From the Editorial Board

Pragmatic Tips for Optimizing Remote Classroom Instruction in High School and College Khadija Khalifé Near the end of Marcel Proust's Du côté de chez Swann (1913), the narrator describes his negative reaction to the use of the recently invented automobiles. He tended to prefer the traditional horse-drawn carriages that made the experience of traveling seem more elegant, more authentic, more "real." Although the automobile was perceived as a conspicuous sign of the modernity and wealth that all wanted, the narrator exclaimed: "Quelle horreur! me disais-je: peut-on trouver ces automobiles élégantes comme étaient les anciens attelages?" <fr.wikisource.org/wiki/Du_côté_de_chez_Swann/Partie_3>. Today, we may find this reaction amusing, but when it comes to changing our habits because of a new technology or a new challenge, do we not have the same reaction? After all, we often say or hear others explaining: "I prefer to read real books rather than electronic versions because of the more genuine feeling!" As the academic world readjusts to the online classroom, we certainly feel that something is "missing": the real experience, the authentic face-to-face touch. The truth is, whether we are nostalgic for our past "normal" or not, tele-education, tele-work, and tele-life will certainly gain traction even after this pandemic subsides. As an instructor who has shifted, like everyone else, to teaching her students remotely, I have composed a few applicable strategies to optimize remote learning. These are based on the key ingredients I have learned and on the feedback I have received from my students, as well as other students in other institutions using different technological platforms: Microsoft Teams, Zoom, Google Classroom, Google Meeting, etc. Therefore, my suggestions are general, and not related to the use of a specific platform. I hope you will find them valuable, as our central goal remains the same: to create a successful remote classroom outside of the so-called "real classroom." [End Page 17] At the Beginning of the Semester a. At the beginning of the semester or school year, establish ground rules and make students commit to them. b. Establish when students are expected to join the remote classroom and when the class officially begins (for example, if the class starts at 10:00, we join the remote room a little before 10:00, etc.). c. Acknowledge that you expect students to be fully present during the whole class. This is harder remotely, as it is difficult to notice if a student is multitasking on the computer, but the instructor and students should commit their attention to one another for the class period. d. Explain how you would like students to participate (raise hand or write note in the conversation or chat box, etc.). e. Establish when, and if, to allow students to turn off their speaker and/or camera. Personally, I always recommend that students' cameras be activated throughout the class time. f. Ask students to fix all technical problems before joining remote classes. According to your institution's policy, give students your institution's IT link and other helpful links where they can obtain relevant information and easily reach the remote technical helpdesk. Before Each Class Unlike other courses, language classes are typically small in size, which is a bonus for us in terms of the quality of our interactions with our students. a. Clarify the format and timing of the class to students, so that they may establish a general pattern (for example: whole class the first 15 minutes; then mini-classes the next 15 minutes). Establishing this format will allow students to know what to expect, which is important when adjusting to this new setting. Having a scattered classroom where the material and format are inconsistent will make students feel unprepared, especially during this turbulent time. b. Design the lesson specifically in a way that will allow every student to participate. Otherwise, it is easy for students to get distracted. c. Be specific about the work that should be done by students before they join the online class. Again, it is important to be detailed and specific so that students do not feel confused. [End Page 18...

High School Yearbooks: Using and Preserving The Record Catherine D’Ignazio (bio) High school yearbooks are a treasure trove for education historians. They offer glimpses into the educational past found nowhere else. Along with the changes in people a nd programs that occurred from year to year, they document the ways in which high schools shaped student identities and the meanings students took from their high school experiences. Some historians have used high school yearbooks, student newspapers, and student magazines to explore a wide variety of topics in the history of education—most commonly student culture, school life, curricula, and the extracurricular activities.1 Such official documents as administrative reports and school board minutes may be indispensable if the objective is to understand how educational policies and school programs changed over time. If the objective is to understand how students experienced high school and what it meant for their prospects after graduation, however, then student publications, especially yearbooks, should be among the sources consulted.2 [End Page 376] In the city of Philadelphia and the surrounding suburbs, many high schools maintain a collection of their own yearbooks, but methods vary from school to school. One might store such a collection in the library, another in a dean’s office. Some have a designated closet, and some, unfortunately, keep their yearbooks in an otherwise junk-filled room. Sometimes historical societies accession high school yearbooks. The Jewish Historical Society of Michigan, for example, collects and preserves yearbooks from across the state.3 The Newberry Library in Chicago has a large collection, primarily from Illinois, that can be found through its online catalogue. Both the Newberry and the nearby Harold Washington Library Center have many yearbooks from several Chicago high schools, most from the half-century between 1920 and 1970.4 The Chicago Board of Education maintains an archive that accepts donated yearbooks. While the archive survived the district’s recent move, it no longer has a professional archivist. The School District of Philadelphia should consider adding high school yearbooks to the documents covered by its existing records management policy. Whether or not it houses them is a separate issue. Since the Civil War, young adults attending educational institutions have documented their school experiences. By doing so, they engage in the construction of memory. At first, students compiled scrapbooks and autograph books.5 Later, they devoted the final issue of the school’s literary magazine to the graduating class, making space among the student essays, poems, and plays for remembering the seniors. This issue often included a class history written by a graduating student as well as essays and predictions, both serious and humorous, about what might lie ahead for the graduates. With the increased availability of letterpresses and half-tone printing after 1900, literary magazines evolved into yearbooks and became the primary place for memorializing many aspects of high school life, especially the achievements of those about to graduate.6 Soon after they first appeared, yearbooks and magazines were shared among schools so that they could be compared. In 1914, students in Woodbury, New Jersey, reviewed yearbooks from fourteen other high [End Page 377] schools and commented on six (fig. 1). These exchanges demonstrate a national interest among teenagers in their peers and a nascent youth culture. The editors of these student publications believed, as Reed Ueda has pointed out, that “they were not only expressing their identity, but also discovering the common bonds joining turn-of-the-century high school students in every part of the country.”7 Click for larger view View full resolution Fig. 1. Yearbook exchange review, Woodbury High School White and Gold, 1914, Woodbury Junior and Senior High School library, Woodbury, NJ. Of special value are student commentaries. In Camden, New Jersey, students in 1908 asked, “Shall We Study Latin and Greek—What, then, is the value of Latin and Greek to the boys and girls of the Camden High School?”8 Decades later, changes in athletic programming prompted female students at Frankford High School in Philadelphia to correct a common misperception: “Some people have the false impression that girls do not take much part in the sports world; however according to the showing [End Page 378...

实践教学是以培养学生实践能力为目的，与理论教学相辅相成的一种教学模式。本文对实践教学的类型和特征分别展开了分析，其类型包括课堂实践教学、校园实践教学、校外实践教学，其特征包括：实践性、主体性、生活性、创新性、时效性。根据当前中学思想政治课实践教学的理论研究，论述了针对中学思想政治实践课实践教学现状，开展中学思想政治课实践教学研究的目的和意义。同时，对于中学思想政治课实践教学存在缺少理论指导、教育理念偏差、缺乏经验借鉴、实践教学的实施、组织困难等问题，提出解决这些问题的几点建议和对策：加强实践教学的理论研究；提高中学思想政治课实践教学的重视程度；借鉴国内外好的实践教学经验；完善中学实践教学的长效机制。 Practical teaching is a kind of teaching mode which is complementary to theoretical teaching aiming at cultivating students’ practical ability. In this paper, the types and characteristics of the practice teaching are analyzed; its types include classroom practice teaching, practice teaching in campus, and practice teaching in society. And its features include: Practicality, subjectivity, cha-racteristics of life, innovation, and timeliness. According to the theoretical research of the practical teaching of ideological and political courses in high school, this paper shows the present situation of practical teaching in high school and discusses the purpose and significance of the practice teaching of ideological and political courses in high school. At the same time, there are some problems about the practice teaching of ideological and political courses in middle school, such as lack of theoretical guidance, deviation of education idea, lack of experience reference, the difficulties of the practice teaching implementation and organization and so on. So some suggestions and countermeasures are given: To strengthen the theoretical study of teaching practice; to pay more attention to political lesson practice teaching in the high school; to draw lessons from domestic and international good practice teaching experience; to improve the long-term mechanism of the practice teaching in the high school.

Reviewed by: The Record of Murders and Outrages: Racial Violence and the Fight over Truth at the Dawn of Reconstruction by William A. Blair Gregory Laski (bio) The Record of Murders and Outrages: Racial Violence and the Fight over Truth at the Dawn of Reconstruction. William A. Blair. Chapel Hill: University of North Carolina Press, 2021. ISBN 978-1-4696-6345-6. 184 pp., paper, $19.95. In his latest book, William A. Blair trains his sights on “The Records Relating to Murders and Outrages,” one piece of the voluminous archives of the Bureau of [End Page 434] Refugees, Freedmen, and Abandoned Lands. The Freedmen’s Bureau papers have been vital to scholars of Reconstruction, especially those investigating law and lawlessness, military and civil justice, and anti-Black violence. As Blair explains, however, “the story of the record itself ” has not yet been told (4). That is the task he takes up in The Record of Murders and Outrages: Racial Violence and the Fight over Truth at the Dawn of Reconstruction, which makes a signal contribution to our understanding of this historical period and its afterlife in American memory. In Blair’s account, more familiar aspects of Reconstruction—on-the-ground battles in the former Confederate states or political contests in Washington, DC—get convincingly recast as conflicts over names and numbers: in short, over what counts as “trustworthy information” and how the very idea of “truth” congeals in real time (2). Focusing on the years 1865 through 1868, Blair unfolds this story across five short, readable chapters. (That The Record effectively advances an argument and supplies rich supporting evidence in under two hundred pages is among the remarkable aspects of the book.) As chapter 1 explains, in September 1866, Gen. Oliver Otis Howard began “tracking more systematically the murders committed against freedpeople” in the South, and that information, communicated in both numbers and narratives, fueled the work of Radical Republicans like Senator Henry Wilson, who sought to wrest control of Reconstruction policy from the executive branch (26). As Blair later details, “the situation turned the Freedmen’s Bureau . . . into a de facto investigatory arm of the legislative branch” (54). How those findings were interpreted—and accepted or rejected—is at the heart of The Record. Political partisanship and racism played prominent roles in the reasons some (especially Democrats) rejected the information collected and presented by the bureau. As chapter 3, “Black Lives in the Record,” makes clear, even as it fueled debates in Washington, this information only existed by virtue of the risks African Americans took to report crimes to bureau agents, the majority of whom were scarcely Black allies. In this regard, The Record connects well with scholarship on African American testimony by Kidada Williams, whom Blair cites throughout the study. Yet if this information about racial violence was derived, often precariously, from human resources, it was necessarily “filtered through textual sources,” unlike the visual and photographic media that have been central to twentieth- and twenty-first-century civil rights campaigns (24). The Reconstruction-era reliance on texts, and attendant questions of textual interpretation, means that Blair’s claims might be profitably put into interdisciplinary dialogue with the growing number of studies about the fiction of Reconstruction. Recent literary histories by Brook [End Page 435] Thomas and Sharon Kennedy-Nolle, as well as a forthcoming collection examining the writing of Albion W. Tourgée (edited by Sandra Gustafson and Robert Levine), show that though Reconstruction-era authors turned to imaginative works as their weapons, they were no less invested in discerning how to get the reading public to accept as true information about conditions in the South. In a moving epilogue, Blair extends his exploration into the latter decades of the nineteenth century with an exploration of Ida B. Wells’s anti-lynching activism. Like the Freedmen’s Bureau reporting, the work of Wells and other African American activists drew on data collection techniques to center the perspectives of Black citizens and influence policy; however, as Blair points out, in contrast to the efforts of the 1860s, “the anti-lynching campaign lacked the backing of the federal government” (135). Further, the supposedly empirically motivated scholarship on Reconstruction that...

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

Reviewed by: With Malice Toward Some: Treason and Loyalty in the Civil War Era by William A. Blair Stephen E. Towne (bio) With Malice Toward Some: Treason and Loyalty in the Civil War Era. By William A. Blair. (Chapel Hill: University of North Carolina Press, 2014. Pp. 432. $40.00 cloth) William A. Blair’s commendable study shows how a popular [End Page 121] understanding of treason dominated Union government policies and practices toward southern rebels and perceived disloyalists in the North during the Civil War and immediate postwar years. Under the U.S. Constitution, treason is narrowly defined. Moreover, prior to the war, the crime had rarely been tried in the courts. But the unprecedented challenges of civil war prompted Unionists from all walks of life to paint dissenting speech and other acts as treason. Consequently, governing authorities assembled makeshift and inefficient mechanisms to police the country using broad, often imprecise, definitions of loyalty and treason. In short order, the U.S. Army took the lead as the enforcer of an elastic understanding of loyalty and disloyalty, as well as deciding when non-action was just as bad as a traitorous act. Although learning quickly that treason is difficult to prosecute, the army resolutely plowed ahead and arrested northern newspaper editors for publishing disloyalty or detained civilians for discouraging enlistments or encouraging desertion. Congress helped by passing laws giving authorities new tools to enforce the popular views of treason and the disloyal. Blair outlines a period when numerous arrests for perceived disloyal speech or treasonous acts occurred throughout the northern states, as both civil and military authorities took their cues from community norms of thought, speech, and behavior. After the Union prevailed and the victorious army occupied the former Confederate states, government policies to punish rebel treason yielded to leniency as northern Democrats and Republicans jockeyed either to regain power or retain primacy. Blair’s discussion of a wartime federal government that failed to stand up for civil liberties for all citizens but yielded to common sentiments of retribution and partisan bloodlust might seem to point the finger of blame at President Abraham Lincoln. Although references to Lincoln are many, he is not the central figure in the book. The army and Union people generally are the main actors who are faulted. As Blair notes, the president and his cabinet “were interested in finding the practical tools to win the war, while ensuring that they maintained a toe in the water of constitutional plausibility” (p. 4). [End Page 122] Lincoln, while characterized by Blair as a strong leader, succumbed to subordinate officials, especially military commanders, and allowed them to employ popular, not constitutional, standards to dictate how they punished both northern and southern treason. Although an insightful work, Blair’s analysis is in some ways a work of synthesis. Frequently cited are historians Mark E. Neely Jr. and Jonathan W. White, as well as political scientist Richard F. Bensel, who has published on military interference in voting during the war. Blair uses many primary sources but mostly cites those published or available on microfilm or online (e.g., the well-known Official Records series and newspapers). He could have bolstered his arguments and avoided a number of factual errors had he cited unpublished army records in the National Archives and steered clear of the corpus of historian Frank L. Klement, whose works on the “copperheads” (antiwar Democrats) in the Midwest are replete with errors. Blair’s account of their conspiracies in Indiana and neighboring states, based on Klement, unfortunately repeats them. As well, readers of the Register will want to know that archival records show the army arrested and banished Kentucky lieutenant governor Richard T. Jacob not merely for speaking against recruiting African American slaves as troops, as Blair argues, but because army spies reported that he was in communication with leaders of the Sons of Liberty, a secret organization that planned armed insurrection in the commonwealth and across the Ohio River. These shortcomings aside, Blair has produced a thoughtful work that Civil War scholars will study with profit. [End Page 123] Stephen E. Towne STEPHEN E. TOWNE is associate university archivist at Indiana University–Purdue University Indianapolis and...

Editors’ Introduction Elizabeth S. Radcliffe and Mark G. Spencer We are pleased to say that Hume Studies has awarded its second annual Essay Prize, with an announcement featured in this issue. The winning paper will be published in November 2023 (Hume Studies 48:2). We thank the members of the 2022–23 Prize Committee, who are acknowledged in the announcement. Please see the Call for Papers for the Third Annual Essay Prize on page 189 of this issue. Along with five original articles and three book reviews, our current issue features a symposium on Margaret Watkins’s book, The Philosophical Progress of Hume’s “Essays” (Cambridge University Press, 2019). The symposium is a development from an Author-Meets-Critics panel that was held at the 47th Hume Society Conference, sponsored by the Pontificia Universidad Javeriana in Bogotá, Columbia, July 2021. We thank the organizers and the panelists. With the end of 2022, we have had a changing of the guard among the Hume Studies Editorial Board. The Hume Society Constitution allows that Editorial Board members can serve no more than two consecutive 6-year terms. Consequently, we have had to say farewell to Helen Beebee, Don Garrett, and James Harris. We are grateful for their many years of fine service to the journal. Lisa Shapiro’s appointment has been renewed for another term. We are pleased to welcome new members to the Editorial Board: James Fieser (University of Tennessee at Martin), Peter S. Fosl (Transylvania University), and Ruth Weintraub (Tel Aviv University). We also bring to your attention the Call for Papers for the 50th annual Hume Society Conference, to be held at Oxford University in the summer of 2024. The conference planners hope to present an exceptional program for this golden jubilee. Please check out their “Call” on page 191 of this issue for information about the conference themes and the submission deadline. Finally, we remind our readers that we are always looking for excellent submissions at Hume Studies. We usually get referee reports to authors in about eight weeks’ [End Page 5] time, and time to publication after acceptance is approximately one year. Our issues are online in April and November at three websites: the Hume Society (for members, https://www.humesociety.org), Project Muse (https://muse.jhu.edu), and the Philosophy Documentation Center (https://www.pdcnet.org). Paper issues arrive at U.S. locations by mail just a few weeks later. International mailing takes several weeks longer. Information on submitting a paper to our online portal can be found here: https://www.humesociety.org/ojs/index.php/hs/information/authors. In the case of technical difficulties, please contact one of the editors. [End Page 6] Copyright © 2023 Hume Studies

Spotlighting William Alexander Darity, Sr., PhD Claudia Baquet, MD, MPH (bio) Dr. William Alexander Darity, Sr. is Professor Emeritus and Dean Emeritus of Public Health at the University of Massachusetts–Amherst School of Public Health. A native of North Carolina, Dr. Darity has been a leader and pioneer in the fields of international health, operations research, and minority health and has advanced the fields of public health and advocacy as well as tobacco control. Dr. Darity was born January 15, 1924 in Flat Rock, North Carolina, a small town in the Blue Ridge Mountains. Dr. Darity completed his formal studies in North Carolina, receiving a Bachelor of Science degree from Shaw University and a Master of Science in Public Health (MSPH) degree from North Carolina Central University. He became the first African American to receive a Doctor of Philosophy (PhD) degree from the University of North Carolina at Chapel Hill in 1964. Dr. Darity accepted an Associate Professor appointment at the University of Massachusetts– Amherst in 1963. At that time, the small Department of Public Health, which offered a Bachelor of Science degree and a Master of Science degree with a concentration in Environmental Health, had three full-time faculty members. He was appointed head of the department in 1968 and then Dean in the School of Health Sciences in September 1973. In addition to the Division of Public Health (an accredited School of Public Health) and a Division of Nursing (an accredited School of Nursing), this newly created School of Health Sciences included a Department of Communications Disorders, which offered majors and graduate study in audiology and speech and language disorders. At his urging upon his retirement, the Division of Public Health became a School of Public Health with its own dean, and the Division of Nursing became a School of Nursing with its own dean. Under Dr. Darity’s aegis, the Division of Public Health was expanded widely to offer a Master of Science degree with concentrations in Biostatistics, Epidemiology, Community Health Education, Environmental Health and Health Administration. In addition, a PhD program, which offered concentrations in the above areas, was also developed under his leadership. In addition, a Master of Public Health (MPH) degree was developed to meet the needs of working professionals who sought further their education to better prepare them for professional practice. A Master of Science in Public Health Nutrition, offered jointly by the Division of Public Health and the Department of Food and Science Nutrition, was also developed during Dr. Darity’s tenure. This pioneer’s last major responsibility at the University of Massachusetts was Principal Investigator of a $3.4 million, five-year research study on Smoking and Cancer [End Page 3] in Black populations, funded by the National Cancer Institute. This landmark study examined middle-income and low-income Blacks and factors influencing smoking adoption and associated health risks. Dr. Darity’s leadership at the University of Massachusetts Division of Public Health as an accredited school continued for 16 years until 1989. Dr Darity was named a Distinguished Alumnus by the University of North Carolina in Chapel Hill in October 1996 and received the Alumni Achievement Award from Shaw University in 1997. (He had previously received an Honorary Doctor of Science Degree from Shaw University in 1990.) Immediately prior to his appointment at the University of Massachusetts, Dr. Darity served as Director of Program Development for the North Carolina Fund, Inc. (a statewide, privately funded, non-profit, anti-poverty organization). His extensive international experience included 10 years with the World Health Organization (WHO), a specialized agency of the United Nations. His tenure with WHO included teaching at the American University of Beirut School of Public Health in Lebanon and the University of Alexandria Higher Institute of Public Health in Egypt. Dr. Darity also served as a Health Consultant with the United Nations Relief and Works Agency for Palestinian Arab Refugees and as a WHO Regional Advisor for 17 countries in the Eastern Mediterranean Region, which included 11 Arab countries, as well as Israel, Cyprus, Iran, Ethiopia, Somalia, and Pakistan and West Pakistan (now Bangladesh). Dr. Darity also played a major role as a consultant with WHO in establishing the first Master...

The purpose of this paper is to explore in depth the current research status of discourse cohesion theory and continuation writing theory, and to gain a comprehensive understanding of the research history of the field by reviewing the relevant literature at home and abroad. In the research background, the origin, evolution and key issues of discourse cohesion theory and continuation writing theory are elaborated in detail, providing readers with an overall understanding of the topic. The research significance emphasizes the contribution of this paper to the practical application, revealing the research value and innovation of discourse cohesion theory applied in the continuation writing teaching in high school. Finally, the direction and trend of the application of discourse cohesion theory in the continuation writing teaching in high school are proposed, which provide justifications for future scholars' useful attempts.

The data presented in this article are related to the research article entitled "Magnetic field and its experimental measurement in teaching in high schools" (J. Beňuška, D. Polčin, 2016) [1].The article describes the possibilities of relatively accurate experimental measurement of magnetic field in any geographical conditions, in both exteriors and interiors, without the need for special instrumentation, with minimal financial costs.The data set is publicly available to allow the comparison of magnetic induction values in given latitudes with the other latitudes by the given methods and a critical analysis of the applicability of these methods in areas and locations without more demanding instrumentation.

This paper presents a qualitative study about programming logic teaching in high school, based on the Discourse of Collective Subject. The project where this study is embedded aims to encourage a greater number of students in the areas of engineering and natural sciences, primarily girls. The main goal is to present how the high school students participating in this project understand issues related to computing learning and women inclusion in this area.

English is one of the most vital and necessary tools for people’s successes in many aspects of life. Therefore, building good ways to develop English skills in students is an urgent demand. Organizing English-Vietnamese bilingual lesson is interpreted as educational method in which a foreign language enrichment measure packaged into content teaching, so it is one of the effective ways to improve this skill for students. By investigating 457 students and 27 high school biology teachers in An Giang province, the study pointed out two issues of the reality of using English in biology teaching in high schools: (1) Teachers have rarely used English in teaching activities, (2) Students’ English ability has been really weak. The study has built up the processes of organizing an English-Vietnamese bilingual lesson. The paper demonstrated that high school students’ English ability and qualification has been improved by using these proposed processes.&#x0D; Keywords&#x0D; Bilingual biology lessons, bilingual teaching, English ability, biology teaching&#x0D; References&#x0D; Dinh Quang Bao &amp; Nguyen Duc Thanh (1998). Theories of biology teaching. Vietnam Education Publishing House (in Vietnamese).Bonces, J. R., 2012. Content and language integrated learning (CLIL): Considerations in the Colombian context. Gist Education and Learning Research Journal, 6, 177-189.Dalton-Puffer, C., 2011. Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, Cambridge University Press, 31, 182–204.Dong Hai Nguyen, 2013. Bilingual education in Vietnam: Successes and challenges. Cambrigde Educational Leadership Seminar, Ho Chi Minh city. Retrieved from ttp://www.cambridgeassessment.org.uk/images/137032-dr-dong-hai-nguyen-presentation-slides-.pdfPhan Duc Duy, 1999. Trainning biology teaching skills for students based on studying pedagogy cases. Doctor thesis, Hanoi National University of Education, Hanoi, Vietnam, 34-57 (in Vietnamese).Hadisantosa, N., Huong, T. T. T., Johnstone, R., Keyuravong, S., &amp; Lee, W., 2010. Learning through English: Policies, challenges and prospects (Insight from East Asia). Malaysia: British Council.Nguyen Van Hien, 2009. Developing the skills of applying information technology in organizing biology lessons in students. Doctor thesis, Hanoi National University of Education, Hanoi, Vietnam, 62-65 (in Vietnamese).Tran Trung Hieu, 2017. Organizing English-Vietnamese bilingual lessons in biology teaching in high school. Teacher of Vietnam Scientific Magazine, 123, 37-39 (in Vietnamese).Dao Thi Hoang Hoa, 2014. Teaching Chemistry through the medium of English using content and language integrated learning approach. Journal of Science, Ho Chi Minh city University of Education, 54 (in Vietnamese).Tran Ba Hoanh, 1993. Techniques of biology teaching. Vietnam Education Publishing House (in Vietnamese).Nguyen Tan Hung, 2010. Dual language instruction – The best way for the improvement of professional knowledge and foreign language competence. Journal of Science and Technology, Da Nang University, 2(37), 192-197 (in Vietnamese).Nha, T. T. V., &amp; Burn, A., 2014. English as a medium of instruction: Challenges for Vietnamese tertiary lecturers. The journal of Asia TEFL, 11(3), 1-31.Thuong Nguyen, 2017. Vietnam national foreign language 2020 project after 9 years: A difficult stage. The Asian Conference on Education &amp; International Development 2017, National Chengchi University, Taiwan.

The study aims to provide implications, based on the experience of technology teachers, regarding the direction for technology instruction in high schools in view of the high school credit system. To this end, in-depth interviews were conducted with seven technology teachers, experienced in the research and preparation of the high school credit system, and field data were collected. Additionally, some of their classes were observed. The collected data were analyzed and categorized through the process of emic coding and structural coding. According to the analysis, the participants faced limitations because of a high school culture that is oriented towards college entrance, since technology is not covered in South Korea’s national college entrance exam. The teachers experienced “difficulty in securing class time,” “burden of teaching multiple subjects,” “difficulty in teaching unfamiliar subjects,” and “difficulty in conducting classes” due to the introduction of the high school credit system. The analysis reveals that this system caused the following changes in the attitude towards the technology class: ‘avoidance,’ ‘survival,’ and ‘opportunity.’ Based on these findings, the pedagogical implications of technology teachers’ experiences, due to the introduction of the high school credit system, may be interpreted as ‘establishing firm values for the subject matter' and ‘thinking from the students’ perspective.’ The following steps are proposed based on the analysis outcomes: an experiential study for students who undertook technology instruction under the high school credit system, development of a program to enhance the expertise of technology teachers at high schools, and action research on “delivering good technology instruction” in high schools. This study is meaningful as it interprets and analyzes not only the changes in the technology instruction due to the introduction of the high school credit system, but also their significance, thereby deriving the aforementioned implications. The findings of the study may serve as useful data for offering implications regarding the direction for technology as a subject in high schools.

Braids Craig Beaven (bio) Braids I believed in seeing a painting in person, after years of reproductions. Was I “passionate” or just naïve? In Braids nothing happens. In Wyeth’s Braids there is only each piece of hair, known intimately by God and the painter, strand and strand brought in to hold its own turning. High school art history and it beats across the screen, mote-mottled, projection-sized—years later I drove three days to stand here. This is where he stood, arm’s length from the canvas. This is Maine at the end of April; tomorrow it snows, and we watch an old man march into the ocean, submerge himself, walk out and shake it off. Why, standing at Braids, can I think not of this painting, but of approaching Press 40, the day after graduating high school, and what conspires to make the plant foreman start me at Press 40, of 44 presses? What does Wyeth [End Page 88] have to do with graveyard shift making dashboards except for fathers and concentration? The guy at 39 has sleeves of scar tissue, a purple luminescence poorly stitched on. Number 40 is the largest machine in the state. I know because my father built it. It slows my work to realize: have I seen this before, in dream? Drafting table, white lines on blue paper, the ghost of it emerging with each revision. He brought me here as a kid to explain how it worked, describe the tonnage, the many men it took. My father who was, at that moment, asleep, who I would pass in the kitchen this morning, on my way to bed, on his way here, to see how I did and if they need anything— replacement parts or adjustments. So I came to the far edge of a continent, so I walked through the field from Christina’s World— Why save any of this from the fire? Dear Origin Myth, are you in art history class or night shift hours sanding the rough edges of dashboards? I was there as a way of apologizing, but no one heard it amid the din, no one noticed such a gesture in the filing away of excess plastic. In Braids she stands alone in a cold, dark room, looking away. Someone is calling [End Page 89] but it doesn’t break her spell. They’ve been calling forever but they don’t know her name. The house is empty and quiet. This is the story of your life. [End Page 90] Craig Beaven Craig Beaven’s poems appear or are forthcoming in Third Coast, Carolina Quarterly, Cutbank, Southern Humanities Review, and other journals. His work was recently nominated for a Pushcart Prize. Copyright © 2013 University of Nebraska Press

Arts and Science Carolyn Miller (bio) Click for larger view View full resolution Photo by Mattox / www.sxc.hu [End Page 10] I was half in love with Tom McAfee before I ever met him because Shirley Tarbell, my friend from Waynesville High School, who taught me to inhale and lent me her copy of The Waste Land and later told me there was no scientific proof of the existence of the soul, came back from the University of Missouri and told me that she was in love with her English teacher, a romantic Southern gentleman with a beautiful voice and artistic hands. Shirley and I had already been in love with Elvis Presley and Montgomery Clift and several other unattainable men (and Shirley was very fond, too, of Mario Lanza), so it was only natural that we would fall in love with Mr. McAfee, an older man, a sensitive English professor who was also a poet. [End Page 11] That was freshman year, 1958, when I wore a red bouclé pullover with a cowl-neck and a matching red-plaid pleated skirt with short red suede boots that tied on the side, and lived in TD 4, a “temporary dorm” that was really a relocated World War II army barracks, and met Dave Holt because we ate in the same dining hall. When I arrived at TD 4, I was surprised to find that a group of girls had already been there for a week. It was for something called “rush,” and many of them were wearing a special pin on their sweaters, with Greek letters that showed that they had chosen to join a certain sorority, which meant that after freshman year, they would move into one of the big, beautiful houses that lined the streets a few blocks from TD 4. This seemed strange and slightly creepy to me, but I didn’t really care, since I loved almost everything else about college. First of all, it was in Columbia, Missouri, not Waynesville, and I lived with another girl who was also an English major. We slept in bunk beds in our temporary dorm room, and because it was temporary and would be torn down after that year was over, we were allowed to write on the walls, which we did with abandon, scrawling lines of poetry and what we thought were deeply meaningful sayings in giant cursive everywhere we could. My roommate was tiny and evidently brilliant. She hardly needed to study, while I had no idea how to do so. I had been surprised to learn that college meant you had to take only a few classes at different times in different places, not all in one building from eight to three, as in high school. I thought I would have ample free time and that it would all be easy, but it turned out that I didn’t know how to take notes, read for content and ideas, research and write a paper or study for tests. My roommate seemed to know all these things, and while I was laboriously outlining the chapters in my giant green American government textbook, she would read her assignments quickly and absorb whatever was important for her to know. But she also stayed in the dorm on weekend nights, not going out on dates and getting drunk, as I did. My roommate was in love too, though, with someone named Van Cliburn, whom I had never heard of. She told me he was young and brilliant, and she played his piano concert record for me on her record player. But she also liked my Ray Coniff and Billy Daniel and Johnny Mathis albums, and especially my Shelly Manne album of My Fair Lady. We played Billy Holiday’s “Gloomy Sunday,” known as “the Hungarian suicide song,” just to see what would happen, but it didn’t make us want to kill ourselves. [End Page 12] I loved the very idea of college, which I thought was the best idea anyone had ever had: a place where almost everyone was your age and there were more than thirty-two people in your freshman class, with beautiful stone and brick...