Developing an Understanding of Cultural Diversity: How an Experience Living in a Multicultural Nation and an Experience Teaching Abroad Contribute to Southern Ontario Teachers' Identities

This is a narrative design study focusing on the understandings that a group of 6 Southern Ontario teachers have of cultural diversity and how these understandings integrated into their development of teacher identity. Given the high culturally diverse population of Canada and its national multicultural values, conducting this study on Canadian pre-service and in-service teachers offers an interesting contribution to the field. In efforts to explore the participants’ understandings, the research examined a teaching abroad experience. The aim was to investigate how these participants gained insight from their experiences with cultural diversity and whether these insights stimulated a greater culturally conscious teacher identity. Narratives provided a description of the lived experiences of these 6 teachers and identified meanings made from these experiences. Participants included 2 pre-service teachers who were in a teacher education program at the time of the interview, and 4 certified teachers who graduated from a teacher education program within the past 5 years. One on one interviews focused on lived experiences within a participant’s home, school community, and teaching abroad. The researcher used grounded theory during the data analysis to assist in identifying themes, and then compared these themes among participants. Overall, this study suggests that even though these participants live in a multicultural nation, experiences varied greatly based on contributing factors such as heritage and exposure to cultural diversity through their home and school life. Despite their varying level of cultural competence, all participants gained insight from their teaching abroad experience, contributing to a teacher identity that considered inclusive practices. This study suggests that there are some important factors to consider when preparing teachers to teach in a multicultural society.

The Family Game: A Parent Education Intervention to Increase Positive Parent-Child Interactions in Parents with Learning Difficulties

Children of parents with learning difficulties (LD) are at risk for a variety of developmental problems including behavioural and psychiatric disorders. However, there are no empirically supported programs to prevent behavioural and psychiatric problems in these children. The purpose of the study was to test the effectiveness of a parenting intervention designed to teach parents with learning difficulties positive child behaviour management strategies. A multiple baseline across skills design was used with two parents, who were taught three skills: 1) clear instructions, 2) recognition of compliance and 3) correction of noncompliance. Training scores improved on each skill and maintained at a 1-month follow-up. Scores on generalization cards were high and showed maintenance, but improvements in parenting skills in the naturalistic environment were low at posttest and follow-up. Increases were seen in child compliance at posttest and 1-month follow-up. Results of pre-post social validity measures were also generally positive.

Letter - E.C. Schmon to Arthur A. Schmon, 6 January 1919

The letter mentions that Eleanore Celeste's mother "is so much better" so she "shall be able to teach several days a week now". She says that "word has just been sent thru the buidling that Theodore Roosevelt died at his Long Island home today." This letter is labelled number 212.

Exploring the Current State of Grades 4 to 8 Science Education in Ontario

This study sought to explore the current state of Grades 4 to 8 science education in Ontario from the perspective of Junior/Intermediate (J/I) teachers. The study’s methodology was a sequential 2-phased mixed methods explanatory design denoted as QUAN (qual)  qual. Data were collected from an online survey and follow-up interviews. J/I teachers (N = 219) from 48 school boards in Ontario completed a survey that collected both quantitative and qualitative data. Interviewees were selected from the survey participant population (n = 6) to represent a range of teaching strategies, attitudes toward teaching science, and years of experience. Survey and interview questions inquired about teacher attitudes toward teaching science, academic and professional experiences, teaching strategies, support resources, and instructional time allotments. Quantitative data analyses involved the descriptive statistics and chi-square tests. Qualitative data was coded inductively and deductively. Academic background in science was found to significantly influence teachers’ reported level of capability to teach science. The undergraduate degrees held by J/I science teachers were found to significantly influence their reported levels of capability to teach science. Participants identified a lack of time allocated for science instruction and inadequate equipment and facilities as major limitations on science instruction. Science in schools was reported to be of a “second-tiered” value to language and mathematics. Implications of this study include improving undergraduate and preservice experiences of elementary teachers by supporting their science content knowledge and pedagogical content knowledge.

Coconut Phenology and Yield Response to Climate Variability and Change

The present investigation on “Coconut Phenology and Yield Response to Climate Variability and Change” was undertaken at the experimental site, at the Regional Station, Coconut Development Board, KAU Campus, Vellanikkara. Ten palms each of eight-year-old coconut cultivars viz., Tiptur Tall, Kuttiadi (WCT), Kasaragod (WCT) and Komadan (WCT) were randomly selected.The study therefore, reinforces our traditional knowledge that the coconut palm is sensitive to changing weather conditions during the period from primordium initiation to harvest of nuts (about 44 months). Absence of rainfall from December to May due to early withdrawal of northeast monsoon, lack of pre monsoon showers and late onset of southwest monsoon adversely affect the coconut productivity to a considerable extent in the following year under rainfed conditions. The productivity can be increased by irrigating the coconut palm during the dry periods.Increase in temperature, aridity index, number of severe summer droughts and decline in rainfall and moisture index were the major factors for a marginal decline or stagnation in coconut productivity over a period of time, though various developmental schemes were in operation for sustenance of coconut production in the State of Kerala. It can be attributed to global warming and climate change. Therefore, there is a threat to coconut productivity in the ensuing decades due to climate variability and change. In view of the above, there is an urgent need for proactive measures as a part of climate change adaptation to sustain coconut productivity in the State of Kerala.The coconut productivity is more vulnerable to climate variability such as summer droughts rather than climate change in terms of increase in temperature and decline in rainfall, though there was a marginal decrease (1.6%) in the decade of 1981-2009 when compared to that of 1951-80. This aspect needs to be examined in detail by coconut development agencies such as Coconut Development Board and State Agriculture Department for remedial measures. Otherwise, the premier position of Kerala in terms of coconut production is likely to be lost in the ensuing years under the projected climate change scenario. Among the four cultivars studied, Tiptur Tall appears to be superior in terms of reproduction phase and nut yield. This needs to be examined by the coconut breeders in their crop improvement programme as a part of stress tolerant under rainfed conditions. Crop mix and integrated farming are supposed to be the best combination to sustain development in the long run under the projected climate change scenarios. Increase in coconut area under irrigation during summer with better crop management and protection measures also are necessary measures to increase coconut productivity since the frequency of intensity of summer droughts is likely to increase under projected global warming scenario.

An introduction to ordinary differential equations by computer algebra-systems

We report on an elementary course in ordinary differential equations (odes) for students in engineering sciences. The course is also intended to become a self-study package for odes and is is based on several interactive computer lessons using REDUCE and MATHEMATICA . The aim of the course is not to do Computer Algebra (CA) by example or to use it for doing classroom examples. The aim ist to teach and to learn mathematics by using CA-systems.

Enseñar a aprender a pensar en los centros educativos, incluso en las actividades de evaluación.= Teaching to learn how to think at schools, even within assessment activities

El auténtico protagonismo de los centros educativos tiene que dirigirse a ayudar a pensar a sus alumnos y a enseñarlos a aprender, es decir, el docente tiene que enseñar estrategias de aprendizaje y debe promover el esfuerzo del estudiante para facilitar la construcción de esquemas y el aprendizaje permanente. El profesor debe utilizar cualquier situación de aprendizaje para enseñar dichas estrategias de aprendizaje, incluso en las situaciones de evaluación; por lo tanto, en este trabajo se sugiere que en las evaluaciones de los alumnos y alumnas se tenga en cuenta la metacognición como factor fundamental en el aprendizaje y la enseñanza

Introduction to Graphite and RDF

This is a set of slides and a tutorial exercise which we used to teach people the basics of RDF and how they can manipulate data in this format to make quite powerful web pages very simply. It is not intended as full introduction to RDF and it's subtleties the aim is to teach the very bare minimum to be able to do something quickly. It empowers programmers to go away and play with linked data.

Rol del residente de Medicina Interna de la Universidad del Rosario como docente

Antecedentes: Cada vez es mayor la relevancia que se da al papel del residente como docente, no solo por su importancia en la formación de estudiantes, internos y otros miembros del equipo de salud, sino por su deber en la instrucción del paciente y su familia. A pesar de ello, el rol del residente como docente no se encuentra plenamente definido en nuestro medio. Objetivo: Caracterizar el rol de los residentes de Medicina Interna de la Universidad el Rosario en la Fundación Cardioinfantil como docentes. Métodos: Estudio cualitativo a partir de observaciones en escenarios de enseñanza y entrevistas semiestructuradas a 44 participantes distribuidos en grupos focales Resultados: Los residentes asumen un rol docente en diversos escenarios educativos con estudiantes, internos, residentes y docentes. Reconocen que no tienen la preparación necesaria para asumir esta responsabilidad ni funciones establecidas para tal fin. A pesar de esto, utilizan diferentes estrategias para enseñar y se sienten motivados para hacerlo. Conclusiones: El rol del residente como docente en el servicio de Medicina Interna en la Fundación Cardioinfantil es fundamental para la formación de los futuros médicos y especialistas según la percepción que tienen los grupos focales. Los encuentros pedagógicos están enmarcados por la disponibilidad de tiempo y dependen de características personales del residente, conocimiento disciplinar y formación para enseñar. Se considera que se debe apoyar más el entrenamiento en docencia de los residentes, avanzar en la formalización de las funciones docentes de los mismos y generar sistemas de evaluación de este proceso de enseñanza y aprendizaje.

Evaluation of the effectiveness of using DVDs to elicit language for children who are deaf or hard of hearing

This study examines the effectiveness of utilizing a DVD software program to teach specific language structures to children who are deaf or hard of hearing. This study includes a literary review of previous studies that evaluated the effectiveness of using technology to teach language to children who exhibited language delays.

Designing Year 12 strategy training in listening and writing: from theory to practice

This article outlines some of the key issues involved in developing a programme of strategy training for learners of French, in listening and in writing. It highlights the theoretical perspectives and research findings on listening and writing that informed the selection of strategies to teach learners and thence the development of appropriate materials. Examples of these materials are given as well as advice regarding their use. The article concludes with suggestions for how strategy training might be incorporated into teachers' own work with learners.

The surprising role of orography in the initiation of an isolated thunderstorm in southern England

Many factors, both mesoscale and larger scale, often come together in order for a particular convective initiation to take place. The authors describe a modeling study of a case from the Convective Storms Initiation Project (CSIP) in which a single thunderstorm formed behind a front in the southern United Kingdom. The key features of the case were a tongue of low-level high θw air associated with a forward-sloping split front (overrunning lower θw air above), a convergence line, and a “lid” of high static stability air, which the shower was initially constrained below but later broke through. In this paper, the authors analyze the initiation of the storm, which can be traced back to a region of high ground (Dartmoor) at around 0700 UTC, in more detail using model sensitivity studies with the Met Office Unified Model (MetUM). It is established that the convergence line was initially caused by roughness effects but had a significant thermal component later. Dartmoor had a key role in the development of the thunderstorm. A period of asymmetric flow over the high ground, with stronger low-level descent in the lee, led to a hole in a layer of low-level clouds downstream. The surface solar heating through this hole, in combination with the tongue of low-level high θw air associated with the front, caused the shower to initiate with sufficient lifting to enable it later to break through the lid.

Linking classroom learning and research to advance ideas about social-ecological resilience

There is an increasing demand in higher education institutions for training in complex environmental problems. Such training requires a careful mix of conventional methods and innovative solutions, a task not always easy to accomplish. In this paper we review literature on this theme, highlight relevant advances in the pedagogical literature, and report on some examples resulting from our recent efforts to teach complex environmental issues. The examples range from full credit courses in sustainable development and research methods to project-based and in-class activity units. A consensus from the literature is that lectures are not sufficient to fully engage students in these issues. A conclusion from the review of examples is that problem-based and project-based, e.g., through case studies, experiential learning opportunities, or real-world applications, learning offers much promise. This could greatly be facilitated by online hubs through which teachers, students, and other members of the practitioner and academic community share experiences in teaching and research, the way that we have done here.

Teaching the Rational Use of Medicines to medical students: a qualitative research

Background: Prescribing is a complex and challenging task that must be part of a logical deductive process based on accurate and objective information and not an automated action, without critical thinking or a response to commercial pressure. The objectives of this study were 1) develop and implement a discipline based on the WHO's Guide to Good Prescribing; 2) evaluate the course acceptance by students; 3) assess the impact that the Rational Use of Medicines (RUM) knowledge had on the students habits of prescribing medication in the University Hospital.Methods: In 2003, the RUM principal, based in the WHO's Guide to Good Prescribing, was included in the official curriculum of the Botucatu School of Medicine, Brazil, to be taught over a total of 24 hours to students in the 4th year. We analyzed the students' feedback forms about content and teaching methodology filled out immediately after the end of the discipline from 2003 to 2010. In 2010, the use of RUM by past students in their medical practice was assessed through a qualitative approach by a questionnaire with closed-ended rank scaling questions distributed at random and a single semistructured interview for content analysis.Results: The discipline teaches future prescribers to use a logical deductive process, based on accurate and objective information, to adopt strict criteria (efficacy, safety, convenience and cost) on selecting drugs and to write a complete prescription. At the end of it, most students considered the discipline very good due to the opportunity to reflect on different actions involved in the prescribing process and liked the teaching methodology. However, former students report that although they are aware of the RUM concepts they cannot regularly use this knowledge in their daily practice because they are not stimulated or even allowed to do so by neither older residents nor senior medical staff.Conclusions: This discipline is useful to teach RUM to medical students who become aware of the importance of this subject, but the assimilation of the RUM principles in the institution seems to be a long-term process which requires the involvement of a greater number of the academic members.

A formação do professor que ensina matemática, as tecnologias de informação e comunicação e as comunidades de prática: uma relação possível

Pós-graduação em Educação Matemática - IGCE