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This research presents a novel reading fluency (rf) measurement formula that accounts for both reading rate and comprehension. Possible formulas were investigated with 68 participants in a strategic reading course in an IEP at a small Pacific Island university. The selected formula's scores demonstrated concurrent validity through strong correlation (r[66] = 0.680, p < 0.001) with the Adaptive Reading Test (ART), an assessment aligned with ACTFL's proficiency levels. Furthermore, when ART scores were regressed onto formula scores, formula scores accounted for 49% of the variance in ART scores (R[superscript 2] = 0.488, F[1, 66] = 62.88, p < 0.001); these results were comparable to a model in which comprehension and rate were the independent variables (R[superscript 2] = 0.514, F[2, 65] = 34.38, p < 0.001). The formula appears preferable to currently available alternatives and ensures that high performance in reading rate cannot compensate for low performance in comprehension nor vice versa. An Excel workbook for exploring formula variants and tracking learners' fluency is provided to readers of Reading in a Foreign Language.

Written scientific communication, such as laboratory reports, are important components of undergraduate education within the sciences. Since most Horticultural Science majors offer lecture- and lab-based courses, students often write laboratory reports for many courses across the curriculum and these reports comprise a large percentage of the writing assignments in these classes. Instructors link learning objectives with laboratory reports to reinforce course content. Students have noted inconsistencies across horticulture courses in requirements for laboratory report writing, which often leads to confusion. Thus, development of a grading rubric would improve the continuity of expectations of laboratory report writing and grading within a Horticultural Science curriculum for instructors teaching courses requiring laboratory reports. When focusing just on laboratory writing in the curriculum, surveys and interviews indicated that a disconnect exists between what instructors expect of their students and what the stated learning outcomes were for their courses. Student's ability to analyze results was seen as both a strength and weakness, as reported from faculty responses. In lower division courses, analyzing results from student's experiments was a weakness while in upper division courses faculty responses were mixed as to whether students had the skills to sufficiently analyze results from their experiments. When a grading rubric was trialed, students indicated that use of the same rubric in other Horticultural Science courses would demystify the process of conducting research and communicating it effectively in laboratory reports. For this work to expand, one or more standard rubrics need to be developed for use by Horticultural Science courses within an institution to enhance our students' abilities to become competent writers in this form of scientific communication. A baseline rubric for courses at the 3000 level was developed to serve as a template to further this process.

This study investigates multiple intelligences in relation to online video experiences, age, gender, and mode of learning from a rural Australian university. The inter-relationships between learners' different intelligences and their motivations and learning experience with the supplementary online videos utilised in their subjects are investigated. These videos were accessed by students using a variety of digital devices, including mobile devices and in lecture theatres. Quantitative responses using online surveys were collected from 111 students. Measures included McKenzie's Multiple Intelligences Inventory and the Online Video Experience Inventory. The Online Video Experience Inventory resulted in two sub-scales, namely, motivation and learning experience. Overall multiple intelligences was significantly positively correlated with learning experience but not student motivation. Although the findings revealed a significant difference between the MI profiles of respondents and their age category, it was revealed that all students are lower in Existential intelligence. Further analyses between gender and the MI subscales also indicated significant differences between gender and Logical-Mathematical and Intrapersonal intelligences. However, a negligible significant relationship was found between the two sub-scales of the Learning Experience Inventory and age of the participants.

In the course of researching and writing the first-ever book length biography of Edward Graeme Robertson's (1903–1975) eventful life and career in Australasian neurology, a rare 1933 cinema film recording of National Hospital staff at Queen Square has recently been rediscovered. Graeme completed his residency in neurology at Queen Square in the early 1930s and maintained close connections with his colleagues in London, thoughtfully recording them at different times using early movie cameras. Two versions of Graeme's 1933 film have been preserved, and there are also other color clips of his colleagues from later in life in the UCL Neurology archives and Robertson family collection. These remarkable films contain images of several historically significant neurologists, including Gordon Morgan Holmes (1876–1965), Samuel Alexander Kinnier Wilson (1878–1937), Derek Denny-Brown (1901–1981), Macdonald Critchley (1900–1997), and several others. We provide a contextual summary of the many clips recorded alongside an in-depth inventory of all the personalities represented in the 1933 film. Selected photographs are used to indicate the contents of these remarkable films. [ABSTRACT FROM AUTHOR]