The tasks of the critical scholar-activist in education : the contribution of José Gimeno Sacristán. 'Las tareas del académico y activista crítico en educación : la contribución de José Gimeno Sacristán'.

Monográfico con el título: 'Mejorar la escuela: perspectivas didácticas y organizativas'. Resumen basado en el de la publicación

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

Catalase in fluvial biofilms: a comparison between different extraction methods and example of application in a metal-polluted river

Antioxidant enzymes are involved in important processes of cell detoxification during oxidative stress and have, therefore, been used as biomarkers in algae. Nevertheless, their limited use in fluvial biofilms may be due to the complexity of such communities. Here, a comparison between different extraction methods was performed to obtain a reliable method for catalase extraction from fluvial biofilms. Homogenization followed by glass bead disruption appeared to be the best compromise for catalase extraction. This method was then applied to a field study in a metal-polluted stream (Riou Mort, France). The most polluted sites were characterized by a catalase activity 4–6 times lower than in the low-polluted site. Results of the comparison process and its application are promising for the use of catalase activity as an early warning biomarker of toxicity using biofilms in the laboratory and in the field

Synthesis of multicarboxylic acid appended imidazolium ionic liquids and their application in palladium-catalyzed selective oxidation of styrene

A series of multicarboxylic acid appended imidazolium ionic liquids ( McaILs) with chloride [ Cl](-) or bromide [ Br](-) as anions have been synthesized and characterized. Deprotonation of these ionic acids gives the corresponding zwitterions. Re-protonation of the zwitterions with strong Bronsted acids gives a series of new ionic acid-adducts, many of which remained as room-temperature ionic liquids. A new catalytic system, McaIL/PdCl2 for the selective catalytic oxidation of styrene to acetophenone with hydrogen peroxide as an oxidant has been attempted. In the presence of McaILs, it is found that the quantity of palladium chloride PdCl2 used can be greatly reduced while the activity ( TOF) and selectivity towards acetophenone are enhanced sharply. It is also shown that the catalytic properties of this system could be finely tuned through the molecular design of the McaILs. The best TOF value obtained so far is 146 h(-1) with 100% conversion of styrene at 93% selectivity to acetophenone. In addition, the catalytic activity has been maintained for at least ten catalytic cycles.

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.