An increasing number of recent research studies suggest connections between cognition, social and emotional development, and the arts. Some studies indicate that students in schools where the arts are an integral part of the academic program tend to do better in school than those students where that is not the case. This study examines home/school factors that contribute most to variance in student learning and achievement and the arts from over 8,000 students in grade 5.The findings suggest in-school arts programs may have less of an impact on student achievement than proposed by previous research. Cognition and Student Learning through the Arts 3For as long as humankind has been able to think logically, we have thought about thinking: What is it that enables us to learn and what is happening physiologically, psychologically, and educationally? As a modern society we have been trying for more than a hundred years to understand "how the brain works," and the renewed interest during the last thirty years in formalizing cognition has intrigued both practitioners and researchers who believe that there are positive effects on the academic achievement of students engaged in the arts. It has taken centuries for thinkers to uncover evidence of arts cognition, the "emotive" part of who we are. The objective of this research is to explore the relationships among school and home-based characteristics related to involvement in the arts and its impact on student learning. Background

Changes in global patterns of residence mean that preschool teachers welcome immigrant children and families into preschools in increasing numbers. Many teachers report both anticipation and apprehension about having immigrant children in the classroom. Apprehension is related to concerns about a lack of enough knowledge about languages and cultures to sensitively work with children and families. To overcome apprehensions and challenges, teachers are encouraged to learn from the work of other adults. This study builds upon research that suggests that teachers can also look to the children as a source of knowledge. The purpose of this study was to explore how preschool immigrant children might use a disposable camera to communicate with their teachers. The participants of this qualitative study were immigrant and nativeborn students in a local preschool. Each child was given a disposable camera, instruction about taking photographs and the request to take pictures of what was important to them. Data were collected by recording each child telling the teacher about the pictures. Data were analyzed for themes, patterns and categories. Findings indicated that the messages that the children conveyed to their teachers included important information about language development and family cultural identity. Findings also identify teacher strategies that helped and hindered child ability to communicate during the photo-narration process. An implication of the study was a shift of child agency within the teacher child relationship during photo-narration activity.

Mota (1957Mota ( , 1958 has demonstrated that the concentration of histamine in the plasma of rats is increased during anaphylactic shock. He used alum-precipitated horse serum or Bordetella (haemophilu8) pertU8sis vaccine as adjuvants to aid the development of the supersensitivity. Maruno (1958b) has shown that the concentration of histamine in the whole blood of rats previously injected with horse serum alone is greater after challenge with the serum than in control unsensitized animals. The objectives of this study were, first, to confirm the release of histamine during anaphylactic shock in pertussis-vaccinated rats; secondly, to explore the possibility of a simultaneous release of a histamine-destroying factor in such rats as has been shown already for rabbits by Rose & Leger (1952); and, finally, to determine whether release of histamine and a histamine-destroying factor occurred in anaphylactic shock in rats rendered susceptible to sensitization by adrenalectomy instead of by the use of adjuvants. METHODSHealthy white male rats of the Sprague-Dawley strain, weighing 150-250 g, were used in all experiments. The intact animals were sensitized by a single intraperitoneal injection of 25 mg crystalline ovalbumin dissolved in 1 ml. NaCl solution, 0-9 g/100 ml. This was combined in the syringe for injection with 05 ml. of a saline suspension of phase-i Bordetella (haemophilus) pertussis vaccine containing approximately 30 x 109 killed pertussis organisms. The adrenalectomized rats were sensitized by the subcutaneous injection of 0-5 ml. of sterile horse serum given on four consecutive days without the addition of pertussis vaccine. Rats sensitized to ovalbumin were challenged by the intravenous injection of 3-7 mg of the crystalline protein dissolved in 0-25-058 ml. of 0-9 % NaCl solution. One millilitre of the undiluted horse serum was used as the challenging intravenous injection for the adrenalectomized animals.Anaesthesia was induced by the inhalation of ether or by intraperitoneal injection of pentobarbital sodium 4 mg/100 g body weight. The adrenal glands were removed through a single dorsal mid line incision at the level of the kidneys. The glands were approached 14PHYSIO. CLVI

Although authentic dialogue between teachers and young children is vital to the learning process, increasingly diverse student populations and a focus on high-stakes testing, challenge teachers' approaches to such conversations. This study examined the verbal and nonverbal interactions between five teachers and young children using child-taken photographs to promote conversation. Analysis exposed how the teachers' nonverbal and verbal responsiveness opened and closed conversational spaces for the children to describe their home contexts. This teacher-child dance illuminates the necessary and effective pursuit of attending to both verbal and nonverbal communication in authentic dialogue and suggests a teacher choreograph that, when attended to, is positioned for effective and efficient use within the increasingly diverse and time-pressured classroom.

This study analyzes the PISA 2003 data to describe the family demographic and educational process characteristics of immigrant adolescents in Canada, France, Germany and the United States of America (USA) and investigates the relationship between family circumstances and the adolescents' educational success. The four countries are among those that receive the most immigrants, have the highest percentage of foreign born among the total population, and where the discrepancy between the immigrant and native students varies dramatically between countries. Adolescent immigrant students within each country were diverse but different patterns were seen in the family characteristics between Canada, the USA and the European countries. Family demographic and educational process characteristics were related to educational achievement of adolescent immigrant students but the associations varied somewhat between countries. Results are discussed in terms of relevance for educational policy, practice, and future research. DEMOGRAPHIC CHARACTERISTICS OF IMMI-GRANT FAMILIESPolicy makers, scholars and journalists often appear to assume that "immigrants" are a homogenous group in discussions of important educational issues [4,13,14]. Bronfenbrenner [15] has discussed this as the "social address"