Search

Predatory publishing has risen with the development of open access publishing. This study examines how many potential predatory journals were used by Brandon University students by analyzing their bibliographies. In total, 245 bibliographies including 2,359 citations were analyzed. Of the 1,485 citations to journals in these citations, five were found to cite journals on Beall's List of Predatory Journals and Publishers. The probable sources of these journals in the students' bibliographies were examined. [ABSTRACT FROM AUTHOR]

Background:Teacher knowledge continues to be a topic of debate in Australasia and in other parts of the world. There have been many attempts by mathematics educators and researchers to define the knowledge needed by teachers to teach mathematics effectively. A plethora of terms, such as mathematical content knowledge, pedagogical content knowledge, horizon content knowledge and specialised content knowledge, have been used to describe aspects of such knowledge. Purpose:This paper proposes a model for teacher knowledge in mathematics that embraces and develops aspects of earlier models. It focuses on the notions of contingent knowledge and the connectedness of ‘big ideas’ of mathematics to enact what is described as ‘powerful teaching’. It involves the teacher’s ability to set up and provoke contingent moments to extend children’s mathematical horizons. The model proposed here considers the various cognitive and affective components and domains that teachers may require to enact ‘powerful teaching’. The intention is to validate the proposed model empirically during a future stage of research. Sources of evidence:Contingency is described in Rowland’s Knowledge Quartet as the ability to respond to children’s questions, misconceptions and actions and to be able to deviate from a teaching plan as needed. The notion of ‘horizon content knowledge’ (Ball et al.) is a key aspect of the proposed model and has provoked a discussion in this article about students’ mathematical horizons and what these might comprise. Together with a deep mathematical content knowledge and a sensibility for students and their mathematical horizons, these ideas form the foundations of the proposed model. Main argument:It follows that a deeper level of knowledge might enable a teacher to respond better and to plan and anticipate contingent moments. By taking this further and considering teacher knowledge as ‘dynamic’, this paper suggests that instead of responding to contingent events, ‘powerful teaching’ is about provoking contingent events. This necessarily requires a broad, connected content knowledge based on ‘big mathematical ideas’, a sound knowledge of pedagogies and an understanding of common misconceptions in order to be able to engineer contingent moments. Conclusions:In order to place genuine problem-solving at the heart of learning, this paper argues for the idea of planning for contingent events, provoking them and ‘setting them up’. The proposed model attempts to represent that process. It is anticipated that the new model will become the framework for an empirical research project, as it undergoes a validation process involving a sample of primary teachers. [ABSTRACT FROM PUBLISHER]

Examines oxalate and glyoxylate synthesis in vivo using isolated guinea pig peroxisomes and purified lactate dehydrogenase. Conversion of the bulk of the glyoxylate to glycine; Enzyme assays and glycine oxidation; Effect of pH on oxalate synthesis from glycolate in isolated peroxisomes.

In January 2020, with support from the U.S. Department of Homeland Security (DHS), CDC instituted an enhanced entry risk assessment and management (screening) program for air passengers arriving from certain countries with widespread, sustained transmission of SARS-CoV-2, the virus that causes coronavirus disease 2019 (COVID-19). The objectives of the screening program were to reduce the importation of COVID-19 cases into the United States and slow subsequent spread within states. Screening aimed to identify travelers with COVID-19-like illness or who had a known exposure to a person with COVID-19 and separate them from others. Screening also aimed to inform all screened travelers about self-monitoring and other recommendations to prevent disease spread and obtain their contact information to share with public health authorities in destination states. CDC delegated postarrival management of crew members to airline occupational health programs by issuing joint guidance with the Federal Aviation Administration.* During January 17-September 13, 2020, a total of 766,044 travelers were screened, 298 (0.04%) of whom met criteria for public health assessment; 35 (0.005%) were tested for SARS-CoV-2, and nine (0.001%) had a positive test result. CDC shared contact information with states for approximately 68% of screened travelers because of data collection challenges and some states' opting out of receiving data. The low case detection rate of this resource-intensive program highlighted the need for fundamental change in the U.S. border health strategy. Because SARS-CoV-2 infection and transmission can occur in the absence of symptoms and because the symptoms of COVID-19 are nonspecific, symptom-based screening programs are ineffective for case detection. Since the screening program ended on September 14, 2020, efforts to reduce COVID-19 importation have focused on enhancing communications with travelers to promote recommended preventive measures, reinforcing mechanisms to refer overtly ill travelers to CDC, and enhancing public health response capacity at ports of entry. More efficient collection of contact information for international air passengers before arrival and real-time transfer of data to U.S. health departments would facilitate timely postarrival public health management, including contact tracing, when indicated. Incorporating health attestations, predeparture and postarrival testing, and a period of limited movement after higher-risk travel, might reduce risk for transmission during travel and translocation of SARS-CoV-2 between geographic areas and help guide more individualized postarrival recommendations. [ABSTRACT FROM AUTHOR]