A HARD PUSH FOR SOFT SKILLS: AN EXAMINATION OF POLICY AND RESEARCH ON NON-COGNITIVE SKILLS IN CANADIAN K-12 SCHOOLING

Non-cognitive skills have caught the attention of current education policy writers in Canada. Within the last 10 years, almost every province has produced a document including the importance of supporting non-cognitive skills in K-12 students in the classroom. Although often called different names (such as learning skills, cross curricular competencies, and 20th Century Skills) and occasionally viewed through different lenses (such as emotional intelligence skills, character skills, and work habits), what unifies non-cognitive skills within the policy documents is the claim that students that are strong in these skills are more successful in academic achievement and are more successful in post-secondary endeavors. Though the interest from policy-makers and educators is clear, there are still many questions about non-cognitive skills that have yet to be answered. These include: What skills are the most important for teacher’s to support in the classroom? What are these skills’ exact contributions to student success? How can teachers best support these skills? Are there currently reliable and valid measures of these skills? These are very important questions worth answering if Canadian teachers are expected to support non-cognitive skills in their classrooms with an already burdened workload. As well, it can begin to untangle the plethora of research that exists within the non-cognitive realm. Without a critical look at the current literature, it is impossible to ensure that these policies are effective in Canadian classrooms, and to see an alignment between research and policy. Upon analysis of Canadian curriculum, five non-cognitive skills were found to be the most prevalent among many of the provinces: Self-Regulation, Collaboration, Initiative, Responsibility and Creativity. The available research literature was then examined to determine the utility of teaching these skills in the classroom (can students improve on these skills, do these skills impact other aspects of students’ lives, and are there methods to validly and reliably assess these skills). It was found that Self-Regulation and Initiative had the strongest basis for being implemented in the classroom. On the other hand, Creativity still requires a lot more justification in terms of its impact on students’ lives and ability to assess in the classroom.

Recommendations to Create a Systemic Approach to Improving the Teaching and Learning of Iowa History in Iowa’s K-12 Schools / Iowa History Advisory Council (2016)

Report from the Iowa History Advisory Council on the following goals related to the teaching of Iowa history: Identify the current status of the teaching of Iowa history and the resources available regarding K-12 Iowa history instruction. Identify current materials that are dedicated to the teaching of Iowa history at the K-12 level. Study how other states and organizations implement state and local history. Study best practices for the teaching and learning of state and local history. Develop appropriate academic standards related to Iowa history. Provide recommendations to advance the study of Iowa history at the K-12 level.

UNPROVEN INNOVATION: IPADS IN K-12 ENVIRONMENTS

Nationally, the education sector spends more than 5 billion dollars annually on digital tools, “yet seldom are technology solutions factored into any viable equation for improving student academic achievement” (Moersch, 2014, p. ix). Consider the following case in point: In July 2014, Apple announced that in just 3 years, the company had sold more than13 million iPads to educational institutions worldwide (Cavanagh, 2014). Put into perspective, that represents more than 5.2 billion dollars spent by the education industry to purchase iPads, which is the equivalent of the annual salaries of 89,655 teachers (“High School Teacher: Salary,” 2014). Despite such vast expenditures, there have been very few attempts to evaluate the efficacy of these digital tools on improving academic achievement. This research involved a quantitative data review of participant (student and teacher) survey data to explore one of the country’s largest K-12 iPad implementation undertakings in an effort to identify (a) best practices and (b) lessons learned from implementing the iPad into K-12 educational environments. It should be noted that the school system forming the basis of this research already had administered and collated the surveys used in this study.

K-12 Technology Initiative Report

In Fiscal Year 2014-15 the General Assembly funded with lottery fund revenues the K-12 Technology Initiative. The Initiative has three objectives: to improve external connections to schools; to improve internal connections within schools; and to develop or expand one-to-one computing. There is also a summary of the school district and school responses to questions on the South Carolina Technology Counts Survey for the 2015-16 reporting period that pertain directly to the K-12 Technology Initiative.

Avaliação dos teores de N, P, K, Ca, Mg e S em plantas de gravioleira cultivadas em solução nutritiva com omissão de macronutrientes.

Com o objetivo de avaliar os teores de N, P, K, Ca, Mg e S nas folhas, caule e raízes de plantar de gravioleira, conduziu-se experimento em casa de vegetação, utilizando a técnica do elemento faltante. O delineamento experimental foi inteiramente casualizado com quatro repetições e os tratamentos foram: completo, omissão de N, P, K, Ca, Mg e S. Os resultados analíticos evidenciaram que a omissão individual de macronutrientes promoveu alterações nas concentrações de N, P, K, Ca, Mg e S nas plantar de gravioleira. Foram verificados efeitos de varias interações entre os nutrientes. Com base nos teores em g kg-1 dos macronutrientes nas folhas, infere-se, em uma primeira aproximação, dos valores adequados (completo) e do deficiente (omissão), sendo: N =14,70 e 8,82; P = 0,92 e 0,47; K = 12,35 e 2,62; Ca = 14,11 e 3,44; Mg = 3,59 e 1,09; S = 5,32 e 2,30.

The constancy of global regulation across a species: the concentrations of ppGpp and RpoS are strain-specific in Escherichia coli

Background: Sigma factors and the alarmone ppGpp control the allocation of RNA polymerase to promoters under stressful conditions. Both ppGpp and the sigma factor sigma(S) (RpoS) are potentially subject to variability across the species Escherichia coli. To find out the extent of strain variation we measured the level of RpoS and ppGpp using 31 E. coli strains from the ECOR collection and one reference K-12 strain. Results: Nine ECORs had highly deleterious mutations in rpoS, 12 had RpoS protein up to 7-fold above that of the reference strain MG1655 and the remainder had comparable or lower levels. Strain variation was also evident in ppGpp accumulation under carbon starvation and spoT mutations were present in several low-ppGpp strains. Three relationships between RpoS and ppGpp levels were found: isolates with zero RpoS but various ppGpp levels, strains where RpoS levels were proportional to ppGpp and a third unexpected class in which RpoS was present but not proportional to ppGpp concentration. High-RpoS and high-ppGpp strains accumulated rpoS mutations under nutrient limitation, providing a source of polymorphisms. Conclusions: The ppGpp and sigma(S) variance means that the expression of genes involved in translation, stress and other traits affected by ppGpp and/or RpoS are likely to be strain-specific and suggest that influential components of regulatory networks are frequently reset by microevolution. Different strains of E. coli have different relationships between ppGpp and RpoS levels and only some exhibit a proportionality between increasing ppGpp and RpoS levels as demonstrated for E. coli K-12.

Identification of the regulatory subunit of Arabidopsis thaliana acetohydroxyacid synthase and reconstitution with its catalytic subunit

Acetohydroxyacid synthase (EC 4.1.3.18; AHAS) catalyzes the initial step in the formation of the branched-chain amino acids. The enzyme from most bacteria is composed of a catalytic subunit, and a smaller regulatory subunit that is required for full activity and for sensitivity to feedback regulation by valine. A similar arrangement was demonstrated recently for yeast AHAS, and a putative regulatory subunit of tobacco AHAS has also been reported. In this latter case, the enzyme reconstituted from its purified subunits remained insensitive to feedback inhibition, unlike the enzyme extracted from native plant sources. Here we have cloned, expressed in Escherichia coil, and purified the AHAS regulatory subunit of Ambidopsis thaliana. Combining the protein with the purified A. thaliana catalytic subunit results in an activity stimulation that is sensitive to inhibition by valine, leucine, and isoleucine. Moreover, there is a strong synergy between the effects of leucine and valine, which closely mimics the properties of the native enzyme. The regulatory subunit contains a sequence repeat of approximately 180 residues, and we suggest that one repeat binds leucine while the second binds valine or isoleucine. This proposal is supported by reconstitution studies of the individual repeats, which were also cloned, expressed, and purified. The structure and properties of the regulatory subunit are reminiscent of the regulatory domain of threonine deaminase (EC 4.2.1.16), and it is suggested that the two proteins are evolutionarily related.

Reabilitação cardíaca

Resposta cardiovascular ao exercício físico. Adaptações cardiovasculares ao exercício físico. Resposta ao exercício físico na patologia cardiovascular.

Virtual globes as a platform for developing spatial literacy

Dissertation submitted in partial fulfilment of the requirements for the Degree of Master of Science in Geospatial Technologies

Development of electrospun Ion jelly fibers® for drug delivery

Dissertação para obtenção do Grau de Mestre em Biotecnologia

Etimologia: uma ferramenta importante na sala de aula – Ponto de partida para uma reflexão sobre a prática de ensino supervisionada

Relatório apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino do Português e das Línguas Clássicas no 3.º Ciclo do Ensino Básico e no Ensino Secundário

Para uma interação das competências comunicativas: Oralidade, Leitura, Escrita e Funcionamento da Língua

Relatório de Estágio apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino do Português e das Línguas Clássicas no 3º Ciclo do Ensino Básico e no Ensino Secundário

Comportamento Interpessoal do Professor: um reflexo da sua auto-eficácia?

Dissertação apresentada para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ciências da Educação

Engineering modular viral scaffolds for targeted bacterial population editing

Bacteria are central to human health and disease, but existing tools to edit microbial consortia are limited. For example, broad-spectrum antibiotics are unable to precisely manipulate bacterial communities. Bacteriophages can provide highly specific targeting of bacteria, but assembling well-defined phage cocktails solely with natural phages can be a time-, labor- and cost-intensive process. Here, we present a synthetic biology strategy to modulate phage host ranges by engineering phage genomes in Saccharomyces cerevisiae. We used this technology to redirect Escherichia coli phage scaffolds to target pathogenic Yersinia and Klebsiella bacteria, and conversely, Klebsiella phage scaffolds to target E. coli by modular swapping of phage tail components. The synthetic phages achieved efficient killing of their new target bacteria and were used to selectively remove bacteria from multi-species bacterial communities with cocktails based on common viral scaffolds. We envision this approach accelerating phage biology studies and enabling new technologies for bacterial population editing.

Perfil de crise hipertensiva: prevalência e apresentação clínica

OBJETIVO: Avaliar a prevalência, o quadro clínico e as lesões orgânicas envolvidas em uma crise hipertensiva. MÉTODO: Estudo retrospectivo de análise de prontuários médicos de pacientes com elevação dos níveis de pressão arterial diastólica > 120 mmHg e sintomáticos, atendidos em setor de emergência de hospital universitário durante 12 meses. Urgência foi caracterizada como elevação sintomática da pressão arterial sem evidências de lesão em órgão-alvo e, emergência hipertensiva, como elevação sintomática da pressão arterial com evidências de lesão aguda ou em evolução de órgão-alvo. RESULTADOS: Incluídos 452 pacientes com crise hipertensiva, representando 0,5% de todas as emergências clínico-cirúrgicas, sendo 273 (60,4%) de urgência e 179 (39,6%) de emergência hipertensiva. Não conheciam ser hipertensos 18%. Tabagismo e diabetes foram fatores de risco associados ao desenvolvimento de crise hipertensiva em 1/4 e 1/5 dos pacientes, respectivamente. Pacientes com emergência apresentaram maior idade (59,6 ± 14,8 vs 49,9 ± 18,6 anos, p < 0,001) e maior pressão arterial diastólica (129,1 ± 12 vs 126,6 ± 14,4 mmHg, p < 0,05) do que aqueles com urgência hipertensiva. Acidente vascular encefálico isquêmico e edema agudo de pulmão foram as emergências hipertensivas mais comuns, compatíveis com as manifestações clínicas mais freqüentemente encontradas de déficit neurológico e dispnéia. CONCLUSÃO: Crise hipertensiva respondeu por 0,5% de todos os atendimentos de emergência do estudo e a 1,7% das emergências clínicas, sendo a urgência mais comum que a emergência hipertensiva. Acidente vascular encefálico isquêmico e edema agudo de pulmão foram as lesões em órgãos-alvo mais freqüentes nas emergências hipertensivas.