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This paper reports on teachers' perceptions of students learning as part of a project examining teacher practice and student learning when using "ScratchMaths" in their classroom programmes. The project used design-based methodology, incorporating video-recorded classroom excerpts; teacher interviews; and teacher analysis and review of their practice. The teachers identified the students' problem solving, using unplugged activities, and collaborating using explicit mathematical and coding language as ways to facilitate mathematical thinking. They also recognised that their practice became more faciliatory, with their understanding of coding developing through learning with their students.

This paper reports on two teachers' perceptions as part of a project examining the learning that took place when 9 and 10-year-old children used "ScratchMaths" in their programme. The project used design-based methodology, which incorporated video-recorded classroom excerpts, teacher interviews, and teacher analysis and review of their practice. The teachers identified the students' problem solving, collaborating using explicit mathematical and coding language, and being cognitively engaged. They also recognized that their own practice evolved into a more faciliatory role, while their understanding of coding processes grew through learning beside, and through, their students.

This paper reports on an aspect of a research project that examined the use of apps in primary school mathematics programmes. It reports teacher and student perspectives on how they used a range of digital tools within the apps to solve problems. We consider the interplay between the affordances of the mobile technologies, including multi-representation and haptic, with other social and pedagogical aspects, and how the assemblage of social and technological entities influences the ways that teachers might integrate apps into their mathematics programmes.

In this paper, we report on primary-school students' views of their learning experiences when they engaged with mathematical phenomena through apps. The students commented on how they used a range of digital tools within the apps to solve problems, and we consider how the affordances of the mobile technologies, including multi-representation, dynamic and haptic, might influence the learning experiences. In particular, we focus on the interplay between the affordances of the mobile technologies with other social and pedagogical aspects, and ask how the assemblage of social and technological entities might influence mathematical learning experiences.

This paper reports on a research project that examined the beliefs and attitudes of reluctant 16 to 18-year-old learners when using apps in their numeracy and literacy programmes. In particular, it considers the students' change of attitude towards numeracy learning. The data were consistent that the use of apps in the numeracy programme was instrumental in transforming student attitudes towards numeracy.

This paper examines how mathematical understandings might emerge through student-centred inquiry. Data is drawn from a research project on student-centred curriculum integration (CI) that situated mathematics within authentic problem-solving contexts and involved students in collaboratively constructed curriculum. Participatory action research (PAR) was the methodology employed and mixed methods were used to collect data. The project took place in three primary school classrooms in New Zealand. The findings indicated that mathematics centred on real-life learning was highly engaging and that the measurement and geometric thinking explored went beyond New Zealand curriculum requirements.

This paper reviews research on teaching practicums and describes research-based efforts of the University of Waikato in New Zealand to make the practicum component more effective. Changes in the practicum component being implemented include clarifying the relationship between theory and practice; improving the communication among schools, colleges, and students; outlining the logical development of expectations for each practice teaching requirement; providing training for associate teachers; improving assessment of the practicum; and establishing the Professional Studies Department. Findings suggest that the blend of the practicum incorporated within professional practice courses produces an effective mix of theory and practice and that improvements to this model will bring about a professionally more sound development than the school-based initial teacher education models being proposed elsewhere. (JDD)

The Microcomputer Diagnostic Testing Project (MDTP) was designed to broaden the use of microcomputers in student testing, for elementary and secondary school use, and for a variety of test item formats. MDTP was designed to administer tests, to allow teachers to create or revise tests, to print out test forms when desired, to score tests, to perform item analysis, and to be user-friendly. The first year of the three-year project resulted in the development of multiple choice, true-false, and A or B test items. System programs were written in BASIC for Apple microcomputers. Field testing classrooms were selected from several school districts in North-Central Alberta, Canada. Feedback was obtained and modifications were made as the project continued. There were problems associated with the way computers were distribued in schools, and the way in which various types of test formats were administered. It was found that this testing program was more readily used at the elementary level. It was also discovered that a simple way to incorporate mathematical characters was needed. Teachers' attitudes, based on preliminary surveys, were positive, but not overwhelmingly positive. (GDC)

This paper focuses on the issues of restructuring teacher education for general educators, special educators, and leadership personnel. The paper calls for preparing teachers in liberal arts, professional areas, and clinical experience. The pre-professional component should provide sound subject matter background. Professional education should then emphasize the study of teaching as an academic field, knowledge of pedagogy, classroom teaching skills, and values and ethical responsibilities. The clinical program should integrate the pre-professional components into rigorous experiences where formal knowledge is used as a guide to practical action. This segment should take place in a Professional Development Center. Competencies required of leadership personnel to function in preservice teacher education programs are outlined. (JDD)

This paper on trends in special education and implications for training personnel emphasizes the importance of partnerships between elementary and secondary schools and colleges of education, and specifically recommends the establishment and implementation of clinical models of teacher education and the formation of Professional Development Centers. Professional Development Centers serve as model sites for supervised clinical experiences and facilitate the transition of theory and research into practice. Staff members of Professional Development Centers must be committed to collaborative efforts in clinical preparation, applied research, and continuing professional development of all parties. The Centers should be located in a variety of socioeconomic settings and should reflect a state's population characteristics. The Center concept requires that curricula and instructional strategies be designed to model research-based practices and learning models discussed in universities' teacher preparation programs. This paper discusses qualities of clinical supervisors in Professional Development Centers, program characteristics, obstacles and inhibitors to obtaining the ideal program, and stages in moving toward this ideal. (JDD)

Prepared as commentary for a slide/tape presentation, this document briefly examines the role of the press in the American Revolution. It discusses propagandist activities led by such agitators as Samuel Adams, newspaper reports of the day that dealt with events of the revolution, and the work of incendiary writers and journalists, including Philip Freneau and Thomas Paine. The document lists the slides used in the presentation and indicates which songs were recorded for use at specified points in the commentary. (GW)

This paper is a bibliographic review of journalism history books published between 1969 and 1978; it is limited to those books which would appear under "history" in the "Journalism Quarterly" and to the kind of books which might be assigned to graduate and undergraduate students in history. The books are divided into the following categories: surveys and the like; collections, oral history, memoirs; books linked to the bicentennial; other historical areas; state histories, newspaper histories; biographies; magazine journalism; cartoons, comics, photography; women and minorities; British press; technology, advertising, broadcasting; new journalism; and Vietnam and public affairs. For each of the numerous titles in each category, a very brief review is given along with publishing information. (TJ)

Two surveys were recently conducted to obtain a perspective on the future of student services in Canada. The first survey, conducted in 1982, sought the opinions of senior student services officers, college presidents, and student council leaders in Ontario concerning the level of emphasis that was desirable for and likely to be given to 43 student services and college functions in the Ontario college system. All three groups ranked student placement first in terms of desirable level of emphasis, followed by student counseling for student services personnel, pre-college information for college presidents, and financial aid for student council presidents. With respect to predictable level of emphasis, student service officers and presidents ranked placement first, while student council presidents ranked computing services first. As part of the second survey, conducted in 1983, senior student services officers from 61 colleges across Canada (excluding Ontario) were asked to respond to questions concerning the major forces influencing the future of student services, levels of support to be expected, the major role of the head of student services, and the major contributions of student services to the college. Responses from 20 colleges indicated that vocational assessment, job search, learning assistance centers, work experience placement, and aptitude and interest testing were expected to be the areas receiving the greatest support in the next 5 years. (HB)

Since Marx and Weber, sociologists have insisted that religious authority over the economy disappears with modernization. However, the world is now experiencing a "halal boom": the blossoming of economic sectors regulated by shariah. In some sectors, like finance and shipping, certified shariah-compliant products like Islamic bonds and halal container terminals are proliferating for the first time in modern history, supported by liberalizing markets, global supply chains, and risk-management imperatives. Desecularization is not transpiring despite economic modernization, but because of it. I argue that this "market-driven desecularization" is possible because an elective affinity exists between Islamic neotraditionalism and voluntary market regulation. Necessary conditions for voluntary market regulation include the presence of ethical anxieties about products and legitimate non-state authorities to issue labels of ethical certification. Islamic neotraditionalism offers these. Case studies of Islamic finance and halal logistics show how entrepreneurs have institutionalized the authority of shariah scholars and their fatwas to certify shariah-compliant products and offer consumers peace of mind. Surprisingly, some of these entrepreneurs have been non-Muslims. Moreover, the anxieties shariah-compliant products address may be old or completely new. Indeed, halal certification not only responds to demand from neotraditionalists, but itself shapes neotraditionalist piety, creating new avenues for virtuous action. [ABSTRACT FROM AUTHOR]

Foundational urban sociological theories emphasize the role of heterogeneity of exposure to spatial contexts and associated social environments as an essential feature of the urban experience. Yet the development of "neighborhood effects" research has largely focused on the residential context as the (single) relevant non-home urban exposure space. We explore the extent to which the everyday activity locations of urban youth vary with respect to a key feature of social structure - racial composition. We use unique geospatial data on the travel paths of a large sample of youth from the Columbus, OH-based Adolescent Health and Development in Context study. Contrary to the expectations of the dominant theoretical approach to neighborhood influence - the neighborhood social isolation model - findings indicate that youth residing in segregated African American neighborhoods spend a significant proportion of their time in white-dominated areas. In addition, increases in the percent African American of the residential neighborhoods youth reside in is associated with greater variability in the racial composition of the locations they encounter. Implications for interpreting findings from decades of research on the influence of residence in segregated neighborhoods and the conduct of "neighborhood effects" research more broadly are discussed. [ABSTRACT FROM AUTHOR]

In most of the world, religious authority no longer regulates economic activity. Islamic finance is an exception. Whereas the laws of other religions have little impact on financial practice today, $1.5 trillion - almost one percent of global financial assets - is managed according to Islamic law. So why does religious regulation of the economic sphere persist in Islam? This article argues that Islamic finance has thrived because Islamic banks, since the 1970s, have turned economic piety into a question of adherence to formal rules of Islamic law rather than to substantive economic principles. However, the observation that form has trumped substance is not new. This article aims to explain why. I posit a cycle that drives the industry toward formal solutions and away from substantive economic agendas. First, Islamic bankers try to practice Islamic finance in a conventional financial world, which creates ethical tradeoffs. They must choose between a less profitable solution that advances a substantive agenda and a more profitable one that merely complies with shariah's formal requirements. Whether to ensure the survival of Islamic finance or to please shareholders, the bankers choose the formal solution. Second, an apparatus (dispositif) of vendors, technologies, training programs, and fatwas emerges to enact this solution as efficiently, cheaply, and accurately as possible. A new ethical narrative also justifies it. Not only does the formal solution become an industry norm, but the technical exactitude with which it is executed becomes a measure of piety. Finally, new market challenges arise, generating more ethical tradeoffs. [ABSTRACT FROM AUTHOR]

Chapter 29 of the book "Proceedings of the Rocky Mountain Mineral Law Annual Institute" is presented. It provides advice and suggestions for those seeking to acquire mature federal onshore and offshore oil and gas properties, as well as some words of caution for sellers. It highlights that every single oil and gas transaction, from leasing the smallest mineral interest to the largest corporate merger, involves some level of due diligence.

An abstract of the article "Student-Centered Inquiry Learning: How Might Mathematical Thinking Emerge" by Nigel Calder and colleagues is presented.

In Religious Rejections of the World and Their Directions, Max Weber argues that rationalization of the modern capitalist economy is at odds with an ongoing role in it for religions of salvation (Weber 1958: 331). Indeed, Weber offers the disappearance of the Catholic usury prohibition as an example of how "the needs of economic life make themselves manifest" (Weber 1978: 577‒578). How, then, do we explain the birth of modern commercial Islamic finance in the 1970s and its efflorescence in the past decade into a $1 trillion global industry, precisely at a moment when international finance was undergoing dramatic technicization? How has an explicitly religious project blossomed from the soil of hyper-rationalized contemporary financial capitalism by embracing the usury ban and a role for Islam in the economy, instead of rejecting them? After an Introduction that outlines what modern Islamic finance is, this paper sets out to answer that question. I assess the impact on Islamic finance's development of four global-level events of the last half-century: the Cold War, the growth of Islamism, the oil shocks of the 1970s, and the expansion of international finance. The Conclusion looks toward the future of Islamic finance. [ABSTRACT FROM AUTHOR]

Ten years after the mob's Apalachin conference in upstate New York, implementation of a new strategy for prosecuting leading racketeers was undertaken by the United States Justice Department. The 'Buffalo Project' evolved in 1966 from an organizational template innovated by Attorney General Robert Kennedy. Its success introduced creation of the Strike Force program. This paper discusses historical pathways leading to the first Strike Force unit in Buffalo, New York in January 1967. It summarizes previous initiatives to concentrate intelligence and investigatory resources, reflects upon contributions of Attorneys General Nicholas Katzenbach and Ramsey Clark and Henry Petersen (Chief of the Organized Crime and Racketeering Section (OCRS)), and discusses some of the early cases prosecuted by Buffalo Strike Force chief Robert Peloquin and his staff of attorneys and investigators. This celebratory paper is based on extensive research of the Strike Force program, soon to be published in a comprehensive history, and the experiential reflections of many attorneys, investigators, and Justice Department officials who worked in the program over its 23-year run. William S. Lynch was one of those dedicated officials, serving nearly seven years as Chief of OCRS from 1969 to 1975, directing the program through years of expansion and consolidation. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Theorists of urban poverty (e.g., Wilson, Massey) point to the role of witnessing violent behavior as a key mechanism by which residents of high poverty neighborhoods develop normative orientations that tolerate violence. In this paper, we explore the role of neighborhood cluster level (aggregations of 2 to 3 census tracts) structural disadvantage and census block group level physical and social ecologies in concentrating experiences of exposure to community violence. We also examine the extent to which the likelihood of witnessing violence is increased when youth reside near other disadvantaged communities. Using data from the PHDCN Cohort Study, Community Survey, and Systematic Social Observation, we employ a Hierarchical Bayesian approach to estimate a multilevel model with spatial dependence. Preliminary analyses indicate that neighborhood concentrated poverty is positively associated with witnessing violence in urban communities. Moreover, we find evidence of spatial dependence (between more proximate neighborhoods) in witnessing violence after considering a host of individual, family, and neighborhood level factors, suggesting that youth who live in spatially proximate clusters of neighborhoods with high levels of violence witnessing are at increased risk. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Land use patterns in large cities have been linked with crime in extant macro-level studies. However, to date, relationships among racial residential segregation, economic disadvantage, physical characteristics of communities, and crime rates are only partially understood. We examine the links among racial/ethnic segregation, neighborhood level structural disadvantage, physical ecologies, and crime for two major U.S. cities (Columbus, Ohio and Austin, Texas). We hypothesize that racially segregated and economically disadvantaged communities are characterized by more criminogenic physical ecologies, in particular, sparse and degraded commercial infrastructure. In turn, diminished commercial infrastructure reduces conventionally oriented street activity, compromising local public social control. We explore these relationships using data from the National Neighborhood Crime Study and detailed information on the physical characteristics of communities from land use parcel data. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]