Does the Mathematics Level Affect Student Success In High School Physics?

The research question addressed in this study was: does the mathematics class level affect student success in high school physics? Topics explored in the literature review include the context of science course sequencing, the history of physics education in the United States, the disconnect between mathematics and physics in education, the mindsets of parents, students, and teachers about mathematics and science curriculum, and educational policies that affect state standards for curriculum, and graduation. Participants’ previous mathematics class level and success in their high school physics course were studied to find any correlation. To accomplish this, participants’ previous mathematics course and grade were needed, as well as data from their physics courses to find the average at the end of the semester. This study used a mixed methods approach in order to track growth. Both quantitative and qualitative tools were used including student surveys, teacher surveys, teacher observations, mathematics course and grade data, and student test data. The data revealed that students who took Geometry before taking Regular Physics received a lower grade letter in physics than in their previous mathematics course. Data also revealed that students who took PreAP Algebra 2 before taking PreAP Physics received the same letter grade in both courses. Data also revealed that no conclusive evidence could be drawn from those in AP Physics. The results showed that changes need to be made to the curriculum, as well as teacher professional development, in order to better prepare educators for the content they will be teaching. Limitations, implications, recommended changes, and suggestions for future research are discussed

Wprowadzenie

The subject of this issue of “Elementary Education in Theory and Practice”includes the way of understanding the child in the contemporary world. Referring to the Report for UNESCO prepared by Jacques Delors (1998), in which it was indicated that the 21st century education should be based on four pillars: “learning to know; learning to do; learning to live together; learning to be”, we wish to reconsider the child and childhood, especially their “being a child” and “learning to live in the modern world”.The research on children and childhood is carried out by many Polish and foreignscientists who analyse those issues from the historical-comparative, sociological, pedagogical and psychological perspective (inter alia Ariès 1995; Brzeziński 2002; Kehily 2008; Smolińska-Theiss 2014; Szczepska-Pustkowska 2009; Waloszek 2006). On the basis of their books we may conclude that education is the reflection of the image of child and childhood functioning in the society. So what is that image like? Are we able to overcome the tension between the child’s infantilism and independence

Initial Online Consumer Trust (IOCT): The Influence of Third-Party Service Provider Reputation, Website Utility, Electronic Word-of-Mouth, and Previous Experience with Similar Websites

Objectives: The objectives of the study were 1) to conceptualize Initial Online Consumer Trust (IOCT) and 2) to examine the effects of website utility, electronic word-of-mouth, consumer past experiences with similar websites, and third-party service providers\u27 reputation on the development of IOCT. Methods: To explore the research objectives, the study deployed a 2X3 experimental design that involved six experimental groups. Subjects were recruited from the undergraduate student pool at the University of Mississippi, School of Business. The vignettes used in the study was hypothetical book selling websites, one with the presence of third-party service providers and the other without any third-party service providers. Hypothetical customer feedbacks -positive or negative - were provided to the subjects to manipulate the effect of electronic word-of-mouth. The website utility effects, i.e., perceived usefulness and perceived ease of use were measured with multi-items scales adapted from the literature. Consumer past experiences with similar websites were conceptualized as historically positive effect and historically negative effect invoked by the new website and measured with a three-item scale each. Results: The result of this study suggested that perceived usefulness and perceived ease of use supported the development of IOCT. In addition, historically positive affect and historically negative affect invoked by an unknown website were significantly associated with the development of IOCT. ; Electronic word-of-mouth and effect of third-party service providers were not significant. Conclusion: This study discussed and delineated initial online consumer trust and explored its antecedents that may explain the importance of IOCT. New web vendors may employ the insights from this research to address typical business challenges within online environment

Assessment of accuracy and precision of 99mTc-HEPIDA clearances determined by means of a simplified method

BACKGROUND: The aim of the present study was the assessment of the accuracy and precision of our own simplified method for the determination of 99mTc-HEPIDA liver clearance. MATERIAL AND METHODS: It has been assumed that archived results of plasma clearance (ClPl) and hepatic (ClHp), determined by means of multisample methods, could be legitimately used as a reference standard. The accuracy and precision of the simplified method was assessed by means of a Monte Carlo method alternatively utilizing three blood sampling times (T) of 68, 75 and 83 minutes post i.v. administration of 99mTc-HEPIDA. The corresponding alternative three urine voiding times (Y) were: 75, 80, and 95 min p.i. The analysed model was created accepting values of ClPl and ClHp, of administered activity Ap and parameters of biexponential function, describing the concentration C(t) decrease of the radiopharmaceutical (RF) in plasma during time as real values. Using the function C(t) for each individual, the plasma concentrations of RF at three sampling times, urinary clearance (ClPl - ClHp), and voided activity (AUr(Y)) were calculated. Simulated random errors were added to the assumed blood sampling times T and to voiding time Y. To the activity Ap and AUr(Y), and RF plasma concentrations random errors were added, assuming normal distribution with relative SD from 0 to 5% and then clearance values were computed. For each process there were 5000 repeated simulated determinations. The accuracy of the simplified methods was assessed by comparing mean values of simulated clearance computations with the reference. Comparison of standard deviations with mean uncertainties enabled us to gain insight into the degree of agreement of the estimator of relative uncertainty with the coefficient of variation as a measure of precision. RESULTS: There were strong correlations between the reference clearance values and the mean values of determinations by means of the simplified procedure (r > 0.93). The correlations were practically insensitive to the uncertainty of pipetting. The lines of regression differed slightly from the lines of identity, giving an indication that there was a systematic error involved; it amounted to +4 ml/min at ClPl = 60 ml/min and to -7 ml/min for ClPl of 370 ml/min. For ClPl a bias of +6 ml/min was found for a clearance value of 16 ml/min and –13 ml/min at ClPl > 300 ml/min. At uncertainty of pipetting of 2%, a precision of 6-7% was found for ClPl of 300 ml/min. For ClPl of 200 and 150 ml/min the corresponding precisions were 7–8% and 10%, respectively. For ClPl of 200, 150 and 100 ml/min the corresponding precisions were 10, 12 and 17%, respectively. These precisions are 5 percent worse than those that were obtained from determinations by means of multisampling procedures

Autonomy in foreign language learning: An exploratory analysis of Japanese learners

Learner autonomy has received increased attention: in the recent language teaching and learning literature. Although Holec (1981) proposed a somewhat categorical definition of learner autonomy, this concept can be viewed in various ways depending on factors such as context and culture. One may posit, for example, that learner autonomy is based on Western values and as such, is not as easily accessible in the Asian context. With such variables in mind, the purpose of this study is to gain a greater understanding of Japanese students\u27 beliefs regarding foreign language learning in a particular context. This is undertaken by utilising multi-modal investigation procedures, consisting of three studies. Little\u27s learner autonomy theory is utilised throughout this study to provide the theoretical framework. The current research is divided into three interrelated studies. Study One attempt to identify high achievers\u27 beliefs about effective foreign language learning strategies, teacher/learner roles, classroom expectations, self-motivation strategies, and their concept of the self as a learner. In Study One, Little\u27s definition of learner autonomy is considered as the basic concept and used to examine whether or not the collected data in this research supports his theory. Study Two attempts to discover Japanese students’ beliefs and expectations about foreign language learning in a particular context, namely, learning English in Japan. Study Three reports the students’ views on inside/outside classroom environment their journal writings. The researcher takes the position, based on Little\u27s theory, that learner autonomy means both awareness of self-direction and the need for collaboration. In addition, she believes that autonomous learning is not just a matter of offering freedom of time and space, but that internal flexibility should be given some consideration in the development of learner autonomy. Based on Study One, learner autonomy is defined as learners\u27 internal attitude for self-motivation, which leads to effective language learning. Positive self•beliefs and metacognitive awareness con be considered as keys in promoting learner autonomy. Study Two results confirmed high achievers\u27 higher self•efficacy beliefs as compared with average students. The high achievers tended to have more confidence in their ability to learn a language successfully and showed a greater understanding for and use of metacognitive knowledge and strategies. In Study Three, low•middle English level students\u27 beliefs were extracted from their journals and presented in detail. These showed that confidence•building and metacognitive awareness for self•reflection affected their motivation for autonomous learning. Results suggest that teachers should not impose restrictions on their students\u27 potential based on their external judgement of the students\u27 capabilities. Therefore, instead of training learners to satisfy teacher expectations, or simply giving students unbounded freedom to make decisions, learner development that promotes autonomy should be more concerned with the nature of both students’ and teachers’ learning as a path towards self growth

Assessment of the patulin contamination level in selected apple-based products available in retail in Poland

The aim of this study was to assess the level of patulin (PAT) contamination in selected apple-based products, including food intended for infants and young children, available in retail in Poland in 2016–2020. The products examined were selected due to their availability on the market and all of them derived from conventional production. All products examined contained only apples in their composition, with no other fruit added. The obtained results were related to the provisional maximum tolerable daily intake (PMTDI) of PAT established by the Joint Food and Agriculture Organization/World Health Organization Expert Committee on Food Additives (JECFA) (WHO 1995). In addition, in selected age groups, exposure assessment resulting from the intake of this toxin in the diet, was estimated. Only 2 of the 47 examined apple products contained PAT. The determined levels of contamination were significantly lower than a maximum acceptable level specified in the provisions of the food law at the level of 50.0 μg kg-1 for apple juice. When considering the value of the average daily consumption of apple juice in Poland, the PAT daily intake from apple juice did not exceed the tolerable daily intake in any of the examined samples and amounted to a maximum of 1.6% of PMTDI. As for one portion recommended for consumption, the result obtained was also below tolerable daily intake and constituted a maximum of 38.7% of PMTDI. These findings are a particularly valuable source of information for farmers, traders and consumers, and confirm health safety of apple juice and apple-based products intended for infants and young children