Subject in education : a psychoanalytic contribution to teacher training

Resumen basado en el de la publicación. Resumen en inglés

How Millennials are changing the way we learn : the state of the art of ICT integration in education

Resumen basado en el de la publicaci??n

On safety and security in education : pedagogical needs and fundamental rights of learners

Resumen basado en el de la publicaci??n

Literature review and analysis of itinerant teachers of the hearing impaired located in the midwest: Service delivery model in education

The role and responsibilities of an itinerant teacher of students who are deaf or hard of hearing were investigated to create a database of information about the effective traits of successful itinerant teachers.

Project for instrumentation in education

This paper describes an audio/visual project resulting in a public relations slide slow about Central Institute for the Deaf and its facilities and activities.

The effects of earmuffs and hearing impairment on word discrimination in noise

This paper discusses a study to determine selection of hearing protective devices to ensure optimum speech discrimination.

A review of research on working memory and its importance in education of the deaf

This independent study provides an overview of working memory as it pertains to deaf and hard of hearing students.

Mallard Use of Hen HousesTM in Eastern Ontario

Nesting structures for ground-nesting waterfowl may be an effective technique for increasing nesting success in regions in which nest success is below the 15% threshold needed to maintain a stable population. We studied the occupancy rate of artificial nesting structures called hen housesTM by Mallards (Anas platyrhynchos) nesting in two different wetland habitats, beaver ponds and sewage lagoons, in eastern Ontario during 1999–2001. We hypothesized that, because natural cover was sparse on sewage lagoons, Mallards would occupy hen houses at a higher rate on sewage lagoons than on beaver ponds. However, of the 248 hen houses distributed between beaver ponds and sewage lagoons, none was occupied by waterfowl. Common Grackles (Quiscalus quiscula) were the only avian species that nested in hen houses. However, Mallards successfully nested directly under several structures (n = 6) when water levels were low enough to expose the ground beneath them. Mayfield daily nest survival estimates for Mallards nesting in natural cover were similar on sewage lagoons and beaver ponds for all years (mean = 0.99) and were higher than most published estimates. Factors such as nesting cover, predation pressures, and structure design and material may influence the use of artificial hen houses and should be considered when planning a hen house program outside of the Prairie Pothole Region.

Overview of an innovative EU-China collaboration in education and research in sustainable built environment

This paper introduces an international collaboration of EU and Asia in education, training and research in the field of sustainable built environment, which attempts to develop a network of practical and intellectual knowledge and training exchange between Chinese and European Universities in the field of sustainable building design and construction. The projects funded by the European Commission Asia Link program, UK Foreign & Commonwealth Office, British Council and the UK Engineering Physical Sciences Council (EPSRC) have been introduced. The projects have significant impacts on promoting sustainable development in built environment in China. The aim of this paper is to share the experiences with those who are interested and searching the ways to collaborate with China in education and research.

English-only language-in-education policy in multilingual classrooms in Ghana

This paper, based on the findings of a qualitative study, discusses the influence of Ghana's recently introduced English-only language-in-education policy on pupils' classroom communicative practices and learning generally. It highlights how the use of English- an unfamiliar language- creates anxiety among students and stalls effective classroom participation. The paper first considers the key issues that impinge on the literacy development in multilingual classrooms in postcolonial Africa including the uninformed attitudes towards mother tongue/bilingual education. It then draws on the empirical data from Africa and elsewhere to refute the negative perceptions about mother-tongue education, and examines the prospects for bilingual/mother-tongue education in multilingual classrooms in Ghana.