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This seminar paper explores biological aspects of the man-technology relationship. From man's beginning and continuing into the future, technology is interwoven extensively in the biological fabric of man. Five facets of the biology-technology interaction are examined: (1) technological innovations enabling man to learn about his biological mechanisms; (2) technological influences on man's evolution; (3) technological procedures designed to enhance man's biological capacities; (4) technological byproducts which adversely affect man's well-being; and (5) potential future technological manipulations which may affect man's future biology. It is believed that the future biological development of mankind depends extensively upon the pace and direction of biological technology. Some future technological manipulations which have been predicted involve birth, genetics, prolonging life, medical improvements, enhancing the capacity of the mind, man-machine relationship/combination, and creating life. (ND)

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The action research projects from, fall semester 2009, are presented below. Papers include: (1) Ready to Take on the World (Religions): Examining Teacher Readiness to Teach World Religions (Christopher Burns); (2) An Inquiry-Based Lesson Plan: Incorporating Adapted Primary Literature in a High School Biology Classroom (Ashley Cross); (3) Using Differentiated Instruction to Improve the Overall Academic Knowledge of Middle School Students (Rembert Edward); (4) Using Interactive Questioning Techniques to Increase High-Level Student Responses in a Catoosa County High School Social Studies Class: An Action Research Project (Jennifer Greeson); (5) School Funding and its Effect on Teacher Preparation (Neil Hamilton); (6) Making Connections through Mediums: An Integration of the Visual Arts with the Language Arts (Kathy Higley); (7) Attitudes Affect Learning (Jennifer Hixson); (8) The Effects of Art-Integration Strategies on Emergent Readers: Comprehending New Vocabulary (Jessica James); (9) To What Extent and How Much Bullying is Going on in School? (Kenneth Johnson); (10) Art in the Curriculum: Teachers' Perspectives (Jake Kelley); (11) Teachers' Opinions on Parental Involvement Possibly Leading to Higher Student Academic Achievement, Better Behavior, and Increased Motivation (Joshua Overton); and (12) Total Physical Response and Total Physical Response--Story Effectiveness in Large and Small Classrooms (Nicholas Selbo). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 14, Spring 2009," see ED511724. Abstract modified to meet ERIC guidelines.]

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The action research projects from, spring semester 2009, are presented here. Papers include: (1) The Impact of Seating Arrangement Upon a Discussion-based, Secondary Social Studies Classroom (Douglas Adams); (2) Determining Effective Strategies in Dealing with Off-Task Students: A Study of Elementary Physical Education Classes (Amy L. Baird); (3) Better Learning Through Classroom Communities (Isaac B. Blevins); (4) The Effects of Integrating Hands-on Learning Activities to Develop a Better Comprehension of Curriculum in High School Biology Classes (Christy Bryant); (5) Do Retention Exercises Aid in Increasing Standardized Test Scores? (Lisa Childress); (6) Let's Get Physical: Movement Breaks in the Classroom (Courtney Hudson); (7) What Teaching Strategies Positively Impact Student Learning in a Large Classroom Setting? (Amy Suits Land); (8) Correlations Between Student Interest and Student Performance (Raymond T. Lee); (9) Peer Tutoring Upon Cooperative Learning Experiences in Basic Mathematics Skills (Jamie McCurry); (10) Using Technology in Literate and Language Arts Instruction (Rebecca Middleton); (11) Enhancing American Government through Multiple Intelligences (Amy Miller); (12) An Examination of the Incorporation of Literacy Strategies as an Essential Element in Middle School Instruction (Christopher Reeves); (13) The Importance of Process: Using Socratic Seminar in the Classroom (Ginger Thomas); (14) Test Anxiety (Alison Wehunt); (15) Exploring Success on Multiple Learning Levels (Tina M. Whaley); (16) Effects of a Real-world Writing Curriculum on Student Participation and Performance (Sally White); (17) Assessing Assessment: Comparing the Effects of Criterion-Referenced Testing and Performance-Based Assessment on Sustained Content Retention (Shannon Williams); and (18) Wired for Science: Sparking an Interest in Science and Careers in Science in Elementary School Students (Deb Wimberley). (Individual papers contain references.) [For "Culminating Experience Action Research Projects, Volume 13, Fall 2008," see ED511591.]

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The course syllabus for Education 590 Culminating Experience is presented in the next section, followed by action research projects from fall semester 2006. (Individual papers contain references, figures, and tables.)

This report contains six research papers and a summary of a panel discussion on the topic of cognition and the adult learner. The papers are as follows: "Psychology and Adult Cognition" (Wilbert J. McKeachie); "Biology and Adult Cognition" (Frank Farley); "Technology and Adult Cognition" (Barbara Grabowski); "Enhancing Cognitive Skills" (Richard A. Block); "How We Solve Problems" (Charles E. Moon); and "From Research to Practice: The Practitioner's Perspective" (Joanne Erickson). The panel discussion focused on "Doing Research in Adult Learning." (KC)

Purpose: The purpose of this scientific monograph is to show new and creative approaches to different school subjects in primary and secondary level. Methodology: Interdisciplinary and international comparative approaches were used. Now according to the 7th Framework Program, the preferred form of Science Education (www.scientix.eu) is preferred inquiry-based learning. Chapters in the monograph bring a lot of different kinds of motivation for teachers in practise. Results: Results indicate that using constructivist and inquiry-based learning methods bring positive results in motivation and development of key competencies by pupils in primary and secondary level. Conclusions: Results show that pupils who are working in groups and led by teachers as managers of theirs own activities have better results than pupils led in transmissive form. Recommendations: Educators need to increase their knowledge of the effects of constructivist teaching to pupils and need international and interdisciplinary exchange of best practices. Additional data: Monograph was supported by Erasmus Intensive Program. [Contents of this monograph are as follows: (1) Some Interactive Elementary Mathematics Lessons (Edith Debrenti); (2) Origami and Mathematics (Asuman Duatepe Paksu); (3) New Inequalities in Higher Education: Pre-Service Teachers in Partium Region (Agnes Reka Dusa and Edina Kovacs); (4) Instructional Software with Focus on Instructional Games in Mathematics and Chemistry Education (Pavla Hanzalova and Katerina Chroustova); (5) On a Method Solving Some Mathematical Problems Using Quantifier Elimination (Lukas Honzik); (6) Importance of Narration in Primary Education (Zuzana Chanasova); (7) Use of Educational Software for Mathematics and Computer Science (Jan Guncaga, Janka Majherova, and Hedviga Palasthy); (8) Education in Smart Cities (Sevinc Gulsecen, Serra Celik, Sebnem Ozdemir, Tuba Ugras, and Mustafa Ozcan); (9) Education of the Pupil for Life in the Complex Society and the Role of the Teacher in this Process (Giuseppi Mari); (10) Curricula and Values in Teacher Training (Silvia Matusova); (11) Introduction to Computer Animation and Its Possible Educational Applications (Sajid Musa, Rushan Ziatdinov, Carol Griffiths); (12) Pedagogical Training from the Pre-Service Teachers' Point of View at the University of Debrecen--A Pilot Research (Zoltan Nagy, Krisztina Banoczki, Eszter Gerjak, Daniel Karai, Jozsef Katona, Edina Malmos, and Eva Fruzsina Racz; (13) Sprachliche Attituden der Slowaken in Sudostungarn--Einfluss zum Schulwesen (Sandor Janos Toth); and (14) Science Education--Formal versus Informal Education (Zuzana Vaclavikova). [Individual papers contain bibliographies.]

This volume is the 18th in a series of monographs on service learning and the academic disciplines. The articles in this volume provide an array of service learning courses in biology that demonstrate active student participation in thoughtfully organized service experiences that meet real community needs and are integrated with the students' academic curriculum. The articles are: (1) "Educational Benefits Associated with Service-Learning Projects in Biology Curricula" (John C. Kennell); (2) "An Environmental Science Approach to Service-Learning in Biology" (Jeffrey A. Simmons); (3) "Service-Learning in Botany: A Public School Project" (Nancy K. Prentiss); (4) "Service Stimulates Science Learning in At-Risk Kids: The Millikin Model" (Marianne Robertson); (5) "Virginia STEP: Evidence That Service-Learning Can Enhance a College Biology Program" (Alan Raflo); (6) "Service-Learning in Biology: Providing a College Experience for High School Students" (Scott S. Kinnes); (7) "Expanding the Reach of University Courses in Biology and Health To Provide Meaningful Service to Underserved Communities" (Amal Abu-Shakra and Tun Kyaw Nyein); (8) "Community and Environmental Compatibility in the York River Watershed: A Project-Based Interdisciplinary Service-Learning Course" (A. Christine Brown and Samuel A. McReynolds); (9) "Service-Learning in Biology: Using the Internet and Desktop Videoconferencing" (Paul D. Austin); (10) "Service-Learning in the Natural Sciences: North Seattle Community College" (Peter Lortz); (11) "Service-Learning and Field Biology in Postcolonial Perspective: The Bahamas Environmental Research Center as a Case Study" (Luther Brown); and (12) "Biology and Service-Learning: Logical Links" (Joel H. Ostroff and David C. Brubaker). An appendix contains reprints from "Science and Society: Redefining the Relationship," 1996 Campus Compact; summary course descriptions, suggested readings, and a list of contributors. Each paper contains references. (SLD)

This volume is part of a series of 18 monographs on service learning and the academic disciplines. The essays in this volume focus on service-learning in a wide range of environmental studies. The Introduction, "Why is Service-Learning So Pervasive in Environmental Studies Programs?" was written by Harold Ward. The chapters in Part 1 share a focus on service-learning as a "consulting company"; they include: "An Undergraduate Course as a Consulting Company" (James F. Hornig); "The Challenges of Integrating Service-Learning in the Biology: Environmental Science Curriculum at Colby College" (David H. Firmage and F. Russell Cole); "Evolution of the Consultant Model of Service-Learning, Bates College, Lewiston, Maine" (Lois K. Ongley, Curtis Bohlen, and Alison S. Lathrop); "The Ethics of Community/Undergraduate Collaborative Research in Chemistry" (Alanah Fitch, Aron Reppmann, and John Schmidt); "Evolving a Service-Learning Curriculum at Brown University, or What We Learned from Our Community Partners" (Harold Ward); and "A View from the Bottom of the Heap: A Junior Faculty Member Confronts the Risks of Service-Learning" (Katrina Smith Korfmacher). The first six chapters in Part 2 focus on the particulars of the projects, courses, and programs; titles include: "Raising Fish and Tomatoes To Save the Rustbelt" (Eric Pallant); "Fulfilling and Expanding the Mission of a Community College" (Janice Alexander); "Connecting with Human and Natural Communities at Middlebury College" (John Elder, Christopher McGrory Klyza, Jim Northup, and Stephen Trombulak); "An Educational Strategy To Reduce Exposure of Urban Children to Environmental Lead: ENVS 404 at the University of Pennsylvania" (Robert Giegengack, Walter Cressler, Peter Bloch, and Joanne Piesieski); "Connecting the Classroom and the Community: A Southern California Experience" (Nan Jenks-Jay); "An Experiment in Environmental Service-Learning" (Calvin F. Exoo); and "Service-Learning in Environmental Studies at the University of Vermont through a Senior Capstone Course on Environmental Problem Solving and Consulting" (Thomas R. Hudspeth). The final three chapters in this part present models in which internship and cocurricular experiences play an especially important role; titles are: "Industrial Areas and Natural Areas: Service-Learning in Southeast Michigan" (Orin G. Gelderloos); "ALLARM: A Case Study on the Power and the Challenge of Service in Undergraduate Science Education" (Candie C. Wilderman); and "Environmental Service and Learning at John Carroll University: Lessons from the Mather Project" (Mark Diffenderfer). An Afterword by Peter Blaze Corcoran is included. Appended is 17-item annotated bibliography. (All papers contain references.) (SM)

James L. Patton served as Curator of Mammals in the Museum of Vertebrate Zoology (MVZ) and as Professor of Integrative Biology (formerly Zoology) at the University of California, Berkeley, from January, 1969 until June, 2001. During his 32 years as a curator and a member of the Berkeley faculty, Jim made an indelible mark on vertebrate evolutionary biology through his tireless pursuit of excellence in research and teaching. In addition to significantly advancing studies of mammalian evolutionary genetics, systematics, and phylogeography, Jim was instrumental in shaping the careers of vertebrate biologists throughout the Americas. Given the magnitude of his impact on studies of mammals, it seemed only appropriate to celebrate Jim’s retirement from the Berkeley faculty by compiling a volume that reflects the breadth of his contributions to vertebrate biology. At the same time, everyone involved in the project agreed that the volume should capture something of Jim, the person. As those of us who have had the privilege of working with him know, Jim is an enthusiastic, generous, no-nonsense individual who doesn’t hesitate to support his students and colleagues in any way that he can. Thus, while Jim’s intellect and work ethic have made him a successful scientist, it is his personality that has endeared him to so many of his students and colleagues. Here, we try to capture both elements of Jim’s career. The result is a series of rigorous, original research papers combined with more informal recollections of Jim’s activities as a scholar, mentor, and museum curator. For those readers who have not had the opportunity to interact with Jim, we hope that the following pages will bring to life both the distinguished career and the distinctive personality of this highly respected evolutionary biologist.