Social Studies Curricula: Interpreting and Using African Primary Source Documents

While many US residents like listening to African stories, hearing African stories is difficult because designing effective curricula and teaching about African contexts appear to be a major challenge in US social studies education.  Drawing on postcolonial theory, we analyzed the discourses of two contemporaneous historical documents to demonstrate the complexities in meaning making processes inherent in the indigenous Yorubas’ social practices, in the southwestern part of Nigeria.  Differential complex perspectives on Yoruba social practices are evident in both colonialist and native authored historical documents from the same time period when colonialist authority had been established but indigenous cultural practices were evident and continuing.  The Colonialist authored historical document indicate misunderstanding of the meaning of some Yoruba social practices.  The native authored historical document provides underlying meanings for social practices and ties portrayal of social practices to indigenous ways of being.  The discussion calls attention to how colonial legacies influence meaning making, meaning made from, and knowledge made available by, historical documents, as well as ways forward in addressing contemporary discourse on Africa in US social studies curriculum

İzmir‐Ankara suture as a Triassic to Cretaceous plate boundary – data from central Anatolia

The İzmir‐Ankara suture represents part of the boundary between Laurasia and Gondwana along which a wide Tethyan ocean was subducted. In northwest Turkey, it is associated with distinct oceanic subduction‐accretion complexes of Late Triassic, Jurassic and Late Cretaceous ages. The Late Triassic and Jurassic accretion complexes consist predominantly of basalt with lesser amounts of shale, limestone, chert, Permian (274 Ma zircon U‐Pb age) metagabbro and serpentinite, which have undergone greenschist facies metamorphism. Ar‐Ar muscovite ages from the phyllites range from 210 Ma down to 145 Ma with a broad southward younging. The Late Cretaceous subduction‐accretion complex, the ophiolitic mélange, consists of basalt, radiolarian chert, shale and minor amounts of recrystallized limestone, serpentinite and greywacke, showing various degrees of blueschist facies metamorphism and penetrative deformation. Ar‐Ar phengite ages from two blueschist metabasites are ca. 80 Ma (Campanian). The ophiolitic mélange includes large Jurassic peridotite‐gabbro bodies with plagiogranites with ca. 180 Ma U‐Pb zircon ages. Geochronological and geological data show that Permian to Cretaceous oceanic lithosphere was subducted north under the Pontides from the Late Triassic to the Late Cretaceous. This period was characterized generally by subduction‐accretion, except in the Early Cretaceous, when subduction‐erosion took place. In the Sakarya segment all the subduction accretion complexes, as well as the adjacent continental sequences, are unconformably overlain by Lower Eocene red beds. This, along with the stratigraphy of the Sakarya Zone indicate that the hard collision between the Sakarya Zone and the Anatolide‐Tauride Block took place in Paleocene

Early childhood social studies

xiv, 251 p. : il.; 24 cm

Determinants of Human Capital Theory, Growth and Brain Drain: An Econometric Analysis for 77 Countries

The study aims to analyse the relation between human capital, growth and brain drain in 77 countries. These variables are also affected by numerous other variables. This study researches human capital, growth, migration, their determinant variables and the interlink ages between them. Models constructed for these purposes are tested by panel data analysis for the period 1990 – 2001.Human Capital, Growth, International Migration, Panel Data Analysis

An Experimental and Numerical Investigation of Particle Morphology Effect on the Elasto-plastic Behavior of Particle-filled Composites

In this study, the influence of particle shapes on the elastoplastic response of composite materials is investigated both experimentally and computationally. Flake, spherical, irregular, and rod type glass particles are used as filler in the epoxy matrix material in various mass fractions: 5, 10, 15 %. For each investigated composite material, mechanical properties such as elastic modulus, tensile strength, and tensile fracture strain are determined by experimentally obtained stress-strain curves. Flake and irregular particle types give the maximum and minimum elastic modulus values, respectively. The addition of glass particles has an adverse effect on the tensile strength and tensile fracture strain. The worst filling types in terms of tensile strength and tensile fracture strain are the flake and the irregular ones due to the stress concentrations at the sharp edges and corners present on these filler particles under loading conditions. On the otherhand, for spherical type fillers that have no sharp corners, debonding seem to be the main failure mechanism. Representative volume element (RVE) approach is utilized to determine experimentally identified properties by means of Finite Element Method. In the model, the debonding among particle and matrix components is simulated through the cohesive zone model (CZM). Computational outputs are quite well compliant with experimental results. Experimental results and computational analysis indicate that along with the aspect ratio, some other morpohological characteristics of particles have a marked effect on the mechanical properties of the particle filled composites, such as presence of sharp corners and edges on the particle geometry and surface area to volume ratio of the particles

Evaluation of Anxiety in Turkish Parents of Newborns with Cleft Palate with or Without Cleft Lip

© 2023, American Cleft Palate Craniofacial Association.Objective: (1) To compare anxiety between parents of newborns with cleft lip and palate (CLP), isolated cleft palate (CP), and healthy newborns and (2) to evaluate anxiety between parental dyads within these groups. Design: A cross-sectional study. Setting: University Hospital. Participants: Surveys were completed by 20 mothers and 20 fathers of newborns with CLP, 21 mothers and 21 fathers of newborns with CP, and 23 mothers and 23 fathers of healthy newborns (controls). Main Outcome Measure: The State-Trait Anxiety Inventory (STAI) assessed parental anxiety. Mothers of newborns with a cleft reported on concerns regarding cleft-related issues and facial appearance. Results: State and trait anxiety were generally in the moderate range for parents of newborns with a cleft, while control parents had low state anxiety and moderate trait anxiety. Mothers of newborns with CP and CLP had significantly higher state and trait anxiety levels than control mothers (p <.05). Fathers of newborns with CLP had a higher state anxiety level than control fathers. When maternal and paternal anxiety was compared within the groups, only trait anxiety scores were significantly higher in mothers of newborns with CLP than that of fathers (p <.05). More than half of mothers of newborns with a cleft were concerned about their newborn\"s feeding, speech, and palate. Conclusions: Parents of children with a cleft may need psychological support in the early postnatal period. It is important for neonatal cleft team providers to help reduce parental anxiety and educate families about cleft care, with a focus on feeding

Long-term impact of undergraduate science reform courses on the pedagogical content knowledge of kindergarten through sixth grade inservice teachers

This study explores the long-term impact of faculty-created reformed undergraduate science courses on the pedagogical content knowledge of kindergarten-6th grade inservice elementary teachers who took these reform courses during their undergraduate programs. On-site case studies were completed with 35 faculty instructors teaching entry-level undergraduate science courses at 20 higher education institutions, and 91 elementary inservice teachers. The sample was selected from a national population of diverse colleges and universities that had undergone reform in one or more of their undergraduate science courses. The data collection protocol involved classroom observations, interviews, artifact analysis, semi-structured interviews, and field notes from multiple instruments and sources. Data were collected during on-site visits from instructors and their graduated students. Quantitative and qualitative analysis identified variations in faculty instructors', as well as inservice teachers', perceptions and observations of the intended and enacted teaching goals, instruction, student difficulties, and rationale for teaching a specific science concept in observed science lessons. These perceptions and observations, identified as science pedagogical content knowledge (PCK), varied significantly among both faculty instructors and inservice elementary teachers who experienced the undergraduate reformed science courses taught by these same faculty instructors. (Published By University of Alabama Libraries

Teachers' conceptions of successful elementary mathematics pedagogical practices of African American students

This study investigated elementary school teachers' conceptions of their beliefs and expectations of African American students, their pedagogical practices, and the rationale for choosing the pedagogical practices for grades 3 through at Star Maker Elementary. The researcher employed a mixed methodology. The Math Teacher of African American Students Inventory (MT-ABSI) served as the quantitative method. Frequency analysis was employed to analyze the survey. Qualitative methods included two focus group interviews and lesson plans analysis. The researcher employed thematic coding to analyze the qualitative methods. Although the results from the MT-ABSI indicated that teachers had low level beliefs and expectations of their African American elementary students' ability in mathematics, the teachers professed to have high beliefs and expectations and communicate them to their students by using real world experiences in their mathematics classes, providing extra help outside of the mathematics class, and expressing their expectations verbally and non verbally. Further results of the survey indicated that teachers professed to implement some best practices in mathematics classroom than other. These best practices included the use of manipulatives and informing students of state standards. Overall, this is in agreement with the focus group interviews and lesson plans with special emphasis on differentiating instruction, professional development, and lesson plans cycle. There rationale for choosing the pedagogical practices included building background, learners' preference, and reinforcement and advancement of skills. (Published By University of Alabama Libraries