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This book brings together leading experts to offer an in-depth examination of how computer technology can play an invaluable part in educational efforts through its unique capacities to support the development of students' understanding of difficult concepts. Focusing on three broad themes-the nature of understanding, the potential of technology in the classroom, and the transformation of educational theory into practice-the contributors discuss a wealth of subjects central to any efforts that intend to improve schools. Topics range from the difficulties students encounter when learning new ideas, to how the right software allows for hands-on manipulation of abstract concepts, to the social realities of the educational environment. Chapters include: (1) "Can Technology Help Teach for Understanding?" (Nickerson, Raymond); (2) "Use of History of Science To Understand and Remedy Students: Misconceptions about Heat and Temperature" (Wiser, Marianne); (3) "On Understanding the Nature of Scientific Knowledge" (Carey, Susan; and Smith, Carol); (4) "History of Mathematics as a Tool for Teaching Mathematics for Understanding" (Vasco, Carlos); (5) "Inside Understanding" (Perkins, David; Crismond, David; Simmons, Rebecca; and Unger, Chris); (6) "Shuttling between the Particular and the General: Reflections on the Role of Conjecture and Hypothesis in the Generation of Knowledge in Science and Mathematics" (Schwartz, Judah); (7) "Conceptually Enhanced Simulations: A Computer Tool for Science Teaching" (Snir, Joseph; Smith, Carol; and Grosslight, Lorraine); (8) "Creating Cybernetic and Psychological Ramps from the Concrete to the Abstract: Examples from Multiplicative Structures" (Kaput, James); (9) "Multiple Representations: A Vehicle for Understanding Understanding" (Goldenberg, E. Paul); (10) "The Right Size Byte: Reflections of an Educational Software Designer" (Schwartz, Judah); (11) "A Cultural Perspective on School-University Collaboration" (Wiske, Martha); (12) "Managing the Tensions in Connecting Students' Inquiry with Learning Mathematics in School" (Lampert, Magdalene); (13) "Constructing Understanding in the Science Classroom: Integrating Laboratory Experiments, Student and Computer Models, and Class Discussion in Learning Scientific Concepts" (Snir, Joseph; and Smith, Carol); (14) "Teaching the Metacurriculum: A New Approach to Enhancing Subject-Matter Learning" (Schwartz, Steven; and Perkins, David); and (15) "Integrating Computers into Classroom Teaching: Cross-National Perspectives" (Vickers, Margaret; and Smalley, Jane). (JRH)

Pychologists, educators, and others have challenged the idea of a fixed IQ. This book uses recent research and earlier discoveries to argue that intelligence is not genetically set. Noting that the idea of learnable intelligence reflects the belief that intelligence can be taught, the book outlines a theory of learnable intelligence, including ways in which it can be amplified. The metaphor of "mindware" is used, which is "software for the mind"--programs individuals run in their minds to help them use data stored in memory. Part 1, "In Search of Intelligence," includes information on visible intelligence, the "fairness" of IQ, multiple intelligences, and strategic intelligence. Part 2, "Learning Intelligence on Trial," includes a discussion of the "paradox" of intelligence, causes of defaults in thinking, and arguments from the standpoints of expertise and weak methods, along with a case for reflective intelligences. Part 3, "What the Mind is Made Of," uses the phrase "the right stuff" as a metaphor for the learnable intelligence theory, asking what "stuff" underlies intelligence. The discussion includes kinds of knowing, realm theory, the theory of expertise, and how experiential and reflective intelligence are related. Contains 233 references. (BGC)

Statistical data were examined to see the number of library volumes in four types of colleges as defined by the Carnegie Commission. These were comprehensive universities and colleges I and II and liberal arts colleges I and II. Statistically significant differences were found between liberal arts colleges I and II, but this was not so for comprehensive universities and colleges I and II. However, when sub-groupings based on enrollments were devised, significant differences did appear. A table of statistical data is included, and two methods for counting microform volumes are explained. (LS)

Microarray technology can rapidly generate large databases of gene expression profiles. Our laboratory has applied these techniques to analyze differential gene expression in cardiac tissue and cells based on mouse heart transplantation. We have analyzed the different gene expression profiles such as stress or injury including ischemia following transplantation. We also have investigated the role of infiltrating inflammatory cells during graft rejection by purifying subsets of infiltrating cells using GFP transgenic mice and detailed all technical experiences and issues. The purpose of this study is to assist researchers to simplify the process of analyzing large database using microarray technology. [ABSTRACT FROM AUTHOR]