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Although a positive relationship between socio-economic status and academic achievement is well-established, how it varies with age is not. This article uses four data points from Canada's National Longitudinal Study [...]

Byline: William J. Newman (1), Sandra K. Abell (2), Paula D. Hubbard (3), James McDonald (4), Justine Otaala (3), Mariana Martini (3) Abstract: Because various definitions of inquiry exist in the science education literature and in classroom practice, elementary science methods students and instructors face dilemmas during the study of inquiry. Using field notes, instructor anecdotal notes, student products, and course artifacts, science methods course instructors created fictional journal entries to represent the experiences of both the instructors and students during instruction on inquiry. Identified dilemmas were varying definitions of inquiry, the struggle to provide sufficient inquiry-based science-learning experiences, perceived time constraints, determining how much course time should be slated for science instruction versus pedagogy instruction, instructors' and students' lack of inquiry-based learning experiences, grade versus trust issues, and students' science phobia. Instructors' attempts at dealing with these dilemmas included using analogies, increased field-experience time, modeling, and detailed rubrics. Author Affiliation: (1) Department of Mathematics and Science Education, Illinois Institute of Technology, Chicago, IL, 60616, U.S.A (2) Southwestern Bell Science Education Center, University of Missouri-Columbia, Columbia, MO, 65211, U.S.A (3) Department of Curriculum &amp Instruction, Purdue University, West Lafayette, IN, 47907, U.S.A (4) Department of Teacher Education and Professional Development, Central Michigan University, Mt. Pleasant, MI, 48859, U.S.A Article History: Registration Date: 14/12/2004

Students can learn about a synthetic polymer colloid in an everyday context, that is, glue, which learning something about the scientific process. An exercise involves using a series of polymer latexes already prepared and testing it to see how effectively different formulations act as adhesives..

This paper reflects my experiences developing a course within the Criminal Justice Technology Associates of Science degree program at Valencia College that fuses topics unique to peace and police studies. The key challenge in developing this course was in confronting the paradox of the police as instruments of both peace and conflict. In dealing with this paradox, students examine the role of the police in a democratic society and the authority of the police to use coercive force. Key topics covered in this course include defining peace, the police role in peace movements, the history, structure and strategies affecting the police, causes of violence, conflict analysis and conflict intervention, and ethical foundations for peace. In addition, this course examines occupational, organizational, institutional factors that contribute to the development of a unique police subculture that values crime fighting as its core responsibility and the impact of that orientation on police attitudes and behaviors toward the public. Throughout the course, students are challenged to envision a new paradigm for policing that emphasizes a culture of peace rather than a culture of conflict. [ABSTRACT FROM AUTHOR]

The article presents activity programs for young children regarding worms that are connected to the education guidelines "Next Generation Science Standards" ("NGSS"), adapted from the resource "Growing Up WILD: Exploring Nature With Young Children," located at www.projectwild.org/GrowingUpWILD.htm.

The article describes a third-grade lesson that concentrate on spiders and the conceptions students have on spiders. Some of the misconceptions include spiders are insects, all spiders make webs and most spiders cannot bite humans due to their small fangs. It notes that designing firsthand experiences for children improved their attitudes and knowledge about spiders. Students were asked to write their conclusions and the new things they learned about spiders at the conclusion of the activity.

Summary: In an earlier study we identified an increased incidence of head and neck cancer (HNC) in individuals with lower socio-economic status (SES) in the United States. The objective of this study was to determine if lower SES is associated with a similar increase in the incidence of HNC in Canadian patients. We obtained data on SES (income, education and immigration status), demographic characteristics, frequency of dental visits and smoking behavior for adult patients residing in the Eastern Ontario region who were referred to the Ottawa Regional Cancer Centre with HNC. We compared the SES and frequency of dental visits of these HNC patients with the SES and frequency of dental visits of a control sample in the same region from the 2004–2005 Statistics Canada Canadian Community Health Survey (CCHS 3.1). We then performed a logistic regression analysis on the combined sample of patients and controls using incidence of HNC as the dependent variable. This allowed us to eliminate confounding variables such as tobacco intake and to isolate the effect of SES, frequency of dental visits, and immigration status on HNC incidence. There was a statistically significant decrease in the incidence of HNC among adults with a higher median family income (OR=0.5429, CI=[.3352, .8795]). Also, adults with less than grade 8 education had significantly higher rates of HNC than adults who had completed high school (OR 3.65, CI=[1.88, 7.08]). As well, immigrants had a significantly lower incidence of HNC than Canadian born adults (OR=0.3825, CI=[.2063, .7090]). Lastly, we found that individuals who typically visited a dentist less than once per year had a significantly higher incidence of HNC than individuals who typically visited a dentist at least once per year (OR=1.69, CI=[1.01, 2.83]). Even when controlling for tobacco intake, the incidence of HNC in Eastern Ontario was higher in patients with lower median family income and less than grade 8 education. It was higher in individuals who visited a dentist less than once per year, and lower in immigrants to Canada. This was similar to what has been observed in the United States. Further study into the reason for this increased incidence of HNC in patients with lower SES is warranted. [Copyright &y& Elsevier]

Ethnic clustering plays an important role in the location choice of new immigrants to Canada. A concentration of people in the same geographic area who are of similar ethnic background, culture and language can be an important source of financial and personal support, information and guidance, and social mores. Evidence is found that, after controlling for a range of other observable and unobservable factors important to the location decision, the concentration of people of a particular ethnic group in a particular area has a significant effect on the chance that new immigrants of the same ethnic group will choose to live there. The size of the effect, however, depends on the personal characteristics of immigrants. The attraction of ethnic concentrations of immigrants is significantly smaller for new immigrants with a university degree and for those who normally speak English at home. Characteristics of the local ethnic community related to education and language profiles are also significant determinants of location choice. [ABSTRACT FROM AUTHOR]

The article comments on the educational needs of unserved and underserved exceptional children. Notwithstanding the enactment of Public Law 94-142, the educational needs of exceptional children are yet to be delivered. One reason is the difficulty in identifying and evaluating the unserved group using traditional methods. Reforms must be instituted on the resource allocation systems designed to serve the needs of handicapped children. Meeting their educational needs must address the issues of fragmentation of effort, insular focus of traditional special education, and substantive compliance with the mandates of Public Law 94-142.