The inter-relationship of gastro-enteritis and malnutrition in Cape Town

Diarrhoea is an important cause of illness throughout the world and remains a leading cause of death among infants and young children. The number of deaths from this condition is estimated at 5 million a year. There are important clinical differences in the disease as it manifests itself in previously normal well-nourished children compared with malnourished children. The major part of the total world problem today is concentrated in the industrially underdeveloped countries where malnutrition and retarded development are a feature of infancy and early childhood. In a recent review Ordway indicated the emphasis that is put on (1) the high morbidity and mortality rates among infants and young children, (2) the association with malnutrition, (3) the low socio-economic status of the affected population groups and (4) the multiple and often obscure aetiology of the disease. In this review special emphasis will be put on the association of the disease with malnutrition, where morbidity and mortality are highest. Accurate morbidity figures are not always available but where mortality is high, morbidity is also high

Productive resources in students’ ideas about energy: An alternative analysis of Watts’ original interview transcripts

For over 30 years, researchers have investigated students’ ideas about energy with the intent of reforming instructional practice. In this pursuit, Watts contributed an influential study with his 1983 paper “Some alternative views of energy” [Phys. Educ. 18, 213 (1983)]. Watts’ “alternative frameworks” continue to be used for categorizing students’ non-normative ideas about energy. Using a resources framework, we propose an alternate analysis of student responses from Watts’ interviews. In our analysis, we show how students’ activated resources about energy are disciplinarily productive. We suggest that fostering seeds of scientific understandings in students’ ideas about energy may play an important role in their development of scientific literacy

Students Talk about Energy in Project- Based Inquiry Science

We examine the types of emergent language eighth grade students in rural Maine middle schools use when they discuss energy in their first experiences with Project-Based Inquiry Science: Energy, a research-based curriculum that uses a specific language for talking about energy. By comparative analysis of the language used by the curriculum materials to students’ language, we find that students’ talk is at times more aligned with a Stores and Transfer model of energy than the Forms model supported by the curriculum

Elements of Proximal Formative Assessment in Learners’ Discourse about Energy

Proximal formative assessment, the just-in-time elicitation of students\u27 ideas that informs ongoing instruction, is usually associated with the instructor in a formal classroom setting. However, the elicitation, assessment, and subsequent instruction that characterize proximal formative assessment are also seen in discourse among peers. We present a case in which secondary teachers in a professional development course at SPU are discussing energy flow in refrigerators. In this episode, a peer is invited to share her thinking (elicitation). Her idea that refrigerators move heat from a relatively cold compartment to a hotter environment is inappropriately judged as incorrect (assessment). The instruction (peer explanation) that follows is based on the second law of thermodynamics, and acts as corrective rather than collaborative

An assessment of the histidine-loading (Figlu) test in infancy

No Abstract

Latitudinal variation of the solar photospheric intensity

We have examined images from the Precision Solar Photometric Telescope (PSPT) at the Mauna Loa Solar Observatory (MLSO) in search of latitudinal variation in the solar photospheric intensity. Along with the expected brightening of the solar activity belts, we have found a weak enhancement of the mean continuum intensity at polar latitudes (continuum intensity enhancement $\sim0.1 - 0.2$ corresponding to a brightness temperature enhancement of $\sim2.5{\rm K}$). This appears to be thermal in origin and not due to a polar accumulation of weak magnetic elements, with both the continuum and CaIIK intensity distributions shifted towards higher values with little change in shape from their mid-latitude distributions. Since the enhancement is of low spatial frequency and of very small amplitude it is difficult to separate from systematic instrumental and processing errors. We provide a thorough discussion of these and conclude that the measurement captures real solar latitudinal intensity variations.Comment: 24 pages, 8 figs, accepted in Ap