The Rosarista Identity. An Appraisal Towards the Knowledge Society ( 1890 - 1991)

El presente trabajo describe la identidad organizacional de una antigua Universidad Colombiana – Universidad del Rosario – desde 1890 hasta 1991. Esta descripción detallada se realizó con el propósito de hacer preguntas y señalar algunos de los desafíos que esta universidad se encontrará al educar las nuevas generaciones de la nación para la sociedad del conocimiento. Este documento también describe brevemente las características más importantes de la sociedad del conocimiento, así como las características de las universidades que desarrollan sus actividades en ella. También, se hace una síntesis sobre el estado de desarrollo de la sociedad del conocimiento en Colombia. Finalmente, se extraen algunas conclusiones a acerca de las oportunidades de cambio que tendrá la identidad Rosarista para continuar siendo relevante en el siglo XXI.

Diffusion of ICT related problems among students : the teachers??? experience

Resumen tomado de la publicaci??n

Characterization about tutor??s actuation in the teachers training of mathematics

Resumen basado en el de la publicaci??n

On the generic identity of Odontophrynus moratoi Jim & Caramaschi, 1980 (Anura, Cycloramphidae)

The generic identity of Odontophrynus moratoi is controversial since the original description due to the presence of intermediate morphological features between the genera Odontophrynus and Proceratophrys. Herein we performed molecular analyses of three genes (16S, cyt b and Rag-1) and recovered O. moratoi deeply imbedded inside a clade containing only Proceratophrys species, appearing as the sister group of Proceratophrys concavitympanum. Therefore, this study formally transfers the species O. moratoi to the genus Proceratophrys [Proceratophrys moratoi (Jim & Caramaschi 1980) comb. nov].

On the Generic Identity of Siagonodon brasiliensis, with the Description of a New Leptotyphlopid from Central Brazil (Serpentes: Leptotyphlopidae)

The geographic variation and hemipenial morphology of Siagonodon brasiliensis are described based on a comprehensive sample, allowing the reappraisal of its generic identity, and the proposal of a new nomenclatural combination. We suggest that the presence of two supralabials, as mentioned in the original description of S. brasiliensis, is not a common feature for this species, occurring at low frequencies throughout its geographic distribution. Based on a diagnosis presented in a recently published paper, as well as on additional external traits and on hemipenial characters, we recognize Siagonodon brasiliensis as a species of the genus Tricheilostoma. In addition, a new species of worm snake of the genus Siagonodon is described from the savannas of the state of Tocantins, Brazil. The new species differs from other congeners by having a slightly acuminate snout in lateral and ventral views, subcircular rostral in dorsal view, and 12 scale rows around middle of tail. The diagnosis of the genus Siagonodon is revised and expanded based on direct observation of morphological characters.

What about the parents and the teachers of boys? Contemporary challenges for academic work on literacy, masculinity and educational innovation

The past ten years have seen a dramatic increase in the number of educational ‘innovations’ designed to respond to the contemporary literacy needs of boys in schools. Intense public anxiety about the apparent under-achievements of boys in literacy can make it difficult for those at the heart of these innovations—teachers, parents, boys themselves—to identify the extent to which the solutions they are offered actually are able to make a sustainable, long-term difference to the literacy achievements of the specific boys they are concerned about. Acknowledging the contested nature of the masculinity and literacy terrains this paper explores contemporary responsibilities for academics engaged in gender based, literacy interventions in the 21st century.

Online interaction impacts on learning: teaching the teachers to teach online

This paper explores the importance of interaction in the online teaching environment and the important role of staff development in developing teacher presence online. Professionally developing staff to use information and communication technologies is viewed from the standpoint of diffusion of innovation, moving from early adopters to mainstream majority, and targeting staff development at this latter group. Approaches to staff development using information and communication technologies are described, and recommendations for staff development for online teaching are made.

A Rasch analysis of the teachers music confidence scale

This article presents a new measure of teachers’ confidence to conduct musical activities with young children; Teachers Music Confidence Scale (TMCS). The TMCS was developed using a sample of 284 in-service and pre-service early childhood teachers in Hong Kong Special Administrative Region (HKSAR). The TMCS consisted of 10 musical activities. Teachers rated their confidence levels to conduct each activity on a scale from 1 (Not confident at all) to 5 (Very confident). An exploratory factor analysis retained a 10-item single factor that was replicated using confirmatory factor analysis procedures. All items of the TMCS fitted the Rasch model adequately. In-service teachers showed higher confidence levels to conduct several musical activities with young children than pre-service teachers. Implications of these findings for measuring teachers’ confidence to conduct musical activities with young children were discussed.