Teachers' attitudes to and beliefs about web-based Collaborative Learning Environments in the context of an international implementation

"Fifty-six teachers, from four European countries, were interviewed to ascertain their attitudes to and beliefs about the Collaborative Learning Environments (CLEs) which were designed under the Innovative Technologies for Collaborative Learning Project. Their responses were analysed using categories based on a model from cultural-historical activity theory [Engestrom, Y. (1987). Learning by expanding.- An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit; Engestrom, Y., Engestrom, R., & Suntio, A. (2002). Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century. Oxford: Blackwell Publishers]. The teachers were positive about CLEs and their possible role in initiating pedagogical innovation and enhancing personal professional development. This positive perception held across cultures and national boundaries. Teachers were aware of the fact that demanding planning was needed for successful implementations of CLEs. However, the specific strategies through which the teachers can guide students' inquiries in CLEs and the assessment of new competencies that may characterize student performance in the CLEs were poorly represented in the teachers' reflections on CLEs. The attitudes and beliefs of the teachers from separate countries had many similarities, but there were also some clear differences, which are discussed in the article. (c) 2005 Elsevier Ltd. All rights reserved."

Identification of miRNAs from French bean (Phaseolus vulgaris) under low nitrate stress

Objective: In this study, we report the role of miRNAs involved under nitrogen starvation from widely grown vegetable crop, French bean. In recent years, a great deal of attention has been paid to the elucidation of miRNAs involved in low nitrate stress. Methods: To identify miRNAs expressed under stress, cDNA libraries were analyzed. Results: We reported the nine potential miRNAs with 67 targets involved in nutrient transporters and other stress specific genes. Among the miRNA sequences obtained 6 sequences belong to miR172 family, one with miR169. RT-PCR analysis of expression of miR172 family was induced upon low nitrate stress while miR169 family was repressed. In addition, Pvu-SN7b and Pvu-miR16 may be new members of miRNA172 and miR169 families, respectively. Conclusion: The targets of Pvu-SN7b were major protein kinases, one among which is the Protein Kinase CK2. CK2 Kinase is found to involve in transcription-directed signaling, gene control and cell-cycle regulation. Other targets of Pvu-SN7b were involved in DNA-dependent transcription regulation, photo-periodism, calcium-mediated signaling. Pvu-miR16 targets Thymidine kinase, the key enzyme of deoxy-nucleotide synthesis. The cleavage of these targets affects cell proliferation there by affecting nodule formation. Pvu-miR8 inhibits translation of its target protein Pre-protein translocase, a membrane-bound protein transporter involved in trans-membrane protein transportation. Together these results denote the response and role of miRNAs to nitrate-limiting conditions in French bean.

80 C 146 U.S. Aeroplane carrier "Saratoga" and French cruiser "Joan D'Arc" in Pedro Miguel Lock - Panama Canal - 2/7/28

Leonard Carpenter Panama Canal Collection. Photographs: Views of Panama and the Canal. [Box 1] from the Special Collections & Area Studies Department, George A. Smathers Libraries, University of Florida.

Analysis of volatility transmissions in integrated and interconnected markets: The case of the Iberian and French markets

This paper models the mean and volatility spillovers of prices within the integrated Iberian and the interconnected Spanish and French electricity markets. Using the constant (CCC) and dynamic conditional correlation (DCC) bivariate models with three different specifications of the univariate variance processes, we study the extent to which increasing interconnection and harmonization in regulation have favoured price convergence. The data consist of daily prices calculated as the arithmetic mean of the hourly prices over a span from July 1st 2007 until February 29th 2012. The DCC model in which the variances of the univariate processes are specified with a VARMA(1,1) fits the data best for the integrated MIBEL whereas a CCC model with a GARCH(1,1) specification for the univariate variance processes is selected to model the price series in Spain and France. Results show that there are significant mean and volatility spillovers in the MIBEL, indicating strong interdependence between the two markets, while there is a weaker evidence of integration between the Spanish and French markets. We provide new evidence that the EU target of achieving a single electricity market largely depends on increasing trade between countries and homogeneous rules of market functioning.

Should EFL Teachers Present Vocabulary in Semantically Related Sets?

[EN] Teaching vocabulary in semantically related sets is common practice among EFL teachers. The present study tests the effectiveness of this method by comparing it to the alternative technique: presenting vocabulary in an unrelated way. In the study two intact classes of Spanish learners of English in high-school were presented with a set of unrelated and related words and were then asked to complete a post-test to measure the impact of both techniques on learning. The results indicate that, while both techniques successfully help the learners to acquire new words, presenting words in unrelated sets seems to be more effective.

Práticas escolares como táticas criadoras: os praticantes nas tessituras de currículos

Através de narrativas sobre as práticas cotidianas de quatro professoras (três brasileiras e uma francesa), acompanhadas de narrativas desenvolvidas entorno de um conjunto de imagens de alunos, esta pesquisa busca pensar como professores e alunos produzem os currículos nos seus cotidianos escolares. Através dos diferentes usos dos materiais disponíveis, dos questionamentos, das histórias de vida e das inúmeras experiências que constituem as subjetividades, os praticantes das escolas tecem, em redes, os seus conhecimentos e suas significações para a vida. Problematizando esta temática, com a professora de artes, Cristiane Costa, busco desenvolver uma discussão metodológica sobre os estudos dos cotidianos, me propondo compreender algumas possibilidades das táticas cotidianas de aprenderensinar. Com uma professora de matemática, Luciana Getirana, acompanhada da narrativa de uma aluna, Maria Nunes, analiso as relações entre conhecimentos científicos e conhecimentos cotidianos. Em seguida, com a professora de língua portuguesa, Cristiane Souza, discuto as demandas de professores por uma fórmula, uma receita de bolo, que contenha algumas soluções para os problemas da educação. Com a professora de história e geografia, Laure Cambos, busco pensar o professor no atravessamento de fronteiras entre culturas e conhecimentos. Neste sentido, elegi duas práticas de mediação cultural presentes no cotidiano desta professora: a primeira é o uso de imagens como prática de aprenderensinar, e a segunda consiste nas atividades de saídas da escola (aulas caminhadas). Por último, reúno fotografias de alunos para desenvolver duas temáticas que entrelaçam os capítulos anteriores: o dentrofora das escolas e as experimentações do mundo. A partir de narrativas sobre estas imagens, procuro pensar os cotidianos dos alunos nas práticas de aprenderensinar. Compreender estes currículos em redes possibilita problematizar as noções que não reconhecem a fragilidade das fronteiras, por perceberem os cotidianos através de relações dicotômicas. Estas fronteiras são habitadas pelos professores, produtores de possibilidades de mediações entre diferentes culturas e conhecimentos. Como práticas de atravessamento de fronteiras, as práticas de aprenderensinar buscam alternativas para a dicotomia que separa o dentro e o fora da escola, os conhecimentos cotidianos e os conhecimentos científicos, bem como os currículos prescritos e os currículos vividos. A pesquisa tem apoio teórico em autores como Nilda Alves, Michel de Certeau, Henri Lefebvre, Boaventura Santos, Nèstor Canclini entre outros.

Growth and mortality of Ctenochaetus striatus, Stegastes nigricans and Sargocentron microstoma in Tiahura Reef, Moorea Island, French Polynesia

Growth parameters and mortality rates were estimated from length-frequency data sampled in 1982, using the FiSAT software, for three coral reef fish species, the surgeon fish (Ctenochaetus striatus), the damselfish (Stegastes nigricans) and the squirrel fish (Sargocentron microstoma) in Tiahura Reef, Moorea Island, French Polynesia.

The lagoon fisheries of French Polynesia

A brief review is presented of the lagoon fisheries of the Tuamotu (especially Rangiroa) and Society Archipelagos, French Polynesia, with some emphasis on the role of traps and of social and economic factors affecting the distribution of fishing effort.