Artykuły w czasopismach na temat „Wisconsin High School (Madison, Wis.)”

The purpose of this research is to examine whether low and high student success and green-mixed-old types of buildings have a meaningful relationship with perceptions of teachers on quality of school buildings, and the relationship between school building conditions and life satisfaction of teachers, and the degree of effects of buildings to this satisfaction. Quantitative methods were used in the research. 170 participants of research were elementary and middle school teachers from Madison/Wisconsin, US. Stratified random sampling was used in the research. In data collection, ‘Quality School Building Scale’ and ‘Teachers Life Satisfaction Scale’ were used. Data was analyzed with Mann Whitney U test, F & r statistics, and multifactor regression analysis. According to results, school building conditions and life satisfaction of teachers has a positive relation. A significant correlation was found between perception of teachers of school buildings, and low or high academic success of students in the dimension of ‘equipment and building of school’ and ‘physical condition and equipment’ - in favor of green schools. Life satisfaction has an intermediate level meaningful relationship with school campus and lightnings, and with a close resulted, there is a low level meaningful relationship with visibility range and acoustics. School building sizes explains 20% of unidimensional life satisfaction. Thus, bettering the conditions of building should be an important task for authorities and employees of schools.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmada öğretmenlerin okul bina kalitesine algıları arasında öğrenci başarısı ve okul bina tipine göre anlamlı bir farkın olup olmadığı; okul bina koşullarıyla öğretmenlerin okul yaşam doyumları arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmanın katılımcıları ABD, Wisconsin/Madison’da ilk ve orta dereceli okullarda görev yapan öğretmenlerdir. Araştırmada tabakalı seçkisiz örnekleme yöntemi kullanılmış, 170 öğretmen örneklemde yer almıştır. Veri toplama aracı olarak “kaliteli okul binası ölçeği” ve Yaşam Doyumu Öğretmen Ölçeği adlı ölçekler kullanılmıştır. Veriler Mann Whitney U, F ve r istatistiği ile çok faktörlü regresyon analizi yapılmıştır. Araştırmanın sonuçlarına göre öretmenlerin okul bina koşulları ve yaşam doyumuna algıları olumludur. Akadamik başarıya göre öğretmen algıları toplam ölçek ve fiziksel koşullar boyutunda farklılaşırken, okul tipine göre yeşil okullar lehine tüm tüm boyutlarada farklılaşmaktadır. okulların lehinedir. Okul binaları ve öğretmenlerin okul yaşam doyumları arasında pozitif yönlü bir ilişki vardır. Okul yaşam doyumu ile fiziksel koşullar ve ışıklandırma boyutları arasında orta, akustik ve görüş mesafdesi boyutları arasında ise az bir farkla düşük düzeyde püzitif bir ilişki vardır. Okul bina ve donanımı okul yaşam doyumunu %20 düzeyinde açıklamaktadır. Bu durumda okul binalarının durumun iyileşmesi yetkililerin ve okul çalışanlarının önemeli bir konusu olmalıdır.

In 2008, a collaborative project was initiated between the La Farge School District (La Farge, WI), University of Wisconsin–Madison College of Agriculture and Life Sciences, Organic Valley Cooperative Regions Organic Producers Pools (La Farge, WI), and Kickapoo Valley Reserve (La Farge, WI). The overarching mission of the program is to build a sustainable, hands-on educational farm and corresponding curriculum to teach organic agriculture principles to high school students and increase the number of students entering agriculture-related professional fields. Secondary goals of the project include delivering locally grown organic produce and related organic agriculture educational opportunities to the broader community. To achieve these goals, a multifaceted student internship program was created that includes a range of experiential learning opportunities for students. With the participation of each of the project partners, about ten students per year engage in the field production of certified organic vegetables, participate in field trips to sites related to organic agriculture, and distribute the produce to the school and the broader community. Through the integration of these activities, students are taught key principles of successful organic management, including ecologically based disease, weed, and insect management, development of a soil fertility plan, market analysis and its implications of crop selection, and determination of costs of production. In the face of both successes and challenges, through informal evaluation of students and the project team, the program continues to develop each year.

In this article, we present a study focused on developing students' understanding the ecology through participation in a technology-supported urban planning simulation—specifically, 11 high school students in Madison, Wisconsin acted as urban planners to redesign a local shopping street using a Geographic Information System (GIS) model. This experimental design was situated within the theory of pedagogical praxis, which suggests that modeling learning environments on authentic professional practices enables youth to develop a deeper understanding of important domains of inquiry (Shaffer, 2004). Results presented here suggest that through participation in the project students: a) developed an understanding of ecology; and b) developed this understanding through the urban planning practices and the features of the GIS model used during the project. Thus, we propose that this augmented by reality learning environment modeled on the professional practices of urban planners extends the theory of pedagogical praxis into the domain of ecology and offers a useful method for developing ecological understanding through participation in simulations that incorporate the authentic tools and practices of urban planning.

Abstract Authors: Apoorva Anandan, MD (1,2), Trinetri Ghosh (3), Jiwei Zhao (3), Kari Wisinski, MD (1,2) (1) Department of Medicine, Section of Hematology/Oncology, University of Wisconsin-Madison School of Medicine and Public Health, Madison, WI (2) University of Wisconsin Carbone Cancer Center, Madison, WI (3) University of Wisconsin Department of Biostatistics and Medical Informatics Madison, WI Background: A combined analysis of the SOFT/TEXT trials demonstrated an overall survival (OS) benefit to endocrine therapy in addition to OFS compared to endocrine therapy alone, further establishing the importance of adequate OFS in premenopausal women with HR+ breast cancers. Factors associated with inadequate OFS are ambiguous, but younger age, type of chemotherapy, high body mass index (BMI), and time from treatment completion seem to be important. Additionally, data remains limited regarding whether monitoring of OFS should be routinely performed and optimal timing of hormone levels. We sought to identify predictors of inadequate OFS among an AYA population of hormone receptor positive breast cancer receiving OFS at our institution. Methods: A retrospective, descriptive study was conducted looking at AYA patients (pts) aged 18-39 with a diagnosis of HR+ breast cancer who previously and/or currently received oncologic care for management of their breast cancer at the institution. Data was collected from pts diagnosed between 2000-2022. Patients who had previously received or are currently receiving OFS in the adjuvant and/or metastatic setting were included in the study. Data was collected regarding age, BMI, chemotherapy regimen received in the neoadjuvant and/or adjuvant setting, type, dose, and frequency of ovarian suppression, number of times estradiol was monitored, and frequency of estradiol levels >20. This was used as the cut off based on a comprehensive review of data consistently categorizing levels >20 as not to be postmenopausal. Results: 74 AYA patients who received OFS were included with median age of 28 (range 20-39) and average BMI 27.7 (range 15-45). 70% of the population was Caucasian, 10% African American, and 20% Hispanic. Estradiol levels were monitored in 46 of the 74 pts (62%). The frequency of estradiol monitored ranged from 1-22 times. 16 out of the 46 (35%) pts had estradiol checked only once, 10 (22%) twice, and 16 (35%) four or more times. 22 out of 46 pts (48%) had estradiol levels >20 when checked at least once. 9 out of 22 (41%) had estradiol >20 when checked more than four times. Out of 74 pts, 36 received OFS every month (49%), 32 received OFS every three months (43%). Only 4 out of 74 pts (5%) switched from monthly to every three months, meanwhile only 1 (1%) switched from every three months to monthly. 18 out of the 36 pts (50%) receiving monthly OFS had estradiol levels checked with 9 (50%) having estradiol >20. Meanwhile, 20 out of the 32 pts who received OFS every 3 months (63%) had estradiol levels checked with 10 (50%) having estradiol >20. The average age of pts with estradiol >20 was 33.6 while the average BMI of those with estradiol >20 was 29.2. Finally, 64 out of 74 pts (86%) received chemotherapy in the neoadjuvant and/or adjuvant setting. 41 out of 64 (64%) had estradiol levels checked. 18 out of 41 (44%) had estradiol >20. Discussion: Our data indicates a high degree of clinician variability in monitoring estradiol levels in AYA pts treated with OFS. Lack of adequate OFS was seen in nearly half of pts in this cohort. Higher BMI and young age may be predictors of lack of adequate ovarian suppression, supporting the findings of other studies. An algorithm for routine monitoring of estradiol may improve outcomes with OFS especially in young pts or those with a high BMI. Citation Format: Apoorva Anandan, Trinetri Ghosh, Jiwei Zhao, Kari B. Wisinski. Predictors of Incomplete Ovarian Function Suppression (OFS) in Adolescent and Young Adult (AYA) Women with Hormone Receptor Positive (HR+) Breast Cancer [abstract]. In: Proceedings of the 2022 San Antonio Breast Cancer Symposium; 2022 Dec 6-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2023;83(5 Suppl):Abstract nr P2-03-24.

Breast cancer is currently one of the main causes of death and tumoral diseases in women. Even if early diagnosis processes have evolved in the last years thanks to the popularization of mammogram tests, nowadays, it is still a challenge to have available reliable diagnosis systems that are exempt of variability in their interpretation. To this end, in this work, the design and development of an intelligent clinical decision support system to be used in the preventive diagnosis of breast cancer is presented, aiming both to improve the accuracy in the evaluation and to reduce its uncertainty. Through the integration of expert systems (based on Mamdani-type fuzzy-logic inference engines) deployed in cascade, exploratory factorial analysis, data augmentation approaches, and classification algorithms such as k-neighbors and bagged trees, the system is able to learn and to interpret the patient’s medical-healthcare data, generating an alert level associated to the danger she has of suffering from cancer. For the system’s initial performance tests, a software implementation of it has been built that was used in the diagnosis of a series of patients contained into a 130-cases database provided by the School of Medicine and Public Health of the University of Wisconsin-Madison, which has been also used to create the knowledge base. The obtained results, characterized as areas under the ROC curves of 0.95–0.97 and high success rates, highlight the huge diagnosis and preventive potential of the developed system, and they allow forecasting, even when a detailed and contrasted validation is still pending, its relevance and applicability within the clinical field.

e17097 Background: About half of the prostate cancer (PCa) patients within an intermediate-risk group return to the clinic with disease progression after the first line of therapy. While these patients can be stratified into Gleason Grades (GG) 3+4 and 4+3, studies indicate that high-risk patients can still be found in both groups. Using our AI platform, we have developed a morphometric biomarker by analyzing digitized H&E slide images (WSIs), which can accurately predict early biochemical recurrence (within 36 months post-surgery) and the risk of metastatic disease more accurately than GG, TNM staging, and genomic tools. Methods: 125 intermediate-risk (n = 67, 3+4; n = 58, 4+3) samples were collected from the Icahn School of Medicine at Mount Sinai (ISSMS) to form a held-out test set. Seventy-eight patients within the test set had an associated genomic score. A series of deep learning models trained using data from ISMMS, the University of Wisconsin-Madison, and TCGA generated a high dimensional vector for each WSI to provide a numerical representation of observed morphologies, which is then converted into a single score to predict biochemical recurrence within 36 months (BCR) and rank risk of metastasis (MET). Area-under-the-receiver operating characteristic (AROC) was used to measure the accuracy of BCR, and the concordance index (CI) was used to measure the performance of MET. The high and low-risk groups' hazard ratios (HR) for patients within grades 3+4 and 4+3 show that our model can further stratify GG. Results: Our method was significantly better at predicting BCR (AROC: 0.801) and ranking MET (CI: 0.764) relative to GG, TNM, and genomic tool (Table 1). We further sub-stratified the patients into GG 3+4 and 4+3 and identified high-risk patients within each GG. Patients in GG 3+4 with high PATHOMIQ scores had a significantly higher risk of BCR (HR 3.3; 95% CI 1.44 – 7.56; p < 0.005) compared to the low PATHOMIQ score patients. A similar trend was seen in the GG 4+3 group (HR 3.0; 95% CI 1.32 – 6.83; p < 0.01). Conclusions: Our histopathology-based prognostic biomarker significantly improves over standard clinical markers in stratifying patients with intermediate-risk PCa for BCR and MET. Our method overcomes several limitations of genomic testing: We only need digitized WSIs. Our method is non-destructive and preserves the tissue for further interrogation. Moreover, our turn-around time is a few hours. Thus, the PATHOMIQ scoring method may strongly impact the management of intermediate-risk PCa patients and clinical trial patient selection for the successful development of new therapies for early-stage PCa. [Table: see text]

Assessment tool development which includes the learning of Alaska Native languages by school children in Alaska is limited. A situation shared with First Nations internationally. Even rarer is the development of such tools which include the wishes and aspirations of the children’s communities. The Yupiit Piciryaraitnek Qaneryaranek-llu Cuqyun (aka, Yup’ik Culture and Language Measurement) is being developed by expert Yup’ik native language teachers for kindergarten to Grade 6 students in the Lower Kuskokwim School District, Alaska. The assessment is administered in the Yugtun language. After previous attempts at developing assessment tools had excluded key Yup’ik cultural and Yugtun language features, school district officials and a group of Yup’ik expert native language teachers – the Yup’ik Expert Group (YEG) – decided that they needed to develop their own Yugtun language assessment infused with Yup’ik culture. The district officials then sought the assistance of language assessment researchers at the University of Wisconsin-Madison to ensure that the assessment would be regarded as high quality, valued not only by Yup’ik community members, and also met U.S. and State governments’ requirements for funding. Community-based, participatory and collaborative research principles and practices are being used to support co-designed development of a linguistically and culturally sustaining assessment. This paper provides a project overview and focusses on the Yup’ik Cultural Awareness subtest, a foundational component of the assessment. The assessment project is the first of its kind in Alaska and significant for including community aspirations in a recognized, high quality assessment tool, thereby supporting teachers’ efforts and the achievements of school children learning their community language.

The Allen Centennial Gardens are located at the Univ. of Wisconsin–Madison on the grounds of the National Historical site, the house of the first four deans of the College of Agriculture and Life Sciences. The 2.5-acre garden, developed and managed primarily by the Dept. of Horticulture, replaced the old teaching and display garden space taken over in building additions. Within the past 10 years the grounds have been designed and transformed into a garden, with 26 individual collection gardens, including: turf, fruit and vegetable gardens, classic ornamental gardens (with both herbaceous and woody perennials), and a rock alpine garden. As it receives its finishing touches, an education plan is being developed to complement the education purpose of the garden; the goal of the garden is to become an active site for learning through both observation and interaction with the garden collections. The two main themes of the learning experience are: 1) the biology of the diverse and unique plant collections (including: culture, practices, and production), and 2) the aesthetics of the garden (the organization of space, form, topography, and color). Implementation of education programs will occur on the following four levels: first the university (first the horticulture department, second other departments and university functions); second, area high schools groups; third, community and professional groups; and fourth, elementary school groups. The education programs will include mapping, internships, classes, meetings, volunteerism, and tours. The Allen Centennial Gardens, with its education mission, has already and will continue to be a meeting grounds for the university community, and a meetings ground for both the professional community and Madison-area community.

The Allen Centennial Gardens are located at the Univ. of Wisconsin–Madison on the grounds of the National Historical site, the house of the first four deans of the College of Agriculture and Life Sciences. The 2.5-acre garden, developed and managed primarily by the Dept. of Horticulture, replaced the old teaching and display garden space taken over in building additions. Within the past 10 years the grounds have been designed and transformed into a garden, with 26 individual collection gardens, including: turf, fruit and vegetable gardens, classic ornamental gardens (with both herbaceous and woody perennials), and a rock alpine garden. As it receives its finishing touches, an education plan is being developed to complement the education purpose of the garden; the goal of the garden is to become an active site for learning through both observation and interaction with the garden collections. The two main themes of the learning experience are: 1) the biology of the diverse and unique plant collections (including: culture, practices, and production), and 2) the aesthetics of the garden (the organization of space, form, topography, and color). Implementation of education programs will occur on the following four levels: first the university (first the horticulture department, second other departments and university functions); second, area high schools groups; third, community and professional groups; and fourth, elementary school groups. The education programs will include mapping, internships, classes, meetings, volunteerism, and tours. The Allen Centennial Gardens, with its education mission, has already and will continue to be a meeting grounds for the university community, and a meetings ground for both the professional community and Madison-area community.

AbstractBackgroundFollowing the recommendations of the World Association for Disaster and Emergency Medicine (WADEM; Madison, Wisconsin USA) to develop standards for training the undergraduates in disaster-relevant fields (2004), a German curriculum was approved in 2006. This paper aims to describe the level of training and interest of medical students nine years later.ProblemThe aim of this study was to assess the self-perception of medical students’ knowledge and interest in disaster medicine nine years after the implementation of a standardized disaster medicine curriculum in German medical schools.MethodsThis prospective, cross-sectional, observational study was conducted with medical students in Germany using a web-based, purpose-designed questionnaire consisting of 27 mandatory and 11 optional questions.ResultsNine hundred ninety-two students from 36 of 37 medical schools in Germany participated. More than one-half of medical students were aware of the field of disaster medicine. One hundred twenty-one students undertook training internally within their university and 307 undertook training externally at other institutions. Only a small content of the curriculum was taught. A difference in self-perception of knowledge between trained and untrained participants was found, despite the level of training being low in both groups. Participants were generally highly motivated to learn disaster medicine in a variety of institutions.ConclusionGerman students are still largely not well educated regarding disaster medicine, despite their high motivation. The curriculum of 2006 was not implemented as originally planned and the number of trained students still remains low as the self-perception of knowledge. Currently, there is no clear and standardized training concept in place. A renewal in the agreement of implementation of the curriculum at medical schools should be targeted in order to follow the recommendation of WADEM.WunderlichRRagazzoniLIngrassiaPLDella CorteFGrundgeigerJBickelmayerJWDomresB. Self-perception of medical students’ knowledge and interest in disaster medicine: nine years after the approval of the curriculum in German universities. Prehosp Disaster Med. 2017;32(4):374–381.

This research-activity project was funded jointly by the National Center for Research in Mathematical Sciences Education (NCRMSE) at the University of Wisconsin- Madison and the Research Group on Mathematics Education at the University of Utrecht, The Netherlands. The project focused on an approach to classroom instruction in relation to the NCTM's curriculum and evaluation standards. Two sets of materials for students and teachers- Data Visualization and Matrices- were developed in The Netherlands and were used by all students in all algebra classes at Whitnall High School in Greenfield, Wisconsin. Observations and interviews were conducted by an observer from the center at Utrecht.

The emergence of confinement-housing facilities for large herds of dairy cattle has been associated with increasing concerns for animal welfare from consumer groups and animal activists. Some believe that lowered production from grazing and the cessation of production-enhancing technologies, such as bovine somatotropin (BST) and monensin sodium, is healthier for the cow and results in a healthier, safer food product for the consumer. The Food Animal Production Medicine section at the School of Veterinary Medicine, University of Wisconsin-Madison, has been researching and working alongside Wisconsin farmers for over a decade to help build and remodel dairy cattle housing that promotes health, well-being and productivity, resulting in successful herds and farmers. The Dairyland Initiative was formed to spread these efforts further within the state and beyond its borders. This study tests the hypothesis that large, high-producing dairy herds have excellent standards of animal well-being by auditing herds for select measures of well-being along with herd housing and management characteristics.

Calorie restriction (CR) is the nutritional ‘gold standard’ in lifespan extension, improving metabolic health in many metabolic organisms. This intervention is extremely difficult to sustain, especially in a population struggling with both obesity and readily available food sources. While CR limits the intake of all macronutrients, it's unclear what macronutrient drives these benefits. An attractive alternative to restricting all calories is to limit only certain macronutrients, changing the ratio of macronutrient intake. A low protein, high carbohydrate diet can increase lifespan and improve metabolic health in both rodents and humans. However, the specific amino acid composition of protein intake may have more of an impact on metabolism and aging than researchers and physicians previously thought.Our lab has previously determined that a diet restricted in branched chain amino acids (BCAAs; leucine, isoleucine, and valine) improves glycemic control and metabolic health in young, wild‐type mice. In addition, we have determined that reduced consumption of BCAAs does not induce the production of fibroblast growth factor 21 (FGF21), a hormone produced in fasting and protein restriciton, but does result in specific inhibition of the mechanistic Target of Rapamycin Complex 1 (mTORC1). We have since expanded our research to explore the effects of BCAA restriction in aged and metabolically disadvantaged mice.We find that Low BCAA diets rapidly reverse diet induced obesity, improving glucoregulatory control and inducing weight loss. When BCAAs or total protein are restricted in a progeroid mouse, we promote longevity and rescue some aspects of cardiac function. BCAA restriction improves weight and glycemic control of aged, wild‐type mice. Our results suggest that a reduction in dietary BCAAs promotes metabolic health and longevity, and may represent a highly translatable option to treat age‐related disease.Support or Funding InformationThe Lamming lab is supported by a K99/R00 Pathway to Independence Award to D.W.L. from the National Institute of Health/National Institute on Aging (AG041765), a New Investigator Program Award from the Wisconsin Partnership Program, and an Innovator Award from the Progeria Research Foundation, as well as startup funds from the UW‐Madison School of Medicine and Public Health and the UW‐Madison Department of Medicine. N.E.C. is supported in part by a training grant from the UW Institute on Aging (NIA T32 AG000213). This work was supported using facilities and resources from the William S. Middleton Memorial Veterans Hospital. This work does not represent the views of the Department of Veterans Affairs or the United States Government.

The primary goal of “A Celebration of Life” is to support the continued development of African American and other students’ interest in science, and to assist in providing them with the tools for success in school. A long-term goal is to increase the number of minority students who successfully complete high school science courses and who choose to pursue STEM careers. In partnership with the African American Ethnic Academy, Inc. (AAEA), a Madison non-profit organization, the BioPharmaceutical Technology Center Institute (BTC Institute) offered "A Celebration of Life XVII: Geology on Earth and Mars!" during summer 2012. Two week sessions, one for elementary and one for middle school students, were held weekday mornings at the BioPharmaceutical Technology Center, in Madison, Wisconsin. These programs represent a 17-year collaboration between AAEA and the BTC Institute that prioritizes offering a rich range of hands-on science activities for students.Â

AbstractThe University of Puerto Rico-Mayaguez and University of Wisconsin-Madison Partnership for Research and Education in Materials (UPRM-UW PREM) aims to create richer educational and research opportunities for Hispanic students in Materials Science and Engineering (MSE) and increase their representation in the Materials Science community. The educational and outreach (E&O) components for the UPRM-UW PREM include interventions for high school students and teachers, and undergraduate and graduate students at UPRM. The present report focuses on activities conducted with high school and university students during the third year of the program (2006-07). Results of surveys with student participants indicate that their participation contributes positively to their learning and development in laboratory, research and professional skills, as well as increases student interest in pursuing graduate studies in MSE.

ABSTRACTTraditional science classroom activities rely on topics and experiments that are distant from the forefront of scientific research. As a result, students view science as stagnant and far removed from real life. Through a National Science Foundation-funded Research Experiences for Teachers (RET) program, we at the University of Wisconsin-Madison (UW) Materials Research Science and Engineering Center (MRSEC) work with secondary teachers to transform cutting-edge research in nanoscale science and engineering into curriculum that is appropriate for middle- and high-school classrooms. This benefits everyone involved: teachers learn about innovative science and the process of research; UW MRSEC personnel learn about science education and the state of today's schools; and students get to test and engage with new curriculum about breakthrough research. This past summer our RET participants conducted research on and developed curriculum about “smart” papers with microencapsulation technology, fuel cells, nano biosensors and liquid crystals, glassy metals, and Wells models.

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03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can a computer program teach German culture? Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 79—85.03—233 Bateman, Blair E. (937 17th Avenue, SE Minneapolis, MN 55414, USA; Email: bate0048@umn.edu). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. 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The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics (Oxford, UK), 23, 3 (2002), 289—322.03—245 Egbert, Joy (Washington State U., USA; Email: egbert@wsunix.wsu.edu), Paulus, Trena M. and Nakamichi, Yoko. The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 108—26.03—246 Einbeck, Kandace (U. of Colorado at Boulder, USA). Using literature to promote cultural fluency in study abroad programs. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 59—67.03—247 Fallon, Jean M. (Hollins U., Virginia, USA). On foreign ground: One attempt at attracting non-French majors to a French Studies course. Foreign Language Annals (New York, USA), 35, 4 (2002), 405—13.03—248 Furuhata, Hamako (Mount Union Coll., Ohio, USA; Email: furuhah@muc.edu). 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ReCALL, 15, 1 (2003), 3–20.03–405 Hinkel, Eli (Seattle University, USA). Simplicity without elegance: features of sentences in L1 and L2 academic texts. TESOL Quarterly, 37, 2 (2003), 275–302.03–406 Huang, J. (Monmouth University, USA). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching research (London, UK), 7, 1 (2003), 3–33.03–407 Kim, Kyung Suk (Kyonggi U., South Korea; Email: kskim@kuic.kyonggi.ac.kr). Direction-giving interactions in Korean high-school English textbooks. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 165–179.03–408 Klippel, Friederike (Ludwigs-Maximilians U., Germany). New prospects or imminent danger? The impact of English medium instruction on education in Germany. Prospect (NSW, Australia), 18, 1 (2003), 68–81.03–409 Knutson, Sonja. Experiential learning in second-language classrooms. TESL Canada Journal (BC, Canada), 20, 2 (2003), 52–64.03–410 Ko, Jungmin, Schallert Diane L., Walters, Keith (University of Texas). Rethinking scaffolding: examining negotiation of meaning in an ESL storytelling task. TESOL Quarterly, 37, 2 (2003), 303–336.03–411 Lazaraton, Anne (University of Minnesota, USA). Incidental displays of cultural knowledge in Nonnative-English-Speaking Teachers. TESOL Quarterly, 37, 2 (2003), 213–245.03–412 Lehtonen, Tuija (University of Jyväskylä, Finland; Email: tuijunt@cc.jyu.fi) and Tuomainen, Sirpa. CSCL – A Tool to Motivate Foreign Language Learners: The Finnish Application. ReCALL, 15, 1 (2003), 51–67.03–413 Lycakis, Françoise (Lycée Galilée, Cergy, France). Les TPE et l'enseignement de l'anglais. [Supervised individual projects and English teaching.] Les langues modernes, 97, 2 (2003), 20–26.03–414 Lyster, Roy and Rebuffot, Jacques (McGill University, Montreal, Canada; Email: roy.lister@mcgill.ca). 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Where Are We With Technology?: What Teachers of Spanish and Portuguese Have to Say About the Presence of Technology in Their Teaching. Hispania (Los Angeles, USA), 86, 1 (2003), 88–96.03–426 Reza Kiany, G. and Shiramiry, Ebrahim (U. Essex, UK). The effect of frequent dictation on the listening comprehension ability of elementary EFL learners. TESL Canada Journal (BC, Canada), 20, 1 (2002), 57–63.03–427 Rifkin, Benjamin (U. Wisconsin, Madison, USA). A case study of the acquisition of narration in Russian: at the intersection of foreign language education, applied linguistics, and second language acquisition. Slavic and East European Journal (Tucson, AZ, USA), 46, 3 (2002), 465–481.03–428 Rosch, Jörg (Universität München, Germany). Plädoyer für ein theoriebasiertes Verfahren von Software-Design und Software-Evaluation. [Plea for a theoretically-based procedure for software design and evaluation.] Deutsch als Fremdsprache (Berlin, Germany), 40, 2 (2003), 94–103.03–429 Ross, Stephen J. (Kwansei Gakuin U., Japan). A diachronic coherence model for language program evaluation. Language learning (Oxford, UK), 53, 1 (2003), 1–33.03–430 Shei, Chi-Chiang (Chang Jung U., Taiwan; Email: shei@mail.cju.edu.tw) and Pain, Helen. Computer-Assisted Teaching of Translation Methods. Literary and Linguistic Computing (Oxford, UK), 17, 3 (2002), 323–343.03–431 Solfjeld, Kåre. Zum Thema authentische Übersetzungen im DaF-Unterricht: Überlegungen, ausgehend von Sachprosaübersetzungen aus dem Deutschen ins Norwegische. [The use of authentic translations in the Teaching of German as a Foreign Language: considerations arising from some Norwegian translations of German non-fiction texts.] Info DaF (Munich, Germany), 29, 6 (2002), 489–504.03–432 Slatyer, Helen (Macquarie U., Australia). Responding to change in immigrant English language assessment. Prospect (NSW, Australia), 18, 1 (2003), 42–52.03–433 Stockwell, Glenn R. (Ritsumeikan Univeristy, Japan; Email: gstock@ec.ritsumei.ac.jp). Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers. ReCALL, 15, 1 (2003), 37–50.03–434 Tang, E. (City University of Hong Kong), and Nesi H. Teaching vocabulary in two Chinese classrooms: schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language teaching research (London, UK), 7,1 (2003), 65–97.03–435 Thomas, Alain (U. of Guelph, Canada; Email: Thomas@uoguelph.ca). La variation phonétique en français langue seconde au niveau universitaire avancé. [Phonetic variation in French as a foreign language at advanced university level.] Aile, 17 (2002), 101–121.03–436 Tudor, Ian (U. Libre de Bruxelles, Belgium; Email: itudor@ulb.ac.be). Learning to live with complexity: towards an ecological perspective on language teaching. System (Oxford, UK), 31, 1 (2003), 1–12.03–437 Wolff, Dieter (Bergische Universität, Wuppertal, Germany). 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