Academic literature on the topic 'Eric Eilert'

The preliminary study showed that the main problem, however, faced by kindergarten students are lack of mathematics skill, such arithmetic ability in kindergarten Galis. Therefore, the present study aims to investigate the effectiveness of a modified bottle cap as an educational game tool towards enhancement of arithmetic ability. Samples were prepared for the quasi-experiment research design involving 60 children, aged 4-5 years. A detailed comparison is made between the experimental condition, consisted of 30 students, received the educational game tool activities and the control condition which consisted of 30 students, received the instructional activities as usual. Before and after two weeks of the intervention with the game tool of a modified bottle cap, measures of arithmetic ability were administered to either experiment or control class. The results of the study indicated that in the experiment class, children’s arithmetic ability increased significantly compared to children in the control class. The differences may have been due to the intervention. To conclude, the modified bottle cap as an educational game tool effective to improve children’s mathematics skill, especially for arithmetic ability. However, the findings required the extended study on other research methods and the bigger size of the samples. Keywords: Early Childhood, Modified bottle cap, Early Arithmetic Ability. References: Aqib, Zainal. (2010). Belajar dan Pembelajaran di Taman Kanak-Kanak. Bandung: Yrama Widya. Arsyad, A. (2017). Media Pembelajaran. PT Raja Grafindo Pursada. Aunio, Pirjo; Tapola, Anna; Mononen; and Niemivirta, M. (2016). Early Mathematics Skill Development, Low Performance, and Parental Support in the Finnish Context. In Blevins-Knabe; A.M.B. Austin (Ed.), Early Childhood Mathematic Skill Development in the home environment. Cham, Switzerland: Springer. Ayuni, D., & Setiawati, F. A. (2019). Kebun Buah Learning Media for Early Childhood Counting Ability. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 1. https://doi.org/10.31004/obsesi.v3i1.128 Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The Pushes and Pulls of Pedagogy in the Early Years: Competing Knowledges and the Erosion of Play-based Learning. Australasian Journal of Early Childhood, 41(4), 36–43. https://doi.org/10.1177/183693911604100405 Barth, H., La Mont, K., Lipton, J., & Spelke, E. S. (2005). Abstract number and arithmetic in preschool children. Proceedings of the National Academy of Sciences of the United States of America, 102(39), 14116–14121. https://doi.org/10.1073/pnas.0505512102 Blevins-Knabe, B. (2016). Early Mathematical Development : How the Home Environment Matters. In Belinda Blevins-Knabe; Ann M. Berghout Austin (Ed.), Early Childhood Mathematics Skill Development in the Home Environment (pp. 8–9). Cham, Swutzerland: Springer. Copley, J. V. (2016). The Young Child and Mathematics. In M. Hogarty (Ed.), Numbers and Stories: Using Children’s Literature to Teach Young Children Number Sense (Second, pp. 1–14). https://doi.org/10.4135/9781483330907.n1 Depdiknas. (2005). Pedoman Pembelajaran di Taman Kanak-Kanak. Jakarta: Direktorat Pembinaan Taman Kanak-Kanak Sekolah Dasar. Depdiknas. (2007). Modul Pembuatan dan Penggunaan APE anak Usia 2-6 Tahun. Jakarta: Dirjen Pendidikan Luar Sekolah Direktorat PAUD. Dunekacke, S., Jenßen, L., Eilerts, K., & Blömeke, S. (2016). Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model. ZDM - Mathematics Education, 48(1–2), 125–137. https://doi.org/10.1007/s11858-015-0711-6 Elizabeth, W. (2011). Cross-curricular Teaching to Support Child-initiated Learning in EYFS and KEY Stage I. In Suzanne and Kristine (Ed.), Early Childhood Educaiton: Yesterday, Today, and Tomorrow. New York: Routledge. Fitri, F., & Syamsudin, A. (2019, May). The Effectiveness of Race Track Games on Counting Ability and Child Learning Motivation. https://doi.org/10.2991/icsie-18.2019.78 Grindheim, L. T. (2017). Children as playing citizens. European Early Childhood Education Research Journal, 25(4), 624–636. https://doi.org/10.1080/1350293X.2017.1331076 Guslinda; Kurnia, R. (2018). Media Pembelajaran Anak Usia Dini. Surabaya: Jakad Publiser. Harris, B., & Petersen, D. (2017). Developing Math Skills in Early Childhood. Issue Brief. Mathematica Policy Research, Inc., (February), 1–6. Retrieved from http://ezproxy.library.uvic.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED587415&site=ehost-live&scope=site Haskell, S. H. (2000). The determinants of arithmetic skills in young children: Some observations. European Child and Adolescent Psychiatry, 9(SUPPL. 2), 77–86. https://doi.org/10.1007/s007870070011 Hurlock, Elisabeth, B. (1978). Perkembangan Anak, Jilid 2. Jakarta: Erlangga. Ismail, A. (2006). Education Games “Menjadi Cerdas dan Ceria dengan Permainan Edukatif.” Jacobi-Vessels, J. L., Todd Brown, E., Molfese, V. J., & Do, A. (2016). Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones. Early Childhood Education Journal, 44(1), 1–9. https://doi.org/10.1007/s10643-014-0671-4 Johnson, J. E., & Wu, M.-H. (2019). Perspectives on Play in Early Childhood Care and Educaiton. In M. B. Brown, Christopher; McMullen (Ed.), The Wiley Handbook of Early Childhood Care and Education (1st ed., p. 86). New Jersey: John Wiley & Sons. Kamus Besar Bahasa Indonesia Online. (2019). Retrieved from https://www.kamusbesar.com/prefix/nd Khasanah, I. (2013). Pembelajaran Logika Matematika Anak Usia Dini (Usia 4-5 Tahun) di TK Ikal Bulog Jakarta Timur. In Jurnal Penelitian PAUDIA (Vol. 2). Lai, N. K., Ang, T. F., Por, L. Y., & Liew, C. S. (2018). The impact of play on child development - a literature review. European Early Childhood Education Research Journal, 26(5), 625–643. https://doi.org/10.1080/1350293X.2018.1522479 Malapata, E., & Wijayanigsih, L. (2019). Meningkatkan Kemampuan Berhitung Anak Usia 4-5 Tahun melalui Media Lumbung Hitung. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 283. https://doi.org/10.31004/obsesi.v3i1.183 Manjale, N. B., & Abel, C. (2017). Significance and adequacy of instructional media as perceived by primary school pupils and teachers in. 4(6), 151–157. Martin, R. B., Cirino, P. T., Sharp, C., & Barnes, M. (2014). Number and counting skills in kindergarten as predictors of grade 1 mathematical skills. Learning and Individual Differences, 34, 12–23. https://doi.org/10.1016/j.lindif.2014.05.006 Naz, A. A., & Akbar, R. A. (2010). Use of Media for Effective Instruction its Importance : Some Consideration. Journal of Elementary Education, 18(1–2), 35–40. OECD. (2019). Mathematics Performance (PISA) 2015. https://doi.org/10.1787/04711c74-en Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Passolunghi, M. C., Cargnelutti, E., & Pellizzoni, S. (2019). The relation between cognitive and emotional factors and arithmetic problem-solving. Educational Studies in Mathematics, 100(3), 271–290. https://doi.org/10.1007/s10649-018-9863-y Preeti. (2014). Education and role of media in education system. International Journal of Scientific Engineering and Research, 2(3), 174–175. Rahman, S. (2010). Alat Permainan Edikatif untuk Program PAUD. Palu: Tadulako University Press. Rohmah, N., & Waluyo, E. (2014). Arithmetic Dice Media as Counting Concept Introduction for Early Childhood. Naili Rohmah & Edi Waluyo / Indonesian Journal of Early Childhood Education Studies, 3(2), 127–133. https://doi.org/10.15294/ijeces.v3i2.9486 Rushton, S. (2011, June). Neuroscience, Early Childhood Education and Play: We are Doing it Right! Early Childhood Education Journal, 39(2), 89–94. https://doi.org/10.1007/s10643-011-0447-z Schacter, J., & Jo, B. (2017). Improving preschoolers’ mathematics achievement with tablets: a randomized controlled trial. Mathematics Education Research Journal, 29(3), 313–327. https://doi.org/10.1007/s13394-017-0203-9 Schwartz, S. (2005). Teaching YoungChildren Mathematics. Westport, Connecticut: Praeger. Selvi, K. (2010). Teachers’ competencies. Cultura. International Journal of Philosophy of Culture and Axiology, 7(1), 167–175. https://doi.org/10.5840/cultura20107133 Smaldino, S. E., Russel, J. D., & Lowther, D. L. (2014). Instructional Technology & Media for Learning (9th ed.). Jakarta: Kencana Prenada Media Group. Suryadi. (2007). Cara Efektif Memahami Perilaku Anak Usia Dini. Jakarta: Edsa Mahkota. Vogt, F., Hauser, B., Stebler, R., & Rechsteiner, K. (2018). Learning through play – pedagogy and learning outcomes in early childhood mathematics. 1807. https://doi.org/10.1080/1350293X.2018.1487160 Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2018). Learning through play–pedagogy and learning outcomes in early childhood mathematics. European Early Childhood Education Research Journal, 26(4), 589–603. https://doi.org/10.1080/1350293X.2018.1487160 Wati, E. R. (2016). Ragam Media Pembelajaran (A. Jarot, Ed.). Yogyakarta: Kata Pena. Zulkardi, N. (2011). Building counting by traditional game: A Mathematics Program for Young Children. IndoMs. J.M.E, 2(1), 41–54.

We apologize for not including an appropriate acknowledgement to the publisher of ActivStats in the paper entitled 'Active learning of statistics: a case study', by Erica Morris and Eileen Scanlon, which appeared in Volume 8, Number 1 of this journal. ActivStats is published by Longman Software Publishing. The ActivStats screen shots shown in Figure 2, Figure 3 and Figure 4 of that article are reproduced by permission of Longman Software Publishing.DOI:10.1080/0968776000080210

Problems 1, 8, 10, and 24 were submitted by Stanley F. Taback, Lehman College—CUNY, Bronx, NY 10468-1589, and Jennifer Taback, University of Chicago. Problems 2–5 appear in the article “Mathematics Competitions for Students under 15 in Austria,” which appears in Mathematics Competitions (8 [1995]), a journal of the World Federation of National Mathematics Competitions. The authors, Robert Geretschläger and Gottfried Perz, granted permission to include the problems. Robert Geretschläger may be reached at Bundesrealgymnasium, Keplerstrasse 1, A-8020 Graz, Austria. Gottfried Perz teaches at Pestolozzigymnasium in Graz, Austria. Problems 6 and 7 were contributed by Alton T. Olson and Lynn Gordon, University of Alberta, Edmonton, AB T6G 2G5. Problems 9, 14, 16, and 28 were originally prepared by Eileen Shannon for the Hamilton Junior Mathematics Contest. They were subsequently contributed for the February Calendar by Eileen Shannon, Westmount Secondary School, Hamilton, Ontario. Problems 11–13 were contributed by Catherine Gorini and Eric Hart, Maharishi International University, Fairfield, IA 52557-1052, and Teddy Hirsch, Maharishi School, Fairfield, IA 52556. Problems 15, 17–20, 22, 25, and 26 were submitted by Patricia A. Brosnan, Ohjo State University, Columbus, OH 43210-1172. The problems were created by students James A. FitzSimmons, Ji Yon Kim, Marsha Nichol, and Ronnie Pavlov. Problems 21 and 23 were contributed by William K. Tomhave, Concordia College, Moorhead, Minnesota. Major assistance was provided by Charles Heuer, Gerald Heuer, and Roger Ragland, all of Concordia College. Problem 27 appeared ill the 1995 Invitational Mathematics Challenge (Grade 10), a contest prepared by the Canadian Mathematics Competition, University of Waterloo, Waterloo, ON N2L 3Gl.

Ever since Bishop and his co-workers discovered the c-myc gene in the late 1970s (Bishop 1982), voluminous literature has documented its central role in proliferation and malignant transformation of human and animal cells (Amati et al. 1998, Bouchard et al. 1998, Dang et al. 1999). Most, if not all, types of human malignancy have been reported to have amplification and/or overexpression of this gene, although the frequency of these alterations varies greatly among different reports (Nesbit et al. 1999). In 1992, researchers started to realize that aberrant expression of c-myc could cause apoptosis (Evan et al. 1992, Shi et al. 1992), although the phenomenon had actually been observed much earlier (Wurm et al. 1986). Studies in recent years have further shown that the c-myc gene regulates growth, both in the sense of cell size and in the context of tissue differentiation (Gandarillas & Watt 1997, Iritani & Eisenman 1999, Johnston et al. 1999, Schmidt 1999, Schuhmacher et al. 1999). Thus, it is now known that the c-myc gene participates in most aspects of cellular function, including replication, growth, metabolism, differentiation, and apoptosis (Packham & Cleveland 1995, Hoffman & Liebermann 1998, Dang 1999, Dang et al. 1999, Elend & Eilers 1999, Prendergast 1999). How the c-Myc protein may be specifically directed to perform one, but not the others, of these functions is still obscure, despite the fact that the relevant literature has been accumulating at a fast pace in the past two decades. This review focuses on the profound roles of c-Myc in breast cancer and in the actions of the hormones that are eitologically related to breast cancer.

This document contains all abstracts of the 16th European Conference on Eye Movements, August 21-25 2011 in Marseille, France. It was a real honour and a great pleasure to welcome more than 500 delegates to Marseille for the 16th edition of the European Conference on Eye Movements. The series of ECEM conferences started in 1981 under the auspices of Rudolf Groner in Bern. This year, we therefore celebrated the 30th Anniversary of ECEM. For this special occasion we had as a special guest Rudolf Groner, and honoured Alan Kennedy and George W. McConkie for their contributions to our field in two special symposia. We had the pleasure of listening to six keynote lectures given respectively by Patrick Cavanagh, Ralf Engbert, Edward L. Keller, Eileen Kowler, Rich Krauzlis and Gordon E. Legge. These exceptional scientific events were nicely complemented by all submissions, which made the ECEM 2011 program a very rich and interdisciplinary endeavor, comprising 19 symposia, 243 talks and 287 poster presentations, and a total of about 550 participants. The conference opened with an address given by Denis Bertin, vice president of the scientific committee of the University of Provence, and representing Jean-Paul Caverni, President of the University of Provence. It closed with Rudolf Groner’s address and the awarding of the best poster contributions by students and postdocs. This year, three posters were awarded; the first prize was offered by SR Research, the second prize was given by the Cognitive Science Society, and the third, the Rudolf Groner Prize, was offered by the ECEM organizing committee. The conference was held on the St Charles campus of the University of Provence, and to mark the return of ECEM in Southern Europe, many events including lunches, coffee breaks, aperitifs and poster sessions took place outside under the trees of our campus. Luckily, the sun was with us for the five days of the conference ! Françoise, Stéphanie, Stéphane, Eric & Laurent

I am pleased to welcome readers to Volume 8(1) of the International Journal for Educational Integrity. Academic integrity has been in the headlines in Australia this year, with the national Office for Learning and Teaching (OLT) calling for commissioned projects on academic integrity for the first time. The last issue of the IJEI included refereed papers from the 5th Asia Pacific Conference on Educational Integrity (Perth, Australia) and highlighted the work of an Australian Learning and Teaching Council (ALTC) funded project, Australian academic integrity standards: Aligning policy and practice in Australian universities. The preliminary results of that project have resulted in the OLT providing $299,000 for an additional 12 month project entitled, Embedding and extending exemplary academic integrity policy and support frameworks across the higher education sector. The new project will begin in December 2012, and aims to extend and embed the five core elements of exemplary academic integrity policy identified by the ALTC project– access, approach, responsibility, detail and support – across the Australian higher education sector. Central to these elements is a commitment by providers to fostering a culture of academic integrity. As support is crucial to enact exemplary policy, the OLT project will develop resources accessible to both public and private higher education providers to embed these elements. Two critical areas identified by the ALTC project will be addressed in the new project. First, support systems will be developed for vulnerable student groups including international English as an Additional Language (EAL) students, and educationally "less prepared" students who struggle to understand the concept of academic integrity without assistance. Second, the lessons about exemplary academic integrity policy and support frameworks will be extended to include higher degree by research (HDR) students. It is apparent that policy makers at the highest levels, and across the various education sectors, are beginning to put academic integrity at the centre of teaching and learning. This, of course, is excellent news for all of us working in this important field. The current issue of the journal, like every issue published to date, includes commentary, research and recommendations for good practice from around the globe. The issue opens with an invited piece by Eric Duff Wrobbel from Southern Illinois University in the USA, which many of our North American readers may recall was in the news for, of all things, plagiarising the definition of plagiarism in their new plagiarism policy! Wrobbel takes a light-hearted approach to responding to the scandal, and conducts three informal studies which he shares with our readers. Of interest to Australian researchers on the ALTC project who are currently grappling with definitions of academic integrity, Wrobbel conducted a workshop with colleagues to come up with an original definition of plagiarism and found the task to be almost impossible. I think you will find Wrobbel's contribution both engaging and informative. Steve Williams, Margaret Tanner, Jim Beard and Georgia Hale, all from the University of Arkansas, USA, provide the first refereed paper in this issue. Williams and colleagues conducted a survey of 46 faculty members and 562 undergraduates. They found that 74% of faculty members believed academic misconduct had recently occurred in their classes, and this paralleled the 67% of undergraduates who admitted to academic misconduct in the past year. Not surprisingly, those students who admitted to having cheated viewed cheating as being significantly less serious than those who had not cheated. Williams et al provide some useful recommendations for addressing academic integrity issues on campus which are well supported by other researchers and practitioners working in this area. Lucia Zivcakova, Eileen Wood, Mark Baetz and Domenica De Pasquale, all from Wilfrid Laurier University in Canada, also explored university teaching staff perceptions of academic integrity. The authors used an innovative methodology of interviewing staff following their observation of their students engaged in a 45-minute interactive presentation on academic integrity. They then conducted a qualitative analysis of faculty members' perceptions, beliefs and instructional concerns regarding academic integrity in their classrooms. Key findings from the analysis suggest that faculty members perceived themselves to be confident in their own understanding of what constitutes academic integrity; however, there were inconsistencies regarding whether their students had the requisite knowledge to make appropriate decisions. Only half of the faculty found that the presentation content enhanced their own knowledge of academic integrity. Faculty identified several methods they use to safeguard against academic misconduct, and identified the importance of both faculty and the institution providing a consistent and clear model to promote academic integrity in students. The final two refereed papers in this issue come from the United Kingdom. Neil Wellman and Julian Fallon (Cardiff Metropolitan University) report the preliminary findings of an action research project designed to address academic misconduct amongst postgraduate students in an international MBA programme. A two-pronged approach was implemented, beginning with a zero-tolerance policy requiring that all MBA assignments be submitted to the Turnitin text matching software and penalties resulting from any identified misconduct be widely publicised. The second, crucial element of the approach was a strengthening of the induction and study skills elements of the programme. In keeping with generally agreed best practice, the authors conclude that the dual strategy of prevention and cure was effective, resulting in an overall reduction in the rate of academic misconduct. Sharon McCulloch from Lancaster University provides the final paper in the issue. McCulloch makes the compelling case that although much of the research into source use by international students has tended to focus on issues of plagiarism, there has recently been recognition that their difficulties may be more pedagogical than moral. McCulloch reports on a small case study involving a group of Japanese postgraduate students. Analysis of five Pre-Master's dissertations written by these students, as well as interviews conducted with the writers, revealed that they varied in their ability to handle source material effectively. In many cases, their use of source material appeared to be symptomatic of weak authorial stance and apparent lack of a clear argument. Based on these findings, the study concludes with the recommendation that instruction on the use of source material focus to a greater extent on its rhetorical function in constructing knowledge. All the papers in this issue aim to share research findings with the clear intention of improving practice in all levels of the educative process, beginning with undergraduate students and extending to postgraduate scholars and teaching staff. I trust you will enjoy reading these articles and sharing the lessons with your colleagues. Tracey Bretag, Editor.

The way of genealogy to the library A study in the emergence of a microfilm archive of Växjö Diocese- and Country Library My purpose is to describe the underlying factors that influenced the growth of a microfilm archive of genealogy in Växjö Diocese- and Country Library and analysing the role of the country librarian Eric Eilert in this process. I do this by using an actor and structure analysis.The source material is mostly taken from the Municipal Archives in Växjö. To get a better preunderstanding, I describe how the microfilming of genealogical material was made available by the Mormons, but also the actions of the Swedish government. I also describe specifically what was done in the Växjö Library.My study shows that the specific underlying factors, that influenced the growth of a microfilm archive, was Mormon filming of the Swedish archives, the skills of AB Rekolid, the reorganization to a Diocese- and Country Library in Växjö, the demand of local scientists for research material, further the need of protection of the borrowed documents from abrasion damage and the decision to buy a reading unit.The role of Eric Eilert in the building up process of a microfilm archive was crucial. He was acting as an agent in several different structures such as AB Rekolid, the library board, the land archives in Vadstena, the County council in Kronoberg, the National Archives and the Library in Växjö. He was responsive for the requests and anchored each step of the process within the library board and the County council. He was also behind the financial plan where the county council and the municipalities would share the cost of microfilm archive.