Using microteaching to enhance teacher efficacy in pre-service teachers

This study examined pre-service teachers’ efficacy in relation to the utilisation of microteaching as an assessment tool for postgraduate education students in Australia. Three hundred and fifteen pre-service teachers completed the teacher efficacy survey and additional qualitative questions at Time 1 and 208 completed the survey and questions at Time 2. A principal components analysis conducted on the Time 1 survey data revealed teacher efficacy to be comprised of two components: ‘teacher efficacy in classroom management’ and ‘personal teacher efficacy’. Repeated measures ANOVAs conducted on the 208 participants who completed the survey at Time 1 and 2 revealed that efficacy on both components increased significantly over time, and that internet students had higher efficacy levels than internal students. The qualitative data revealed that pre-service teachers enter teaching in order to positively impact on children, yet are concerned about behaviour management in the classroom. In addition, this data highlighted the positive impact that microteaching had on their developing teacher identity.

Queer community archives in California since 1950

Purpose: This study provides insight into the histories and current statuses of queer community archives in California and explores what the archives profession can learn from the queer community archives and archivists. Through the construction of histories of three community archives (GLBT Historical Society; Lavender Library, Archives, and Cultural Exchange of Sacramento, Inc.; and ONE National Gay & Lesbian Archives), the study discovered why these independent, community-based archives were created, the issues that influenced their evolution, and the similarities and differences among them. Additionally, it compared the community archives to institutional archives which collect queer materials to explore the similarities and differences among the archives and determine possible implications for the archives profession. Significance: The study contributes to the literature in several significant ways: it is the first in-depth comparative history of the queer community archives; it adds to the cross-disciplinary research in archives and history; it contributes to the current debates on the nature of the archives and the role of the professional archivist; and it has implications for changing archival practice. Methodology: This study used social constructionism for epistemological positioning and new social history theory for theoretical framework. Information was gathered through seven oral history interviews with community archivists and volunteers and from materials in the archives’ collections. This evidence was used to construct the histories of the archives and determine their current statuses. The institutional archives used in the comparisons are the: University of California, Berkeley’s Bancroft Library; University of California, Santa Cruz’s Special Collections and University Archives; and San Francisco Public Library’s James C. Hormel Gay and Lesbian Center. The collection policies, finding aids, and archival collections related to the queer communities at the institutional and community archives were compared to determine commonalities and differences among the archives. Findings: The findings revealed striking similarities in the histories of the community archives and important implications for the archives’ survival and their relevancy to the archives profession. Each archives was started by an individual or small group collecting materials to preserve history that would otherwise have been lost as institutional archives were not collecting queer materials. These private collections grew and became the basis for the community archives. The community archives differ in their staffing models, circulation policies, and descriptive practices. The community archives have grown to incorporate more public programming functions than most institutional archives. While in the past, the community archives had little connection to institutional archives, today they have varying degrees of partnerships. However, the historical lack of collecting queer materials by institutional archives makes some members of the communities reluctant to donate materials to institutional archives or collaborate with them. All three queer community archives are currently managed by professionally trained and educated archivists and face financial issues impacting their continued survival. The similarities and differences between the community and institutional archives include differences in collection policies, language differences in the finding aids, and differing levels of relationships between the archives. However, they share similar sensitivity in the use of language in describing the queer communities and overlap in the types of materials collected. Implications: This study supports previous research on community archives showing that communities take the preservation of history into their own hands when ignored by mainstream archives (Flinn, 2007; Flinn & Stevens, 2009; Nestle, 1990). Based on the study’s findings, institutional archivists could learn from their community archivist counterparts better ways to become involved in and relevant to the communities whose records they possess. This study also expands the understanding of history of the queer communities to include in-depth research into the archives which preserve and make available material for constructing history. Furthermore, this study supports reflective practice for archivists, especially in terms of descriptions used in finding aids. It also supports changes in graduate education for archives students to enable archivists in the United States to be more fully cognizant of community archives and able to engage in collaborative, international projects. Through this more activist role of the archivists, partnerships between the community and institutional archives would be built to establish more collaborative, respectful relationships with the communities in this post-custodial age of the archives (Stevens, Flinn, & Shepherd, 2010). Including community archives in discussions of archival practice and theory is one way of ensuring archives represent and serve a diversity of voices.

Facebook, telecollaboration, and international access to technology in the classroom

This study uses the well-known social networking site, Facebook (FB), for a study of differences in perceptions on the use of technologies in the classroom around the world. This study is part of a larger project exploring telecollaboration and the use of online discussions between graduate students in an online masters program based in Australia and students in the graduate education program at a regional university in Greece. Postings reveal more similarities between the situations and perceptions of the participants from the different countries than differences. Most participants indicated that while they and their students had access in general to computers and the internet, they did not necessarily have this access in the classroom. Even when technologies were available in schools, participants identified a critical need for professional development to increase teachers’ use of ICT. These findings are relevant to educators and policy development in terms of implementation of ICT or social networking in the language classroom.

Mikä jatko-opiskelijaa motivoi? Tavoitteet ja tiedeyhteisö väitöskirjaprosessissa.

Motivation has an important role in academic learning for learning is regulated by motivation. Further motivation is centrally manifested by goals. Goals reflect values and regulate individual s orientation and what they strive for. In spite of the central role of motivation in academic learning, discussions on post-graduate education has somewhat overlooked motivational processes and concentrated on the excellence of performance. The aim of this study was to investigate what kind of goals PhD students have and how they experience their role in their own scientific community. It was also purpose to study how these goals and experienced roles are in relation with study each other, context, possible intentions of quitting studies and prolongation of studies. Furthermore, the aim was to investigate how different postgraduates differ in terms of how they experience their learning environment. The data was collected with the From PhD students to academic experts survey (Pyhältö & Lonka, 2006) from four complementary domains: medicine, arts, psychology and education. The survey consisted of both likert-scaled items and open ended questions. The participants were 601 postgraduate students. The goals and the experienced role in scientific community were analysed in terms of qualitative content analysis. The relation between goals and experienced role and background variables were tested using ?² and the differences between different postgraduate groups using one way analysis of variances (ANOVA). The results indicated that postgraduates goals varied based on whether they brought up goals related to the product (outcome of the thesis process), the process (thesis process as whole) or both the product and the process. Product goals consisted of for example career qualification and better status as process goals consisted for example of learning and influencing ones own discipline. The experienced role of the postgraduates differed in terms of whether the conception was organised, unorganised or controversial. Both the goals and the experienced roles were in relation with study context and commitment to the studies. The different postgraduate groups also differed in terms of how they experienced their own learning environment.

Clinical reasoning: The relative contribution of identification, interpretation and hypothesis errors to misdiagnosis

The aim of this study was to identify and describe the types of errors in clinical reasoning that contribute to poor diagnostic performance at different levels of medical training and experience. Three cohorts of subjects, second- and fourth- (final) year medical students and a group of general practitioners, completed a set of clinical reasoning problems. The responses of those whose scores fell below the 25th centile were analysed to establish the stage of the clinical reasoning process - identification of relevant information, interpretation or hypothesis generation - at which most errors occurred and whether this was dependent on problem difficulty and level of medical experience. Results indicate that hypothesis errors decrease as expertise increases but that identification and interpretation errors increase. This may be due to inappropriate use of pattern recognition or to failure of the knowledge base. Furthermore, although hypothesis errors increased in line with problem difficulty, identification and interpretation errors decreased. A possible explanation is that as problem difficulty increases, subjects at all levels of expertise are less able to differentiate between relevant and irrelevant clinical features and so give equal consideration to all information contained within a case. It is concluded that the development of clinical reasoning in medical students throughout the course of their pre-clinical and clinical education may be enhanced by both an analysis of the clinical reasoning process and a specific focus on each of the stages at which errors commonly occur.

Detection and quantitative analysis of polychlorinated biphenyls in tilapia from Hawaiian waters

The purpose of this study was to investigate polychlorinated biphenyls (PCBs) contamination in tilapia (Oreochromis mossambicus) collected from the Manna stream and Ala Wai Canal of O'ahu, an island of the geographically isolated Hawaiian archipelago. Our results show that the average concentrations of PCBs varied from 51.90 to 89.42 ng g(-1) lipid weight for the sampling sites. Relative toxic potencies (RTPs) and toxic equivalencies (TEQs) were determined to be 20.38-40.60 ng TCDD g(-1) lipid weight and 2.89-4.17 ng TEQ g(-1) lipid weight by 7-ethoxy-resorufin-O-deethylase (EROD) activity analysis and calculation of PCB concentrations based on toxic equivalency factors (TEFs), respectively. Penta-chlorinated congeners were found to be predominant, which revealed that Aroclor 1254 was a possible major source of PCBs in our fish samples. PCB 118, an indicator PCBs, constituted more than 55% and 30% of the total PCBs and TEQs, respectively. In addition, PCB 118 was found to have a linear correlation to the total PCBs (R = 0.975) and TEQs (R = 0.782). Detection of concentrated PCBs in Hawaiian waters suggests a potentially adverse impact of this pollutant on human health, as well as ecological systems, and suggests the necessity of environmental monitoring and hazard assessment of PCBs within the Hawaiian Islands. (c) 2008 Published by Elsevier Ltd.

Chemical vapour deposition of complex ferroic oxide thin films

Herein is presented a novel chemical vapour deposition (CVD) route for the fabrication of oxide ferroelectrics. A versatile layer-by-layer growth mode was developed to prepare naturally super-latticed bismuth based materials belonging to the Aurivillius phase family, with which good control over composition and crystal structure was achieved. In chapter 3, the effect of epitaxial strain on one of the very simple oxide materials TiO2 was studied. It has been found that the ultra-thin TiO2 films demonstrate ferroelectric behaviour when grown on NdGaO3 substrates. TiO2 exists in various crystal phases, but none of them show ferroelectric behaviour. The epitaxial strain due to the substrate, changes the crystal structure from tetragonal to orthorhombic which in turn leads to ferroelectric behaviour. In chapter 4, a unique growth method for multiferroic BiFeO3 (BFO) thin films is shown, where a phase pure BFO thin films can be prepared even in the presence of excess bismuth precursor during the growth process. This type of growth is usually called adsorption controlled growth and can be used for growing various bismuth containing compounds, where the volatility of bismuth can create various types of defects. Chapter 5 describes the growth of Bi4Ti3O12 thin films in a layer-by-layer growth mode. In this section, the effect of Bi and Ti precursor flows on the growth of thin films is discussed and it is shown that how change in precursor flows leads to out-ofphase boundary defects during the layer-by-layer growth mode. In chapter 6, the growth of a compound Bi5Ti3FeO15, which is a 1:1 mixture of BiFeO3 and Bi4Ti3O12, is presented. The growth mechanism of Bi5Ti3FeO15 thin films is presented, where the Fe precursor flow was controlled from zero to the insertion of one full BiFeO3 perovskite unit cell into the Bi4Ti3O12 structure in addition, the effect of iron precursor flow on crystalline properties is demonstrated. The methods presented in this thesis can be adopted to grow ferroelectric and multiferroic films for industrial applications.

On Being Too Nice: Message Interaction in an Asynchronous Learning Network

The interact system model (ISM) is used to examine the interactions between messages submitted during online discussions related to a graduate education course in curriculum theory. Interactions are analyzed using complexity science and conclusions are drawn concerning structures that could enhance discussion and support the construction of collective understandings.

The training in social and solidarity economy. Analysis of the university offer in Spain

This research analyses the importance of the training for the promotion of the social economy in two ways: 1) focusing on the characteristics of the educational offer of Social Economy and 2) analyzing its differences regarding to those studies from the Management, entrepreneurship, and innovations areas. To this aim, it is carried out as a first step a literature review of the contributions that study the relationships that can exist between the education and Economy. Then, being based on this previous analysis, we already center our research on the Social Economy sector and its relations with the education system. To get this objective, it has been developed a database that includes all the postgraduate titles related to the Economics area. Likewise, a questionnaire has been designed with the aim of characterize the training in social Economy. As a conclusion, it is obtained that the training in social economy in postgraduate studies in the Spanish Universities is very poor. On the other hand, there are significant differences between Social Economy degrees and Business Management, entrepreneurship and innovation degrees with regard to different aspects such as: values to transmit, competencies, skills, the way of understanding the Economy, etc. Based on these conclusions, different recommendations are proposed in order to promote and boost this other way of doing Economy through the training and education in postgraduate studies.

Le développement d’une séquence d’enseignement/apprentissage basée sur l’histoire de la numération pour des élèves du troisième cycle du primaire

Notre contexte pratique — nous enseignons à des élèves doués de cinquième année suivant le programme international — a grandement influencé la présente recherche. En effet, le Programme primaire international (Organisation du Baccalauréat International, 2007) propose un enseignement par thèmes transdisciplinaires, dont un s’intitulant Où nous nous situons dans l’espace et le temps. Aussi, nos élèves sont tenus de suivre le Programme de formation de l’école québécoise (MÉLS Ministère de l'Éducation du Loisir et du Sport, 2001) avec le développement, notamment, de la compétence Résoudre une situation-problème et l’introduction d’une nouveauté : les repères culturels. Après une revue de la littérature, l’histoire des mathématiques nous semble tout indiquée. Toutefois, il existe peu de ressources pédagogiques pour les enseignants du primaire. Nous proposons donc d’en créer, nous appuyant sur l’approche constructiviste, approche prônée par nos deux programmes d’études (OBI et MÉLS). Nous relevons donc les avantages à intégrer l’histoire des mathématiques pour les élèves (intérêt et motivation accrus, changement dans leur façon de percevoir les mathématiques et amélioration de leurs apprentissages et de leur compréhension des mathématiques). Nous soulignons également les difficultés à introduire une approche historique à l’enseignement des mathématiques et proposons diverses façons de le faire. Puis, les concepts mathématiques à l’étude, à savoir l’arithmétique, et la numération, sont définis et nous voyons leur importance dans le programme de mathématiques du primaire. Nous décrivons ensuite les six systèmes de numération retenus (sumérien, égyptien, babylonien, chinois, romain et maya) ainsi que notre système actuel : le système indo-arabe. Enfin, nous abordons les difficultés que certaines pratiques des enseignants ou des manuels scolaires posent aux élèves en numération. Nous situons ensuite notre étude au sein de la recherche en sciences de l’éducation en nous attardant à la recherche appliquée ou dite pédagogique et plus particulièrement aux apports des recherches menées par des praticiens (un rapprochement entre la recherche et la pratique, une amélioration de l’enseignement et/ou de l’apprentissage, une réflexion de l’intérieur sur la pratique enseignante et une meilleure connaissance du milieu). Aussi, nous exposons les risques de biais qu’il est possible de rencontrer dans une recherche pédagogique, et ce, pour mieux les éviter. Nous enchaînons avec une description de nos outils de collecte de données et rappelons les exigences de la rigueur scientifique. Ce n’est qu’ensuite que nous décrivons notre séquence d’enseignement/apprentissage en détaillant chacune des activités. Ces activités consistent notamment à découvrir comment différents systèmes de numération fonctionnent (à l’aide de feuilles de travail et de notations anciennes), puis comment ces mêmes peuples effectuaient leurs additions et leurs soustractions et finalement, comment ils effectuaient les multiplications et les divisions. Enfin, nous analysons nos données à partir de notre journal de bord quotidien bonifié par les enregistrements vidéo, les affiches des élèves, les réponses aux tests de compréhension et au questionnaire d’appréciation. Notre étude nous amène à conclure à la pertinence de cette séquence pour notre milieu : l’intérêt et la motivation suscités, la perception des mathématiques et les apprentissages réalisés. Nous revenons également sur le constructivisme et une dimension non prévue : le développement de la communication mathématique.

Absolute configuration reassignment of two chromanes from Peperomia obtusifolia (Piperaceae) using VCD and DFT calculations

Previous analysis of the ECD spectra of two prenylated benzopyrans isolated from Peperomia obtusifolia, by means of the helicity rule for the chromane chromophore, resulted in the incorrect assignment of their absolute configuration, (5) instead of (R) for a deduced P-helicity of the chromane ring for the (+)-enantiomers. This was discovered by the application of DFT calculations and VCD spectroscopy. Experimental and calculated (B3LYP/6-31G(d)) VCD and IR spectra were compared, and a definitive absolute configuration of (+)-1 and (+)-2 is reassigned directly in solution as (R). The assumption of equatorial positioning of bulky groups, shown here to be invalid for the title molecules, is the underlying cause of the previous incorrect assignment of absolute configuration. Moreover, TDDFT (B3LYP/6-311++G(2d,2p)//B3LYP/6-31G(d)) calculations of ECD spectra have shown that both P- and M-helicity of the heterocyclic ring, for a given absolute configuration, lead to the same sign for the (1)L(b) ECD band, thus bringing into question the validity of the empirical ECD helicity rule for chromane molecules. (C) 2010 Elsevier Ltd. All rights reserved.

Absolute Configuration and Selective Trypanocidal Activity of Gaudichaudianic Acid Enantiomers

Gaudichaudianic acid, a prenylated chromene isolated from Piper gaudichaudianum, has been described as a potent trypanocidal compound against the Y-strain of Trypanosoma cruzi. We herein describe its isolation as a racemic mixture followed by enantiomeric resolution using chiral HPLC and determination of the absolute configuration of the enantiomers as (+)-S and (-)-R by means of a combination of electronic and vibrational circular dichroism using density functional theory calculations. Investigation of the EtOAc extract of the roots, stems, and leaves from both adult specimens and seedlings of P. gaudichaudianum revealed that gaudichaudianic acid is biosynthesized as a racemic mixture from the seedling stage onward. Moreover, gaudichaudianic acid was found exclusively in the roots of seedlings, while it is present in all organs of the adult plant. Trypanocidal assays indicated that the (+)-enantiomer was more active than its antipode. Interestingly, mixtures of enantiomers stowed a synergistic effect, with the racemic mixture being the most active.

Sequential IRMPD of XGe(OEt)(4)(-) ions: Gas-phase synthesis of novel oxy-germanium anions

The gas-phase ion/molecule reactions of F(-) and EtO(-) with Ge(OEt)(4) yield readily and exclusively pentacoordinated complexes XGe(OEt)(4)(-) (X = F, EtO) at pressures in the 10(-8) T range as observed by FT-ICR techniques. These hypervalent species are prone to undergo sequential fragmentations induced by infrared multiphoton excitation that lead to a variety of germyl and germanate anions. In the case of FGe(OEt)(4)(-), three primary competitive channels are observed in the IRMPD process that can be identified as (EtO)(3)GeO(-), F(EtO)(2)GeO(-) and (EtO)(3)Ge(-). Ab initio calculations have been carried out to characterize the primary fragmentation paths induced by IRMPD and the most favorable structure of the resulting anions. The gas-phase acidity of a number of these germanium-containing ions have been estimated by bracketing experiments and by theoretical calculations. Germanate anions such as (EtO)(3)GeO(-) undergo some interesting reactions with H(2)S to give rise to anions such as (EtO)(3)GeS(-) and (EtO)(2)Ge(OH)S(-). (C) 2010 Elsevier B.V. All rights reserved.

The Ricardian vice and the indetermination of senior

The general commitments and working requirements of abstract, applied, and art of science, including economics, are assessed. Pure economics deals with the logic of the phenomenon. Positive socio-economics presupposes pure economics and many distinct sciences. Art presupposes socio-economics and direct knowledge of the specificities which characterize the time-space individuality of the phenomenon. This indetermination was partially formulated by Senior and Mill; graduate education in economics is considered in its light. The habit of ignoring it is the Ricardian Vice, as named by Schumpeter; the prevalence of the vice is exemplified, and its causes analyzed.

As relações acadêmicas de produção na pós-Graduação em administração no Brasil

A presente tese pretende contribuir criticamente para o entendimento das intrincadas relações existentes entre o Estado, o capital e a produção acadêmica. Para isso, se propôs a interpretar as relações acadêmicas de produção na pós-graduação em Administração no Brasil articulando-as com categorias analíticas mais amplas, delineadas de forma a fornecer um quadro, ao fundo, da economia-política. O pressuposto de que a atual intensificação dos ritmos de produção acadêmica contrasta com um passado – idealizado – de ciência contemplativa precisou ser confrontado com o desenvolvimento histórico da educação superior e da pós-graduação no país objetivando-se demover certas mitificações do debate. O Estado, em sua versão reformada a partir do ideário friedmaniano, o conceito de capital monopolista e a teoria do processo de trabalho forneceram suporte teórico-metodológico – e empírico – para a interpretação do quadro político-econômico proposto. Para a passagem do geral para o particular – das conexões entre o Estado e o capital à produção acadêmica – recorreu-se à coleta de dados em duas frentes: (i) analisou-se a produção acadêmica de todos os 168 pesquisadores-doutores bolsistas (até março de 2014) em Produtividade em Pesquisa (PQ) do CNPq na área de Administração e (ii) realizou-se entrevistas em profundidade com pesquisadores-doutores e doutorandos dos mais variados programas de pós-graduação em Administração do país. Os resultados foram inquietantes: verificou-se que está em curso um processo de intensificação da incorporação da mão-de-obra formada por alunos-orientandos às estruturas pedagógico-produtivas dos cursos de pós-graduação. Os orientandos respondem pela parcela mais substantiva do total da produção acadêmica, enquanto que os processos de trabalho aprofundam re-significações das atribuições dos cursos de pós-graduação e intensificam a divisão do trabalho, com impactos diversos nas relações entre os sujeitos da pós-graduação. Quando se procede ao movimento analítico inverso – das relações no interior da pós-graduação em Administração no Brasil para o quadro da economia-política posicionado ao fundo – observa-se que o Estado (principalmente através da CAPES e do CNPq) e o mercado capitalista acadêmico (tendendo a poucas empresas de capital monopolista) acrescentam determinações fundamentais às relações acadêmicas de produção. Índices de avaliação baseados em métricas de contabilidade da pesquisa se legitimam como monopólios epistemológicos da qualidade e se institucionalizam pelas ações coordenadas da CAPES e do CNPq no conjunto do sistema oficial de pós-graduação. Metas de produção são estabelecidas e re-significadas pelos sujeitos. No limite, define-se até mesmo o tipo de ciência que se produz na área. Conclui-se que a resistência aos atuais padrões intensificados de produção acadêmica passa pelo entendimento crítico de todas essas relações que se costuram e se estruturam no interior da pós-graduação.