting private school choice programs that provide universal access to education savings accounts. But the traditional public system serves the vast majority of students and will for the foreseeable future; those students deserve more choice as well.Public school choice, which allows students to transfer to schools outside their zoned district, has shown great promise in increasing access to educational opportunities and spurring improvements across school districts.Few states, however, have implemented effective public school choice programs. Policymakers would be wise to learn lessons from the nation's most successful public school choice program—in Wisconsin

Learning with mobile devices : a comparison of four mobile learning pilots in Africa

Abstract: This paper compares the mixed-methods evaluation findings of the ukuFUNda Virtual School (UVS) with evaluations of three different mobile learning (m-learning) programmes in Africa: the information and communication technologies for rural education (ICT4RED); the Kenya Primary Math and Reading (PRIMR) study and the Nokia Mobile Mathematics (MoMath) evaluation. The comparison applies a conceptual model based on m-learning affordances and configurations (Strigel & Pouezevara, 2012), as well as on uptake, use, and responses by program beneficiaries; and on stakeholder learning. The findings show varied successes across all four programs and highlight important lessons for stakeholders with particular reference to scaling up of m-learning interventions in an African context

Improving Grade R mathematics teaching in South Africa: Evidence from an impact evaluation of a province-wide intervention

Impact on learner outcomes of a province-wide Grade R Mathematics intervention (termed R-Maths) are presented in relation to theoretical frameworks established from a meta-evaluation of education evaluation studies in South Africa. The changes in Mathematics performance from base- to endline, of learners taught by R-Maths-trained teacher/practitioners and those not, indicated that the greatest effects on performance were from language of learning and teaching, and district. But the intervention group did perform better than the comparison group: 2.9 percentage points better over the whole Marko-D test, with a small effect size. The R-Maths case indicates that a modified cascade model which includes some elements of the ‘educational triple cocktail’ (structured learning materials, teacher training, and support) may be successful by working with, and through, department of education structures, in this case subject advisors. Whether the effects are retained over time and if these effects can be replicated in other South African provinces with significantly different contexts is not yet known

Home sampling for sexually transmitted infections and HIV in men who have sex with men: a prospective observational study

To determine uptake of home sampling kit (HSK) for STI/HIV compared to clinic-based testing, whether the availability of HSK would increase STI testing rates amongst HIV infected MSM, and those attending a community-based HIV testing clinic compared to historical control. Prospective observational study in three facilities providing STI/HIV testing services in Brighton, UK was conducted. Adult MSM attending/contacting a GUM clinic requesting an STI screen (group 1), HIV infected MSM attending routine outpatient clinic (group 2), and MSM attending a community-based rapid HIV testing service (group 3) were eligible. Participants were required to have no symptomatology consistent with STI and known to be immune to hepatitis A and B (group 1). Eligible men were offered a HSK to obtain self-collected specimens as an alternative to routine testing. HSK uptake compared to conventional clinic based STI/HIV testing in group 1, increase in STI testing rates due to availability of HSK compared to historical controls in group 2 and 3, and HSK return rates in all settings were calculated. Among the 128 eligible men in group 1, HSK acceptance was higher (62.5% (95%CI: 53.5–70.9)) compared to GUM clinic-based testing (37.5% (95% CI: 29.1–46.5)), (p = 0.0004). Two thirds of eligible MSM offered an HSK in all three groups accepted it, but HSK return rates varied (highest in group 1, 77.5%, lowest in group 3, 16%). HSK for HIV testing was acceptable to 81%of men in group 1. Compared to historical controls, availability of HSK increased the proportion of MSM testing for STIs in group 2 but not in group 3. HSK for STI/ HIV offers an alternative to conventional clinic-based testing for MSM seeking STI screening. It significantly increases STI testing uptake in HIV infected MSM. HSK could be considered as an adjunct to clinic-based services to further improve STI/HIV testing in MSM

Los retornos en entornos complejos: el caso de Sudán del Sur

Las organizaciones humanitarias deben ser extremadamente cautelosas a la hora de apoyar los retornos y las reubicaciones para asegurarse de que no causan daños ni permiten que la ayuda humanitaria sea instrumentalizada por los actores políticos

A modified analytical framework for describing m-learning (as applied to early grade Mathematics)

Abstract: Please refer to full text to view abstract

A phylogeographic and population genetic analysis of a widespread, sedentary North American bird: The Hairy Woodpecker (Picoides villosus)

The Hairy Woodpecker (Picoides villosus) has one of the broadest breeding distributions of any North American bird and is also one of the most morphologically variable with as many as 21 described subspecies. This wide distribution and high degree of phenotypic diversity suggests the presence of underlying genetic structure. We used ND2 sequence from 296 individuals from 89 localities throughout the Hairy Woodpecker distribution to address this question and to explore this species’ evolutionary history. Phylogenetic analyses identified three main Hairy Woodpecker clades, each ~1.5% divergent from one another. One clade was comprised of birds from boreal and eastern zones of North America (N&E); the second, of birds from western and southwestern North America (S&W), and the third included only birds from a disjunct population in Costa Rica and Panama. Population genetic analyses and climatic niche models indicated that the N&E and S&W clades have very different recent evolutionary histories. Populations in the N&E are characterized by a lack of genetic structure and a genetic signature of recent population expansion. In contrast, S&W populations are highly structured and relative population stability was inferred. The S&W clade is further structured into three additional geographically and genetically isolated groups: Pacific Coast ranges, interior ranges, and southern Mexico. The continental scale patterns of genetic variation observed suggest that the complex topography of the montane west has probably been more important than latitude in generating phylogenetic diversity within this species

Patterns of attendance of children under 12 years at school dental service in Western Australia

Abstract: The aim of this study was to investigate the patterns of attendance at School Dental Service (SDS) and reasons for attendance (treatment or prevention) for children in the Perth Metropolitan Area, in particular investigating the first year of SDS attendance and attendance until the year the child turned 12. The first 150 SDS records located for children from the Western Australian Pregnancy Cohort (Raine) Study were used for this study. Patterns of attendance of children at SDS were described, as were associated factors (enrolment, age and nature of first visit, general nature of visits and number of visits) until the end of the year that the child turned 12. The age of the child at the first SDS visit ranged from 4 years 3 months to 14 years 11 months, with a median of 5 years 1 month. First visits were primarily for an examination (98%). Children had a median of 13 visits until 12 years of age, with 10% having less than five visits and 4% having more than 25 visits. These data provide useful information regarding attendance at the SDS in Western Australia which could provide a basis for oral health promotion programs