bluuebunny/crossref_metadata_2025 huggingface dataset:
Teaching Values Education in Schools: The Attitudes, Beliefs and Practices of Teachers in Schools in the Republic of Ireland and the United Kingdom - Pointers for the Future
Authors: Stephenson Joan , Killeavy Maureen
Published: January 2010

This paper, arising from a larger research project (Stephenson et al., 1998), carried out, through questionnaire, interview and observation, with practising teachers, explores their attitudinal dispositions to the values dimensions of teaching and their actual practice with regard to Values Education in their schools and classrooms. Essential principles underpinning their beliefs and attitudes are categorised, stated sources for these are explored and compared and contrasted with the methods they most commonly use in the teaching of Values Education. Differences and similarities between the two contexts are discussed and conclusions as to the relative importance and influence of teachers to the development and delivery of Values Education within present and future teacher education curricula are drawn.
Service-Learning as Social Education
Authors: Freese John R.
Published: January 2010

Service-learning is a pedagogical process that actively involves students in social analysis, social criticism and social participation. This effort is not community service - which all too often conveys the impression of rather forcefully providing cheap, low skill, manual labour for less-than-affluent communities (Institute for Justice, 1994). This effort is not charity - which all too often appears to perpetuate stereotypes, to provide the elite with a false sense of altruism, and to inflict upon the disenfranchised a reinforced sense of despair (Freire, 1964). Rather, service-learning encourages students to speak in their own voice, to research authentic social needs, to be advocates for their social interests, and to serve their communities in the pursuit of social justice. This article examines one methodology that links service-learning to social education.
Teachers' Didactic Work: Compulsory School Teachers' Conceptions of Their Own Civics Teaching
Authors: Vernersson Folke
Published: January 2010

This article summarises and discusses a new research report about Swedish compulsory school teachers' conceptions of their own civics teaching. This empirical and exploratory study looks upon and presents as problems a variety of didactic questions from a teacher perspective. The main purpose of this work is to increase our knowledge of how compulsory school teachers (grades 1–9) verbalise their own thoughts around their choices concerning the civics' goals, contents, processes, methods, possibilities and obstacles, and other relevant organisational, planning, evaluation and in-service questions. The results of this study can, hopefully, also constitute some fruitful starting points for professional reflections, discussions and further investigations among teachers and researchers in teacher education.
New Labour, New Citizenship?
Authors: Landrum Dave
Published: January 2010

In this paper New Labour's commitment to developing a citizenship curriculum will be reviewed. Characterised by a determination to affect cultural change through the introduction of citizenship education in schools in England from 2002, the Government's citizenship agenda has been developed in the policy process by the Advisory Group on Citizenship (AGC). An explanation of the work of the AGC and the final report Education for Citizenship and the Teaching of Democracy in Schools will be followed by an analysis of how it dealt with the issue of defining the values to be taught in the citizenship curriculum. The ambiguous text of the report reflects the political sensitivity that the subject demands. An investigation of the main reasons and political appeal of invoking the citizenship ideal will precede a review of the inherent contradictions within the New Labour agenda. The paper seeks to describe the dichotomous position of New Labour's explicit commitment to implementing a citizenship curriculum, and the present lack of a clear ideology from which to inform the moral basis of such a venture.
Experiencing and Learning Politics by Acting
Authors: Koopmann F. Klaus
Published: January 2010

Various social and political developments and conditions seem to result in a process of ‘decivilization’ which impedes - rather than facilitates - the project of a human and democratic society. In order to make this project a successful one it is necessary to reclaim citizens as politically acting subjects. The ability to act as enlightened and autonomous citizens will be sustainably acquired by experiencing extensive participation in society and in politics. Public educational efforts, especially civic education, should foster this process of ‘revitalization of citizenship’ by offering young people meaningful participatory experiences of social and political relevance. The effects of experiential learning presumably depend upon the extent to which the integration of components like subject-, action-, problem-orientation as well as authenticity and political relevance can be accomplished.
Exploring Citizenship and Enterprise in a Global Context
Authors: Humes Walter
Published: January 2010

This paper is in three parts. The first part looks in fairly broad terms at national and international trends that help to explain the current interest in citizenship and enterprise. Here reference is made to globalization, social capital theory and the knowledge economy. It is argued that these trends can be interpreted both positively and negatively. Similar ambivalences are evident in the second part of the analysis which examines the discourses of citizenship and enterprise in their applications to education. Both terms are shown to be subject to various interpretations and this malleability is an important part of their attraction to policy makers. Examples of different approaches to the promotion of economic literacy, as one aspect of enterprise, are discussed. In the third part, consideration is given to the overlapping concerns of groups variously involved in citizenship education, enterprise education, education for personal and social development, civics education and values education. It is suggested that the policy agendas of these various groups, while complicating the work of teachers in the short term, contain the possibility of opening up discursive territory that has been closed off in recent years. Exploring this territory leads to encounters with fundamental questions of meaning and purpose in education. This can serve as a starting point for a challenge to the narrow instrumental approaches to educational policy, which have dominated since the 1980s.
Implementing Citizenship Education: Issues from Higher Education in Europe
Authors: Davies Ian , FülōP Márta , Bauer Thomas , Krull Edgar , Raubik Rudolf , Roland-Lévy Christine
Published: January 2010

Following some brief introductory remarks that make dear the data and literature that have been used to write this paper, there are four main sections. Firstly, there is a description of the courses relevant to citizenship education that are provided in a range of European institutions of high education. Secondly, there is a discussion about what those courses seem to suggest that students following courses in higher education need to know about citizenship. Thirdly, an argument is made for those who work within institutions of higher education to be particularly aware of the significance of two key issues: access to courses and the process which is appropriate for teaching and learning about citizenship. Fourthly, some recommendations are made about what could be done in a cross-European context so as to improve the possibilities of strengthening the potential of citizenship education. The paper concludes with a brief discussion of a number of tensions that may affect the development of citizenship education in Europe.
Enterprise and Entrepreneurship in Higher Education: Building Bridges and Creating Networks
Authors: Iredale Norma
Published: January 2010

This article describes a Canadian/European Community exchange programme between a number of higher educational institutions in Atlantic Canada, Finland, Sweden and the UK. The project, which aimed to promote Enterprise and Entrepreneurship Education in Teacher Education, was undertaken over a three-year period. The principal aim was to share good practice and expertise relating to Enterprise and Entrepreneurship Education at all levels and to promote opportunities for further interaction. The programme involved student and practising teachers and teacher educators. The introduction of Enterprise and Entrepreneurship Education requires elements of change on the part of the teacher and the curriculum. Attention is drawn to some of the difficulties that have been raised in relation to such change and describes how similar issues were highlighted by the project. It considers what means might be used to overcome the challenges that are presented in order to engage teachers in Enterprise and Entrepreneurship Education for the benefit of young people.
The Production of TV Lessons in Economics Education for Primary School Children: Principles and Practice
Authors: Lelyuk Yullya N.
Published: January 2010

This article is an attempt to generalise and analyse the experience of producing TV lessons in economics education for primary school children. A series of such lessons was broadcast on the commercial television channel in the Poltava Region of Ukraine. This article deals with the peculiarities of the production process of the economics lessons, their usefulness and their role in the whole system of school economic education.
Mexican Children's and Adolescents' Development of Occupational Hierarchy Related to Consumption and Saving
Authors: Diez-Martinez Evelyn , Ochoa Azucena
Published: January 2010

Various development studies interested in children's and adolescents' comprehension of social organization and social inequality, have investigated their conceptions about occupations and the social hierarchy and class levels they imply. Nevertheless, little is known concerning their comprehension about occupational hierarchy related to what adults in distinct occupations are able to consume and save. The aim of this study was to analyze this comprehension in order to understand the development of concepts that interweave in children's and adolescents' societal and economic knowledge. 210 subjects between 6 and 16 years of age from urban and rural social backgrounds were sampled. They were individually interviewed with a task about what four persons with distinct occupations consume and save. Subjects' arguments were analyzed and from them, types of answers and categories were elaborated and quantified. The results show age and social background differences related to what subjects think about types of consumption and saving for the occupations that were studied.
Citizenship Education in New Zealand: Inside or outside the Curriculum?
Authors: Mutch Carol
Published: January 2010

Notions of what it meant to be a citizen of New Zealand have mirrored the social and political changes as the country's identity moved from a British colony, through independence to a bi-cultural country with a more global outlook. Citizenship ideals were originally taught through history, geography, moral education and social studies. Although some countries, such as the United Kingdom, have moved to an explicit citizenship education programme, citizenship in New Zealand is currently taught through an integrated curriculum approach supported by participatory pedagogical practices. This article reports on research undertaken to investigate the inter- and extra-curricular opportunities for teaching and learning citizenship in New Zealand schools.
The Rise and Rise of Early Childhood Education in New Zealand
Authors: Mutch Carol
Published: January 2010

In 1996, the early childhood curriculum for New Zealand was released. Until the education reforms of the 1980s, education for the ‘under-fives' and for children of compulsory school aged children (5–16+ year olds) followed separate paths. In the 1980s, the reforms of educational and social services provided an opportunity for the development of a coherent and distinctive statement of the aims and practices of the early childhood movement. This paper outlines the process of development of this statement, describes the final outcome -Te whariki: He whariki matauranga mo nga mokopuna o Aotearoa. Early childhood curriculum (Ministry of Education, 1996) - and discusses the impact that it was to have on both early childhood and compulsory education. The author argues that this statement gave credibility to an already vibrant early childhood movement and provided a model of an integrated curriculum that was to stand tall against the trend towards more structured and prescriptive curriculum documents.
Young People's Ignorance about the Topic of Taxation
Authors: Furnham Adrian , Rawles Richard
Published: January 2010

Two hundred and forty university applicants for a premier British university (mean age 18.83 years) completed an anonymous 14-item, open-response questionnaire concerning knowledge of, and attitudes to, taxation. Responses suggested considerable ignorance of facts (such as different types of taxation and the amount paid on fixed incomes) but general acceptance of taxation systems. Most knew about the government's role in taxation and what taxation revenue was spent on. They were in favour of income tax but few could list other taxes or knew precisely the percentage of taxation people at different income levels paid. Various direct quotes from the free-response items are listed to illustrate the range and richness of response. Results suggest that university students remain fundamentally ignorant about the purpose, functions and legislation concerning taxation. Implications for both education and politics are considered.
The Unbearable Lightness of European Citizenship
Authors: Vink Maarten
Published: January 2010

Ten years after the Maastricht Treaty came into force, it is still unclear what we should make of the so-called ‘Citizenship of the European Union’. Some commentators have celebrated it as an unmistakable step away from the nation-state paradigm: European citizenship as ‘postnational’ membership in its most elaborate form. Others, however, point towards the largely symbolic nature of the new status and argue that it was only introduced to cover up the Union's legitimacy problems. Creating too high expectations could even run the risk of only strengthening the prevalent scepticism about the ongoing process of European integration. After a brief historical introduction, this paper deals with symbolic aspects and identity, with the practical meaning of European citizenship for people's daily lives, and concludes with some tentative remarks on the outlook for the future.
Educating Citizens in a Post 9/11 Era: Rebuilding Community in Civil Society
Authors: Cogan John J.
Published: January 2010

In attempting to develop approaches to fostering in young people greater participation in civic society, both nationally and internationally, educators and those with an interest and commitment to citizenship education face enormous challenges. Educators are working within contexts where the politicization of the curriculum and the promotion of simple solutions to complex global problems have the potential not to promote democratic participation but to undermine it. This paper explores the development of a multidimensional approach to citizenship education as a way of reclaiming a sense of community, nationally and internationally. Against the background of the terrorist attack on the USA in September 2001, the paper presents findings from three international studies on citizenship education which lead to the presentation of a model for multidimensional citizenship which challenges narrow, nationalistic approaches to dealing with global issues and suggests that what is necessary is an approach to citizenship education which offers the potential to solve global problems.
Education in a Restoration Democracy: The Case of Estonia
Authors: Lapping Mark B.
Published: January 2010

Estonia regained its independence in 1991 with the collapse of the Soviet Union, into which it was annexed in 1939. The renewal of education as the centerpiece of a revived civic culture became a national priority with the principles of human rights and participatory democracy driving the process. Important strides have been achieved but many obstacles and problems remain to be addressed and resolved. As Estonia consolidates its democracy, an educational system which supports democratic values and principles, including that of multiculturalism to reflect demographic realities, has emerged. Pursuing the development of ‘critical thinking’ skills and also the development of a new national narrative are understood to be essential for full national development.
Nationalistic Education and Indoctrination
Authors: Leung Yan Wing
Published: January 2010

The Guidelines on Civic Education in School (1996) for Hong Kong recommend that there should be five foci in school civic education, namely education for democracy, human rights education, education for the rule of law, nationalistic education and global education. After the return of sovereignty of to the People's Republic of China in 1997, Hong Kong became the Hong Kong Special Administration Region (HKSAR) and the SAR government has singled out nationalistic education as the sole focus of civic education. This paper is a report of cases studies focusing on the understanding and practice of nationalistic education of three civic educators whose understanding is inclined towards education for totalitarian nationalism in Hong Kong secondary schools, using the concepts of indoctrination. The findings show that because of the teachers' inability to separate the nation from the ruling party and their strong mission of sending a positive image of the party to their students, they have tended to adopt particular teaching strategies, which might suppress the students' ability to reflect critically. According to the criteria of indoctrination, namely relationship, intention, content and teaching method, their teaching approaches tend to be indoctrinatory, rather than educational. This is certainly unacceptable to those who believe education is concerned with the development of independent, critically thinking individuals. Hopefully, this paper will enhance the awareness of the potential indoctrinatory nature of nationalistic education of teachers and shed light on the development of school-based nationalistic education aiming at the cultivation of the ‘critical patriot’.
The Prior Knowledge of Global Education of Pre-Service Teacher Education Students
Authors: Horsley Mike , Newell Sandra , Stubbs Bev
Published: January 2010

This paper explores how pre-service student teachers, in New South Wales Australia, integrate new global education into their existing disciplinary knowledge frameworks. Student teachers learning to teach secondary history and geography or business studies, or primary student teachers learning to teach society and its environment bring with them existing knowledge schemas based on their undergraduate disciplinary study, prior experiences and skills. It was hypothesised that new global education knowledge will interact with existing knowledge schemas in complex and interrelated ways. The paper reports on surveys of 204 pre-service students on the major understandings, concepts, skills and attitudes of global education. The paper finds that new global knowledge is additive to existing knowledge frameworks in various ways for secondary student teachers and integrative for primary student teachers. The paper explores the community of practice lens of subject discipline prior learning and the role it plays in the way student teachers respond to new subject matter. The paper discusses how disciplinary study integrates global education knowledge and identifies the implications of this for developing teacher education courses and for teacher professional development and learning.
Responsible Citizens? UK Primary School Children's Views of Germans and Germany
Authors: Crawford Keith
Published: January 2010

There exists a variety of evidence to suggest that the views of English pupils of Germans and Germany are uniform ally negative and are formed at an early age. Based upon data collected from a sample of primary school pupils, this paper explores the validity of this claim. It describes elements of anti-German rhetoric at work in English popular culture and an analysis of pupil perceptions of Germans and Germany based upon interview responses. The conclusions analyse the data discussed in the paper and offers some thoughts regarding the development of a curriculum that might help combat the inter-cultural hostility reported in the paper.
Claiming Educational Rights: Citizenship, Youth and Cultural Identities
Authors: Bhimji Fazila
Published: January 2010

This paper discusses the ways in which high school students - primarily African-Americans, Africans and whites - demonstrate their civic knowledge, communitarian values, and independent decision-making skills in the course of their political activism in Philadelphia. This study demonstrates that as high school students engage with outsiders such as parent coalition groups, the media and legislators they effectively negotiate their varying positions with little intervention from adults. Much of the literature which discusses urban youth has focused on examining deviant behaviour among young people. There has been little attention given to cases where young people, particularly urban youth, may exhibit civic responsibility and communitarian ideologies. This study examines the ways in which high school students display such knowledge. Finally, the paper discusses reasons for students' civic participation. Data are based on twenty interviews and participant observation of African American, African, and white students who were in the course of campaigning against the privatization of Philadelphia public schools at the time of my field work.
Social Ethos and the Teaching of Politics in Post-1997 Hong Kong: A Teachers' Account
Authors: Yuen Timothy Wai Wa
Published: January 2010

Government and Public Affairs (GPA), a political subject with public examinations, was founded in the mid-1980s. It was part of the attempt to prepare Hong Kong people for the development of representative government, which would be needed for self-rule after reunification with China in 1997. This article reports GPA teachers' perceptions of the prevailing social ethos after the change of sovereignty. The teachers explain how they will teach politics amidst an increasingly difficult social environment, marked by conservatism and promotion of nationalistic sentiment on the one hand and by political divisions and sensitivity towards political teaching on the other. The teachers' top priority becomes that of good public examination results and, partly because of this, a highly teacher-centred mode of teaching is commonly adopted. Teachers are aware of the risk of indoctrination in political teaching. However, this is only considered a problem relating to the government's attempt to influence people's minds and the teachers never think of themselves as possible indoctrinators. Besides, many of them believe that they should share their beliefs with students. Though the teachers in general support democracy, paradoxically, excessive commitment to the belief is found in some cases to bring forth pedagogies of an authoritative nature.
Acting Locally to Have Global Impact: Citizenship Education in Theory and Practice in England
Authors: Convery Anne , Kerr Kirstin
Published: January 2010

Concepts of global citizenship, rather than citizenship per se, are gaining increasing currency in education (Alexiadou, 2005; Lundahl, 2005). There are specific structures - local, national and international - through which citizens can act in order to have global impacts. Additionally, citizens can engage in both cooperative and integrative activities at local levels to work towards the same results. The question we pose is whether these structures and activities are informing citizenship education in England? To address this, we report data from an empirical study which suggests that while teachers recognise that local actions can have global impacts, they are less likely to engage with the specific political and legal intermediary contexts and structures available to them. We conclude that there are ‘missing links' which citizenship educators need to address.
The Need for Strategic Thinking on ICT and Education
Authors: Aviram Aharon
Published: January 2010

Despite the absence of sufficiently systematic and comprehensive studies concluding that information and communications technology (ICT) can significantly improve learning, the assumption that it can has been mostly taken for granted throughout the history of the computerization of education. This article briefly presents three moments in this short history of uncritical adoption of ICT into the educational system. It then outlines a fourth desired moment which is about mindfully controlling technology in the service of educational change and strategically harnessing it to the enhancement of desired educational and social humanistic goals. The guiding questions facilitating such strategic thinking are outlined in a three-step process: formation of ‘framework knowledge’; summary of past experiences; and policy formation.
Enhancing Teachers' Motivation to Apply Humanist Information Technology Innovations
Authors: Assor Avi
Published: January 2010

This article focuses on the following issue: How can we build a training and support system that would enhance the motivation and capacity of teachers for high-quality implementation of information technology innovations guided by humanist ideas? That is, a system that would not only increase teachers' motivation to apply Humanist Information Technology Innovations (HITI), but would also enhance their capacity and will to apply the program in a way that is true to its spirit and does not neglect its more challenging and complex goals. First, the author presents basic obstacles that are likely to undermine the motivation of many teachers to learn and apply HITI. Second, the author presents two principles of interventions addressing these obstacles. Third, the author presents the actual plan and structure of a training and support system that would enhance the motivation and capacity of teachers for high-quality implementation of HITI. Fourth, the author presents evidence from an intervention utilizing the training and support system described above. The article ends with some thoughts on the type of relationship the author develops with teachers during his work with them. This part is mainly descriptive, but also has some normative implications.
Comprehensive Facial Rehabilitation Improves Function in People With Facial Paralysis: A 5-Year Experience at the Massachusetts Eye and Ear Infirmary
Authors: Lindsay Robin W. , Robinson Mara , Hadlock Tessa A.
Published: January 2010

Background

The Facial Grading Scale (FGS) is a quantitative instrument used to evaluate facial function after facial nerve injury. However, quantitative improvements in function after facial rehabilitation in people with chronic facial paralysis have not been shown.

Objective

The objectives of this study were to use the FGS in a large series of consecutive subjects with facial paralysis to quantitatively evaluate improvements in facial function after facial nerve rehabilitation and to describe the management of chronic facial paralysis.

Design

The study was a retrospective review.

Methods

A total of 303 individuals with facial paralysis were evaluated by 1 physical therapist at a tertiary care facial nerve center during a 5-year period. Facial rehabilitation included education, neuromuscular training, massage, meditation-relaxation, and an individualized home program. After 2 months of home exercises, the participants were re-evaluated, and the home program was tailored as necessary. All participants were evaluated with the FGS before the initiation of facial rehabilitation, and 160 participants were re-evaluated after receiving treatment. All participants underwent the initial evaluation at least 4 months after the onset of facial paralysis; for 49 participants, the evaluation took place more than 3 years after onset.

Results

Statistically significant increases in FGS scores were seen after treatment (P<.001, t test). The average initial score was 56 (SD=21, range=13–98), and the average score after treatment was 70 (SD=18, range=25–100).

Limitations

A limitation of this study was that evaluations were performed by only 1 therapist.

Conclusions

For 160 patients with facial paralysis, statistically significant improvements after facial rehabilitation were shown; the improvements appeared to be long lasting with continued treatment. The improvements in the FGS scores indicated that patients can successfully manage symptoms with rehabilitation and underscored the importance of specialized therapy in the management of facial paralysis.
Acromial shape in asymptomatic subjects: A study of 305 shoulders in different age groups
Authors: Vähäkari Matti , Leppilahti Juhana , Hyvönen Pekka , Ristiniemi Jukka , Päivänsalo Markku , Jalovaara Pekka
Published: January 2010

Background: It has been reported that acromial morphology and age have an independent association with rotator cuff pathology. In a recent study, we found the acromial angle of patients with stage III impingement syndrome (tear in the rotator cuff, according to the Neer classification of shoulder impingement syndrome) to be significantly greater than the acromial angle of their age-matched healthy controls.

Purpose: To find out if acromial shape also changes, i.e., becomes more curved with age, in shoulders without any rotator cuff problems or previous shoulder surgery.

Material and Methods: Standard supraspinatus outlet view (SOV) was obtained from both shoulders of healthy persons with no shoulder-related problems or previous shoulder surgery ( n = 305; 36 SOVs for subjects aged 21–30 years, 60 for 31–40 years, 67 for 41–50 years, 52 for 51–60 years, 48 for 61–70 years, and 42 for over 71 years of age). Acromial angle, tilt, and the type of the acromion were evaluated.

Results: There were no statistically significant differences in the evaluated morphological parameters between the different age groups.

Conclusion: Our results suggest that the shape of the acromion does not change with age in individuals who do not have any rotator cuff pathology. According to our results, the changes in acromial morphology seem to be similar in each age group.
Patient acceptance of whole-body magnetic resonance angiography: A prospective questionnaire study
Authors: Nielsen Yousef Wirenfeldt , Eiberg Jonas P. , Løgager Vibeke B. , Just Sven , Schroeder Torben V. , Thomsen Henrik S.
Published: January 2010

Background: Whole-body magnetic resonance angiography (WB-MRA) is a noninvasive method for diagnosing the systemic distribution of atherosclerosis. Numerous studies have demonstrated the feasibility and diagnostic performance of WB-MRA, but no studies have investigated patient acceptance of this imaging method.

Purpose: To measure patient acceptance of WB-MRA compared to the gold standard, digital subtraction angiography (DSA), in patients with peripheral arterial disease (PAD).

Material and Methods: In a prospective design, 79 consecutive patients (51 male, mean age 67 years) with symptomatic PAD, scheduled to undergo both WB-MRA and DSA, were included. Patient acceptance of each imaging procedure was assessed with a postal questionnaire (13 questions). A five-point rank scale (1, no discomfort; 5, severe discomfort) was used to grade patient discomfort.

Results: One patient was excluded from data analysis (did not undergo DSA). Of the remaining 78 patients, 69 completed the questionnaire (response rate 88%). Overall discomfort scores were higher in DSA compared to WB-MRA (mean 2.1 and 1.7, respectively; P = 0.06). In WB-MRA, overall discomfort was strongly correlated to feeling confined in the MRI system (R = 0.77, P< 0.001). In DSA, discomfort was strongly correlated to arterial puncture (R = 0.66, P< 0.001) and contrast injection (R= 0.65, P< 0.001). Injection of iodinated contrast agent at DSA was graded more uncomfortable than injection of gadolinium-based contrast agent at WB-MRA (mean 2.1 vs. 1.5, respectively; P<0.001). Sixty-two patients (90%) were willing to repeat WB-MRA, and 64 patients (93%) would repeat DSA if they needed another vascular examination. Forty-one patients preferred WB-MRA (60%), 12 patients preferred DSA (17%), and 16 patients had no preference (23%). Patient preference of WB-MRA over DSA was statistically significant ( P< 0.001).

Conclusion: Patient acceptance of WB-MRA is superior to that of DSA in patients with PAD, with the majority of patients preferring WB-MRA.
Multilingualism, modern metropolis and youth: a sociolinguistic profile of a section of students of Calcutta University
Authors: Ghosh Aditi , Bhadra Bula , Dan Mina
Published: January 2010

Kolkata has been a multilingual city for several hundredyears and like all modern metropolis it is home to diverse linguistic communities. Such multilingual metropolis almost always impacts the lives, the culture and languages of inhabitants. This is even more interesting when the communities in question are not a ‘native' community but are migrated. This paper tries to investigate the nature of its impact on the language use of a section of Calcutta University students whose native language is not Bengali. Through a questionnaire-based survey, we try to explore the pattern of language use of these students. Through this study we would like to show the model of language dynamics as exists among a section of youth in Kolkata, who are not speakers of the principle regional language, and indicate its effect on languages, individuals and communities concerned. Key words: multilingualism, urban sociolinguistics, language use, language maintenance and shift. DOI: 10.3329/dujl.v2i3.4140 The Dhaka University Journal of Linguistics: Vol.2 No.3 February, 2009 Page: 1-18
Developing Listening Skills for Tertiary Level Learners
Authors: Alam Zerin
Published: January 2010

Although ELT in Bangladesh is moving away from the traditional grammar translation approach towards a CLT framework, we still do not give emphasis to all four skills which is recommended in the communicative approach. As listening remains a neglected skill the writers argue for the need to incorporate this skill at the tertiary level in order to improve communicative competence and in particular proficiency in Academic English. The article first discusses the theoretical overview for teaching listening including listening for academic purposes. Then it presents practical and effective tasks and materials that are appropriate for the Bangladeshi university context and will develop students' proficiency in Academic English.DOI: 10.3329/dujl.v2i3.4141 The Dhaka University Journal of Linguistics: Vol.2 No.3 February, 2009 Page: 19-52
Place-name of Brahmonbaria District: An introductory linguistic study
Authors: Ara Gulshan
Published: January 2010

Although place-names are strictly defined as geographical names but they may be derived from diverse linguistic roots and they form part of the cultural and linguistic history of the country. Hence, Bengali place-name has been an interesting area of Bengali Linguistics explored by different language researchers and linguists at different times. In this present study, `the place names of Brahmanbaria: linguistic perspectives' aims at achieving the diverse linguistic analysis of morphemic structures as well as phonetic changes in the regional or dialectal utterances of the collected place-names. The study also aims at creating new interest in the field of place-name analysis to the new researchers as well. Key words: Place-Name, Compound word, affixesDOI: 10.3329/dujl.v2i3.4146 The Dhaka University Journal of Linguistics: Vol.2 No.3 February, 2009 Page: 101-110
New Management Strategies of Hormone Refractory Prostate Cancer (HRPC)
Authors: Salam MA
Published: January 2010

DOI: 10.3329/jbcps.v26i2.4180 J Bangladesh Coll Phys Surg 2008; 26: 58-61
Problems and Immediate Outcome of Infants of Diabetic Mothers
Authors: Mahmood Chowdhury B , Kayes Mohammad Imrul
Published: January 2010

Objective: The present study was undertaken to evaluate the problems and immediate outcome of infants of diabetic mothers (IDMs) in early neonatal period and to compare the results between infants of gestational and pregestational diabetic mothers. Design: A hospital based prospective study. Setting: The study was done in Chittagong Medical College Hospital, a tertiary hospital in Chittagong city. Method: Within one hour of delivery 52 infants of diabetic [pregastational & gestational] mothers consecutively admitted were enrolled in the study. Study period was January 2002 to August 2002. Results: Total number of IDMs were 52. Among them 31 were gestational and 21 were of pregestational diabetic mothers. Significant number 82.6% of IDMs were delivered by caesarean section. The mean birth weight of IDMs was significantly high (3212±563g), 21% of IDMs had birth weight>4000 g. Total 23% of the IDMs developed perinatal asphyxia. The 23% of IDMs developed hypoglycaemia. The incidence of hypoglycaemia was higher in infants of pregestational diabetic mothers as compared to that of gestational diabetic mothers (38.09% and 12.9% respectively), the difference was statistically significant (P<0.05).In majority (66%) of IDMs cases hypoglycaemia was symptomatic. Significant number (19.2%) of IDMs had hypocalcaemia. The incidence of polycythaemia was higher in infants of gestatational diabetic mothers(GDMs) as compared to infants of pregestational diabetic mothers (25.8% and 9.5% respectively), difference was statistically significant (P<0.001). 3(5.7%) out of 52 IDMs had congenital malformation (each one in number polydactyly, cleft palate & preauricular skin tag). Total death was 3 (5.7%) all of them died within 72 hours of birth. Causes of death 1 each number: perinatal asphyxia, respiratory distress syndrome and meconium aspiration syndrome. 11 IDM was macrosomic, among them 1 had birth injury ( Erb's palsy), hypoglycaemia and meconium aspiration syndrome and expired within first 24 hours of life. Conclusion: Among the important problems the present study revealed perinatal asphyxia, hypoglycaemia, hypocalcaemia, polycythaemia top the list. These babies should be delivered at hospitals where special neonatal care available for management of high risks babies to reduce the morbidity and mortality. Screening for GDMs should be performed in all pregnant women. All diabetic women should have planned pregnancy and proper antenatal care in order to maintain strict glycaemic control, to have a satisfactory outcome in infants of diabetic mothers. DOI: 10.3329/jbcps.v26i2.4183 J Bangladesh Coll Phys Surg 2008; 26: 62-72
Co-relation between Sepsis Score and Blood Culture Report in Neonatal Septicaemia
Authors: Afroza Syeda , Begum Feroza
Published: January 2010

Objective: To determine the clinical profile and to correlate the sepsis score with blood culture reports in neonatal septicaemia. Methods: Over a period of 6 months (1st week of June to 1st week of December'2005) 50 consecutive newborns with suspected septicaemia were enrolled for the study. It was a prospective study and septicaemia was suspected on the basis of clinical presentation like reluctance to feed, lethargy, fever, abdominal distension etc. Sepsis scoring was done for all of them immediately after enrolment into the study. Investigations like CBC, CRP and blood culture were sent for all the enrolled cases. Then the sepsis scores were compared with their blood culture reports to find out any correlation between them. The data analysis was done by SPSS software. Results: Among the 50 studied babies 31 were male and rest were female. Most of them were delivered by vaginal delivery (74%) but no significant difference was observed among home and institutional delivery. During delivery 24 babies experienced some problems of which 83.3% had perinatal asphyxia. About 59% of the studied babies were not exclusively breastfed. Majority of them (62%) presented with reluctance to feed and 54% were preterm low birth weight. Fever and respiratory distress were present in 19 (38%) and 18 (36%) cases respectively. Forty two percent studied babies had positive sepsis score 5 and above. Regarding correlation of blood culture and sepsis score, 70% culture positive cases had sepsis score 5 and above whereas 35% of culture negative cases had the same score. Sensitivity and specificity of sepsis score was 70 and 65 respectively with CI interval 95%. Conclusion: Sepsis score can be considered as an useful tool in the diagnosis of neonatal septicaemia specially where there is lack of investigational facilities. Before using this tool further evaluation is needed involving large sample size. Key words: Neonatal septicaemia, sepsis score, blood culture. DOI: 10.3329/jbcps.v26i2.4185 J Bangladesh Coll Phys Surg 2008; 26: 79-82
Juvenile Idiopathic Arthritis: Essential Elements of Care
Authors: Alam Md Rajibul
Published: January 2010

The chronic arthritides in childhood remain a poorly understood group of conditions. Their classification has been a source of much confusion over the years with differences in terminology used by different research groups. Childhood arthritis is an important cause of short term morbidity in children and can lead to long term joint destruction and disability. Proper diagnosis and early aggressive intervention can minimize both the short and long term morbidity of the disease, thereby improving outcome during childhood as well as in adulthood. The various sub-types of JIA with their clinical features, diagnosis and differential diagnosis have been described. An outline of current management strategies and outcome of treatment are given and potential future developments are highlighted. DOI: 10.3329/jbcps.v26i2.4186 J Bangladesh Coll Phys Surg 2008; 26:83-90
Malignant Melanoma of the Vagina - A Case Report
Authors: Sultana Nilufa , Ali Chowdhury Md , Khanam Rawshan Ara , Khatan Prof Mahmuda
Published: January 2010

A 52 yrs old post menopausal lady was admitted in-the Gynae department of SSMC & Mitford Hospital with a small mass in the lower vagina, foul smelling discharge and occasional itching at that site for 1 year. Examination revealed a small, irregular, firm, partially necrosed, non tender growth with foul smelling brownish discharge 2cm below the external urethral meatus, uterus atrophied, cervix flashed, fornicesfree but few small, black, flat nodules scattered in the posterior vaginal wall. She had no history of exposure to any radiation or sunlight to that area or surgery but only received antitubercular drugs for six month for pulmonary tuberculosis. After conservative treatment excision biopsy was taken and histopathology revealed Malignant Melanoma. She was referred to cancer Institute for adjuvent radiotherapy. DOI: 10.3329/jbcps.v26i2.4190 J Bangladesh Coll Phys Surg 2008; 26:103-105
Comparative Study of Haemodynamic Status and Arrhythmia between Combined Epidural with General Anaesthesia and General Anaesthesia alone in Off-pump Coronary Artery Bypass (OPCAB) Surgery
Authors: Kundu Ranadhir Kumar , Beg Abdul Khaleque , Hossain Shahadat , Haque Naimul , Mahafuddoza M , Chowdhury Abu Yusuf Fazle Elahi
Published: January 2010

Objectives: To find out if combined general anaesthesia (GA) with high thoracic epidural anaesthesia (HTEA) was better in controlling haemodynamic condition and reducing incidences of arrhythmia during induction of GA and during positioning and handling of the heart itself by the surgeons. Materials and Method: Forty (40) patients of 40-65 yrs age were randomly selected and divided in two groups (group A, n= 20: combined HTEA and GA- study group, group B, n= 20: GA alone- control group). Group A received HTEA introduced through an indwelling epidural catheter at C7-T1 or T1-T2 interspace. Lignocaine (1%) 5 ml and Bupivacain (0.25%) 5ml with Fentanyl 10 mg was given through the catheter as bolus followed by Bupivacain (0.25%) 5ml with Fentanyl 10 mg was given at 2 hours interval. General anaesthesia was induced and maintained in a standardized manner for all patients of both the groups. The parameters monitored were Heart Rate (HR), Arterial Blood Pressure (ABP), and Electrocardiogram (ECG - arrhythmia and ST changes), Oxygen saturation (SpO2) and Central Venous Pressure (CVP) during the procedure Results: Induction of GA was smoother and with fewer blood pressure peaks in all patients of group A. They demonstrated a stable haemodynamic status throughout operation in general and during positioning of the heart and bypass grafting in particular. Incidences and severity of cardiac arrhythmias were also less during these periods. Conclusion: Combined HTEA-GA technique for OPCAB procedure is safe and affords to achieve stable haemodynamic status during induction of GA. It also allows reducing incidence of arrhythmias during cardiac position and grafting. Regarding the above qualities, group A appeared superior to group B. DOI: 10.3329/jbcps.v26i3.4193 J Bangladesh Coll Phys Surg 2008; 26: 116-120
Different Types of Myotonic Muscle Disorders at Dhaka Medical Collage Hospital
Authors: Daisy Selina , Sayeed SM Nurul Momin , Mohammad Quazi Deen , Hossain Sakhawat , Habib Mansur , Hoque Azharul , Alam Badrul , Haque Badrul
Published: January 2010

After introduction of EMG at Dhaka Medical Collage on January 01, 2006 , a total of 329 cases referred to EMG laboratory for electrophysiologic evaluation over a period of one & half year (January 01, 2006 to June 30, 2007). Among them, 45 cases diagnosed as different types of myopathies. Among these cases, eleven (11) diagnosed as myotonic muscle disorders. The subtypes of myotonic muscle disorders were 1. Myotonic Dystrophy. 2. Proximal Myotonic Myopathy. 3. Myotonia Congenita DOI: 10.3329/jbcps.v26i3.4194 J Bangladesh Coll Phys Surg 2008; 26: 121-123
Arguments for the Integration of the Non-Zero-Sum Logic of Complex Animal Communication with Information Theory
Authors: Penteriani Vincenzo
Published: January 2010

The outstanding levels of knowledge attained today in the research on animal communication, and the new available technologies to study visual, vocal and chemical signalling, allow an ever increasing use of information theory as a sophisticated tool to improve our knowledge of the complexity of animal communication. Some considerations on the way information theory and intraspecific communication can be linked are presented here. Specifically, information theory may help us to explore interindividual variations in different environmental constraints and social scenarios, as well as the communicative features of social vs. solitary species.
Correcting the Actual Reproduction Number: A Simple Method to Estimate R0 from Early Epidemic Growth Data
Authors: Nishiura Hiroshi
Published: January 2010

The basic reproduction number, R0, a summary measure of the transmission potential of an infectious disease, is estimated from early epidemic growth rate, but a likelihood-based method for the estimation has yet to be developed. The present study corrects the concept of the actual reproduction number, offering a simple framework for estimating R0 without assuming exponential growth of cases. The proposed method is applied to the HIV epidemic in European countries, yielding R0 values ranging from 3.60 to 3.74, consistent with those based on the Euler-Lotka equation. The method also permits calculating the expected value of R0 using a spreadsheet.