Changing times, changing stories: generational differences in climate change perspectives from four remote indigenous communities in Subarctic Alaska

Indigenous Arctic and Subarctic communities currently are facing a myriad of social and environmental changes. In response to these changes, studies concerning indigenous knowledge (IK) and climate change vulnerability, resiliency, and adaptation have increased dramatically in recent years. Risks to lives and livelihoods are often the focus of adaptation research; however, the cultural dimensions of climate change are equally important because cultural dimensions inform perceptions of risk. Furthermore, many Arctic and Subarctic IK climate change studies document observations of change and knowledge of the elders and older generations in a community, but few include the perspectives of the younger population. These observations by elders and older generations form a historical baseline record of weather and climate observations in these regions. However, many indigenous Arctic and Subarctic communities are composed of primarily younger residents. We focused on the differences in the cultural dimensions of climate change found between young adults and elders. We outlined the findings from interviews conducted in four indigenous communities in Subarctic Alaska. The findings revealed that (1) intergenerational observations of change were common among interview participants in all four communities, (2) older generations observed more overall change than younger generations interviewed by us, and (3) how change was perceived varied between generations. We defined “observations” as the specific examples of environmental and weather change that were described, whereas “perceptions” referred to the manner in which these observations of change were understood and contextualized by the interview participants. Understanding the differences in generational observations and perceptions of change are key issues in the development of climate change adaptation strategies.

Affective Labour and Neoliberal Fantasies: The Gendered and Moral Economy of School Choice in England.

This is the accepted manuscript of chapter 13 in, Vandenbeld Giles, M. (Ed.), 2014, Mothering in the Age of Neoliberalism, Demeter Press. For further details and how to order the title, please see: http://demeterpress.org/books/mothering-in-the-age-of-neoliberalism/

CROSS-LINGUISTIC TRANSFER OF SPELLING SKILLS IN SPANISH-SPEAKING ADULT ESL LEARNERS

Spelling is an important literacy skill, and learning to spell is an important component of learning to write. Learners with strong spelling skills also exhibit greater reading, vocabulary, and orthographic knowledge than those with poor spelling skills (Ehri & Rosenthal, 2007; Ehri & Wilce, 1987; Rankin, Bruning, Timme, & Katkanant, 1993). English, being a deep orthography, has inconsistent sound-to-letter correspondences (Seymour, 2005; Ziegler & Goswami, 2005). This poses a great challenge for learners in gaining spelling fluency and accuracy. The purpose of the present study is to examine cross-linguistic transfer of English vowel spellings in Spanish-speaking adult ESL learners. The research participants were 129 Spanish-speaking adult ESL learners and 104 native English-speaking GED students enrolled in a community college located in the South Atlantic region of the United States. The adult ESL participants were in classes at three different levels of English proficiency: advanced, intermediate, and beginning. An experimental English spelling test was administered to both the native English-speaking and ESL participants. In addition, the adult ESL participants took the standardized spelling tests to rank their spelling skills in both English and Spanish. The data were analyzed using robust regression and Poisson regression procedures, Mann-Whitney test, and descriptive statistics. The study found that both Spanish spelling skills and English proficiency are strong predictors of English spelling skills. Spanish spelling is also a strong predictor of level of L1-influenced transfer. More proficient Spanish spellers made significantly fewer L1-influenced spelling errors than less proficient Spanish spellers. L1-influenced transfer of spelling knowledge from Spanish to English likely occurred in three vowel targets (/ɑɪ/ spelled as ae, ai, or ay, /ɑʊ/ spelled as au, and /eɪ/ spelled as e). The ESL participants and the native English-speaking participants produced highly similar error patterns of English vowel spellings when the errors did not indicate L1-influenced transfer, which implies that the two groups might follow similar trajectories of developing English spelling skills. The findings may help guide future researchers or practitioners to modify and develop instructional spelling intervention to meet the needs of adult ESL learners and help them gain English spelling competence.

Bidirectional cargo transport by microtubule-based molecular motors

We have reconstituted a simple in vitro system using only mammalian dynein and mammalian kinesin attached to a single cargo. These cargoes undergo saltatory motion typically seen in vivo, indicating that the motors engage in a tug-of-war. When the complex hits a barrier, the cargo often reverses direction. In some cases, it tries several up-and-back motions, during which time the dynein likely pulls the cargo onto a different protofilament, and is sometimes able to bypass the blockage. This explains why eliminating kinesin or dynein stops motion in both directions in vivo. We also find that mammalian dynein, but not kinesin, often takes backwards steps when under backward force. However, yeast dynein coupled with mammalian kinesin does not display these attributes, as expected.

Beyond physical health and safety : supporting the wellbeing of workers employed in the forest industry

Fattibilità della misura di cattura neutronica sugli isotopi dispari del gadolinio

In questo lavoro di tesi ci proponiamo di determinare lo spessore degli isotopi ^155Gd e ^157Gd in vista della misura della sezione d’urto di cattura neutronica presso la facility n_TOF del CERN. La principale motivazione dell’esperimento è legata alla necessità di ottenere misure più accurate per le applicazioni ai reattori nucleari. Inoltre, i nuovi risultati, potranno essere sfruttati anche per applicazioni ai recenti sviluppi nella Terapia di Cattura Neutronica e per costruire nuovi rivelatori nell’ambito della ricerca del neutrino. La misura sarà effettuata nella prima area sperimentale EAR-1 di n TOF, equipaggiata con rivelatori, come per esempio gli scintillatori liquidi al benzene deuterato (C6D6) particolarmente adatti per questi tipi di misura. La sezione d’urto di questi due isotopi cambia di molti ordini di grandezza al variare dell’energia dei neutroni incidenti. Per questo motivo, lo studio effettuato in questa tesi ha mostrato che sono necessari due campioni altamente arricchiti per ogni isotopo da misurare: un campione estremamente sottile per energie del neutrone fino a 100 meV, e uno più spesso per energie maggiori. Inoltre per questi campioni sono stati determinati le densità areali necessarie per lo svolgimento dell’esperimento affinchè avvenga il fenomeno di trasmissione dei neutroni.

A TQM alkalmazhatósága a közszférában

A szerző a teljes körű minőségmenedzsment közszervezetekben való adaptálhatóságát vizsgálja tanulmányában. Az új közmenedzsment-reformok hatására a minőségmenedzsment is egyre nagyobb teret kap a kormányzati szektorban. A közszektor hagyományos működési modellje, valamint a közszolgáltatások sajátosságai azonban továbbra is gátat szabnak a vállalati minőségmenedzsment megfelelő átvételének. A szerző a TQM magánvállalati kutatási tapasztalatait, valamint a közszektor jellemzőit felhasználva mutatja be a közszférában is alkalmazható TQM-technikákat.

Análisis documental de los argumentos sobre política educativa emanados de organismos internacionales que buscan regular la práctica profesional y la formación de profesores

Esta tesis intenta generar conocimiento acerca de los argumentos de la política educativa elaborada y sostenida por tres instituciones principales: el Banco Mundial, la OCDE y el MET (Medidas de Enseñanza Efectiva) Proyecto de la Fundación Bill y Melinda Gates. El Banco Mundial y la O.C.D.E. son instituciones mundiales que son muy influyentes en el apoyo financiero y técnico de los esfuerzos de reforma educacional en los diferentes países de nuestro planeta. Sus puntos de vista en educación son, por consiguiente, de una importancia decisiva para la comprensión del cambio educativo que nuestros países están experimentando hoy a escala mundial. Sus puntos de vista se han reforzado en los últimos años por el apoyo dado por el Proyecto MET desarrollado por la Fundación Bill y Melinda Gates. Juntos constituyen un equipo de instituciones que está consolidando un nuevo conjunto particular de argumentos y criterios para el diseño y la implementación de la reforma educativa. Este conjunto de argumentos y criterios representan de alguna manera un cambio radical en comparación con los argumentos y criterios característicos de las reformas educativas del siglo XX. En este sentido, estas instituciones están liderando (a través de la prestación de financiamiento, soporte intelectual y técnico) un nuevo tipo de reforma educativa que se basa en un cambio de paradigma en cuanto a pensamiento educativo y en una nueva perspectiva de la relación entre educación y economía...

Para una crítica de la educación democrática

El propósito central de este trabajo consiste en hacer un análisis crítico de la idea de educación democrática. Como hilo conductor se discute la tesis desarrollada por Amy Gutmann, según la cual, la educación democrática tiene como fin garantizar la reproducción consciente de la sociedad. En este contexto, la tesis que se defiende afirma que la educación democrática exige, además de los principios de no represión y la no discriminación desarrollados por Gutmann, un principio de reconocimiento, que articule la orientación de las acciones educativas a fuentes de normatividad asociadas con una interpretación intersubjetivista de la autonomía, de manera que se puedan generar más elementos de juicio, sobre todo, aquellos incorporados en las dimensiones moral, ética, política, legal y social de la persona, al momento de proponer prácticas educativas encaminadas a la formación de una ciudadanía participativa y crítica. Para esto se propone una interpretación que integra las perspectivas deliberativa y agonal de la democracia, se defiende que la expresión clave del ejercicio de la ciudadanía democrática es la participación, que el ejercicio de la participación tiene por condición la realización de la autonomía personal, por lo cual, en la parte final se elabora una lectura intersubjetivista de la autonomía, a partir de los trabajos de Axel Honneth y Rainer Forst.