O professor diante do fracasso escolar: um estudo de caso da ideologia docente

A partir do estudo de caso de uma unidade pública de ensino, esta pesquisa almejou investigar a existência de mecanismos ideológicos presentes no discurso docente a cerca do fracasso escolar das camadas menos favorecidas, buscando captar algumas das estratégias acionadas pelos professores para se eximir de qualquer responsabilidade que possa recair sobre eles quanto ao baixo rendimento escolar dos alunos. Apoiado na conexão existente entre a valorização do capital cultural e os processo de seleção desempenhado pelo sistema escolar dentro do modelo capitalista e tendo como principais referenciais teóricos os autores Pierre Bourdieu & Jean Claude Passeron e Christian Baudelot & Roger Establet, os quais fazem uma crítica social ao sistema de ensino, pretendeu-se verificar a participação do professor enquanto agente social do sistema escolar, que contribui para a reprodução das relações sociais, buscando analisar como os docentes se reconhecem no sucesso ou fracasso escolar de seus aluno e os mecanismos ideológicos veiculados por eles para ocultar sua contribuição no processo de produção do fracasso escolar, em especial, dos alunos das classes sociais menos favorecidas, que muitas vezes são rotulados e estigmatizados como fracassados ou incapazes, por não conseguirem obter êxito nas atividades escolares.(AU)

Use of fundus imaging in quantification of age-related macular change

This review will discuss the use of manual grading scales, digital photography, and automated image analysis in the quantification of fundus changes caused by age-related macular disease. Digital imaging permits processing of images for enhancement, comparison, and feature quantification, and these techniques have been investigated for automated drusen analysis. The accuracy of automated analysis systems has been enhanced by the incorporation of interactive elements, such that the user is able to adjust the sensitivity of the system, or manually add and remove pixels. These methods capitalize on both computer and human image feature recognition and the advantage of computer-based methodologies for quantification. The histogram-based adaptive local thresholding system is able to extract useful information from the image without being affected by the presence of other structures. More recent developments involve compensation for fundus background reflectance, which has most recently been combined with the Otsu method of global thresholding. This method is reported to provide results comparable with manual stereo viewing. Developments in this area are likely to encourage wider use of automated techniques. This will make the grading of photographs easier and cheaper for clinicians and researchers. © 2007 Elsevier Inc. All rights reserved.

The end of transition?:The role of informal economies in the post-Soviet space

This book challenges the accepted notion that the transition from the command economy to market based systems is complete across the post-Soviet space. While it is noted that different political economies have developed in such states, such as Russia’s ‘managed democracy’, events such as Ukraine gaining ‘market economy status’ by the European Union and acceding to the World Trade Organisation in 2008 are taken as evidence that the reform period is over. Such thinking is based on numerous assumptions; specifically that economic transition has defined start and end points, that the formal economy now has primacy over other forms of economic practices and that national economic growth leads to the ‘trickle down’ of wealth to those marginalised by the transition process. Based on extensive ethnographic and quantitative research, conducted in Ukraine and Russia between 2004 - 2007, this book questions these assumptions by stating that the economies that operate across post-Soviet spaces are far from the textbook idea of a market economy. Through this the whole notion of ‘transition’ is problematised and the importance of informal economies to everyday life is demonstrated. Using case studies of various sectors, such as entrepreneurial behaviour and the higher education system, it is also shown how corruption has invaded almost all sectors of the post-Soviet every day.

The work situation and class position of Brazilian engineers

This thesis analyses the work situation and class position of Brazilian engineers through a Marxist perspective. The research is based on two case studies, one focused on a large German steel company based in Brazil and the other on a large Brazilian energy corporation. The fieldwork involved 114 interviews, with engineers from different hierarchical positions in these two companies. Data was also gathered through interviews with representatives from the companies, the Council of Engineering, the Engineering Education System and the Engineers Trade Unions. The findings show that the engineering profession in Brazil has shifted from its initial condition as a liberal profession to an organizational profession, with the country's industrial deployment. Both companies consider all salaried workers as employees, including managers. Hence they are subject to the company's general personnel policies. The multinational company controls labour more rigidly than the national company, as well as reserving its top positions for its home country's executives. Although no deskilling process was found, engineers of both companies performed simple work, which required less engineering knowledge than they had learned from school. Engineers have little autonomy, authority and participation in decision making and are subject to direct supervision, performance evaluation, time control, overtime work, productivity and to poor working conditions in the multinational company. The majority of the engineers supervised other workers without being in a managerial position. They found that to move into management, was a good way to improve their autonomy, authority, prestige, salary, status, power and professional pride. Despite ideological divisions between capital and labour, most of the engineers were unionised and saw unions as the right way to deal with the employer.

The role of the English language in the context of national development vision 2025 with specific reference to agriculture in Tanzania

After thirty years of vacillation, the Tanzanian government has made a firm decision to Swahilize its secondary education system. It has also embarked on an ambitious economic and social development programme (Vision 2025) to transform its peasant society into a modern agricultural community. However, there is a faction in Tanzania opposed to Kiswahili as the medium of education. Already many members of the middle and upper class their children to English medium primary schools to avoid the Kiswahili medium public schools and to prepare their children for the English medium secondary system presently in place. Within the education system, particularly at university level, there is a desire to maintain English as the medium of education. English is seen to provide access to the international scientific community, to cutting edge technology and to the global economy. My interest in this conflict of interests stems from several years' experience teaching English to students at Sokoine University of Agriculture. Students specialise in agriculture and are expected to work with the peasant population on graduation. The students experience difficulties studying in English and then find their Kiswahili skills insufficient to explain to farmers the new techniques and technologies that they have studied in English. They are hampered by a complex triglossic situation in which they use their mother tongue with family and friends, Kiswahili, the national language for early education and most public communication within Tanzania, and English for advanced studies. My aim in this thesis was - to study the language policy in Tanzania and see how it is understood and implemented; - to examine the attitudes towards the various languages and their various roles; - to investigate actual language behaviour in Tanzanian higher education. My conclusion is that the dysfunctionality of the present study has to be addressed. Diglossic public life in Tanzania has to be accommodated. The only solution appears to be a compromise, namely a bilingual education system which supports from all cases of society by using Kiswahili, together with an early introduction of English and its promotion as a privileged foreign language, so that Tanzania can continue to develop internally through Kiswahili and at the same time retain access to the globalising world through the medium of English.

Indwelling catheters and medical implants with FXIIIa inhibitors:a novel approach to the treatment of catheter and medical device-related infections

Central venous catheters (CVCs) are being utilized with increasing frequency in intensive care and general medical wards. In spite of the extensive experience gained in their application, CVCs are related to the long-term risks of catheter sheath formation, infection, and thrombosis (of the catheter or vessel itself) during catheterization. Such CVC-related-complications are associated with increased morbidity, mortality, duration of hospitalization, and medical care cost [1]. The present study incorporates a novel group of Factor XIIIa (FXIIIa, plasma transglutaminase) inhibitors into a lubricious silicone elastomer in order to generate an optimized drug delivery system whereby a secondary sustained drug release profile occurs following an initial burst release for catheters and other medical devices. We propose that the incorporation of FXIIIa inhibitors into catheters, stents, and other medical implant devices would reduce the incidence of catheter sheath formation, thrombotic occlusion, and associated staphylococcal infection. This technique could be used as a local delivery system for extended release with an immediate onset of action for other poorly aqueous soluble compounds. © 2012 Elsevier B.V. All rights reserved.

Lecturer’s Web-site and its Role in Distance Learning

Structure of University lecturer’s web-site is suggested. A need for higher education system hyperspace is demonstrated.

An Approach for a more Objective Evaluation of Practical Projects, Used in the Training Process

Well–prepared, adaptive and sustainably developing specialists are an important competitive advantage, but also one of the main challenges for businesses. One option of the education system for creation and development of staff adequate to the needs is the development of pro jects with topics from real economy ("Practical Projects"). The objective assessment is an essential driver and motivator, and is based on a system of well-chosen, well-defined and specific criteria and indicators. An approach to a more objective evaluation of practical projects is finding more objective weights of the criteria. A natural and reasonable approach is the accumulation of opinions of proven experts and subsequent bringing out the weights from the accumulated data. The preparation and conduction of a survey among recognized experts in the field of project-based learning in mathematics, informatics and information technologies is described. The processing of the data accumulated by applying AHP, allowed us to objectively determine weights of evaluation criteria and hence to achieve the desired objectiveness. ACM Computing Classification System (1998): K.3.2.

An analysis of the on-time graduation rate in the two-year program at National Taipei Institute of Technology in Taiwan

Taiwan's technical vocational educational system includes three levels: (1) institutes of technology (two and four year programs), (2) junior colleges (two, three and five year programs), and (3) senior vocational schools. Two-year junior colleges enroll their students through two channels: (1) based on results of the Particular Screening Entrance Examination (PSEE), (2) based on the Joint College Entrance Examination (JCEE). The PSEE has two categories: Category I includes on-time graduates with excellent performance, which means that they are within the top ten of their classes; Category II students include award-winning students in talent contests who have achieved a minimum grade point average of 75%. The JCEE is a regular entrance examination given to any senior vocation school graduate.^ Basic courses have a great impact on the students' academic performance. The purpose of the study was to focus on the effectiveness of teaching mathematics in two-year junior colleges and to analyze and correlate the results of two-year junior college students' performance in calculus and on-time graduation. The target group consisted of 521 students enrolled at National Taipei Institute of Technology in 1993.^ Calculus is a very important course for engineering majors in two-year junior colleges and has a great impact on the students' academic performance. This retrospective study showed that there was a correlation between students' performance in calculus and on-time graduation after two years of study.^ The conclusions of the study urge the Ministry of Education to reform two-year junior college curriculum standards to emphasize basic rudimentary courses. It is recommended that engineering majors receive three hours of calculus per week as the current requirement of only two hours per week is inadequate. The future job market will require a technologically advanced labor force that can be trained in a higher education system. More channels of higher education for two-year junior college graduates should be made available for those wishing to pursue bachelor degrees. Additional work in calculus will not only enhance the opportunities for two-year junior college graduates to continue their pursuit of an advanced academic degree, but also serve them well as they seek career advancement. ^

A history of the presidency of National Taiwan University: The relationship between the university and an evolving democratic nation

Higher education always plays an important role in the development of a nation. Taiwan is no exception. Graduates of the National Taiwan University have occupied most of the important positions in this country and today many devote themselves to the development of Taiwan since the central government of the Republic of China (ROC) withdrew from Mainland China and re-located to Taiwan in the winter of 1949. The higher education system in Taiwan, including university and junior colleges, received special attention from the government except from 1945 to 1949 during the transitional period; the time of the early restoration year and the central government's retreating period from Mainland China.^ The five presidents of National Taiwan University who served from 1949 to 1993, Fu Szu-nien, Chien Seu-liang, Yen Chen-Hsing, Yu Chao-chung, and Sun Chen, are the subject of this research. All of the presidents were appointed by the government which established a direct connection between the government and the university leadership. The purpose of this study is to understand how each president balanced politically assigned roles and expectations with personal visionary academic responsiveness to the principles which define the university.^ Each president and his tenure were analyzed using historical research, a developed leadership model, an integration of role theory, Locke's leadership model, Wiles and Bondi curriculum leader tasks, and Burn's leadership style. Results of analyses of documents showed that all presidents of the National Taiwan University were highly respected due to their academic background, personal characteristics, and contribution to the university as a leader. Meanwhile, implementation and achievement of the presidents led to the conclusion that appointed university presidents had significant relationships with government policy. Their leadership style was affected strongly by their personal traits and knowledge and the social and political climate of the time. ^

A historical study of selected documents from the period 1890--1920 with implications for understanding success in school

During the years 1890–1920, the public school education system established itself as the medium to transmit American values, knowledge and culture. This study described and explained why some individuals were destined to fail, and others succeed in America's public schools. The exploratory questions guiding this study were: What elements constitute society's perspective of whom it should educate during the years 1890–1920? What variables influenced society's perspective of whom it should educate during the years 1890–1920? ^ After explaining these issues, educators will then have a better understanding and awareness of why certain educational practices are currently implemented and will be able to critically evaluate which ones should be continued. The methodology chosen was historical. The approach for analyzing the data was coding. The information was coded in order to determine themes, concepts and ideas amongst the documents and as portrayed in the literature. The first step was to seek out patterns and then to write out words and phrases to represent these topics. Then, these phrases were attributed to networks. ^ The data indicated that public schools during this era were designed to conform and assimilate the new immigrants and factory workers in an efficient and standardized manner. Efficiency and standardization in production became the American way for government, commerce, personal, lives and the school. Many different approaches to education emerged during this time period, specifically those, which emphasized individuality; but only those, which paralleled the ideology of efficiency, standardization and conformity were adopted. Those students who were unable to conform to society's criteria for success were penalized in the classroom, on IQ examinations and national standardized exams. ^ This study was illuminative in that it explained the root cause as to why some individuals are meant to succeed while others are penalized in the classroom. Future studies connecting standardized assessments and learning styles are suggested. ^

Swimming against the tide: A study of a youth enrichment program seeking to empower inner-city Black youth

Serious inequities in our K-12 public education system, particularly in regard to the quality of education in predominately Black inner-city schools, are well-documented in the literature (Freeman, 1998; Ross, 1998). Moreover, there is general agreement that the most effective means of ameliorating that situation is through well-thought-out after-school programs and partnership initiatives (Beck, 1993; Gardner et al., 2001). ^ The purpose of this qualitative study was to examine the programmatic interventions of a youth enrichment program for inner-city Black youth currently in place at the Overtown Youth Center (OYC) in Miami, Florida, in order to: (a) discern those factors that support its claim that it is making a difference in students’ lives, (b) explore how any such factors are implemented, and (c) determine whether its interventions have served to equalize the playing field for these youth. ^ Two primary methods of data collection were used for this study. The first was participant observation conducted over the course of two years through a partnership initiative established and led by this author. The second was through in-depth interviews of the Center’s founder, staff, and students. Secondary methods used were the recording of informal conversations and the analysis of written documents. ^ Analysis of the data yielded four features of the Center that are indispensible to the students’ growth. The center provides the youth with (a) physical and psychological safety, (b) supportive relationships, (c) exposure to cultural and educational opportunities, and (d) assistance in building self-esteem. ^ The most significant finding of the study was that OYC has been successful at making a difference in students’ lives and at increasing their aspirations to attend college. By addressing the full spectrum of their needs, the Center has given them many of the necessary tools with which to compete and thereby helped equalize their opportunities to succeed in school and in life. ^ The study also noted a number of challenges for the Center to examine. The main issues that need to be addressed more seriously are staff turnover, staff indifference, nepotism, inconsistent student attendance, and insufficient focus on racial issues and African-American-centered education. Meeting those challenges would engender even greater positive outcomes.^

Sustainable rural development through alternative economic networks: Redefining relations in the commodity chain for export vegetables in western Guatemala

The current research considers the capacity of a local organic food system for producer and consumer empowerment and sustainable development outcomes in western Guatemala. Many have argued that the forging of local agricultural networks linking farmers, consumers, and supporting institutions is an effective tool for challenging the negative economic, environmental, and sociopolitical impacts associated with industrial models of global food production. But does this work in the context of agrarian development in the developing world? Despite the fact that there is extensive literature concerning local food system formation in the global north, there remains a paucity of research covering how the principles of local food systems are being integrated into agricultural development projects in developing countries. My work critically examines claims to agricultural sustainability and actor empowerment in a local organic food system built around non-traditional agricultural crops in western Guatemala. Employing a mixed methods research design involving twenty months of participant observation, in-depth interviewing, surveying, and a self-administered questionnaire, the project evaluates the sustainability of this NGO-led development initiative and local food movement along several dimensions. Focusing on the unique economic and social networks of actors and institutions at each stage of the commodity chain, this research shows how the growth of an alternative food system continues to be shaped by context specific processes, politics, and structures of conventional food systems. Further, it shows how the specifics of context also produce new relationships of cooperation and power in the development process. Results indicate that structures surrounding agrarian development in the Guatemalan context give rise to a hybrid form of development that at the same time contests and reinforces conventional models of food production and consumption. Therefore, participation entails a host of compromises and tradeoffs that result in mixed successes and setbacks, as actors attempt to refashion conventional commodity chains through local food system formation.^

Hispanic -serving land -grant colleges: Analysis and plan for an educational policy initiative

Hispanics and other minority Americans are denied access to higher education by a system that needs structural reform. The purpose of the research was to determine whether creating Hispanic-serving land-grant colleges, similar to the Morrill land-grant colleges serving Black and Native Americans, might be an effective strategy to increase the access of Hispanic students to quality higher education. In addition to published materials, data was collected from a survey of Hispanic-serving institutions and extensive interviews with college presidents, government representatives, educational association leaders, and educational historians. ^ The research examined how existing land-grant college systems came into being and how they have evolved. A look at the functions of the land-grant systems serving Blacks and Native Americans revealed promising possibilities for a system that would include more Hispanics. Legal, fiscal, curricular, and organizational criteria were inferred from the existing systems. While none of the existing land-grant systems can be adapted to serve Hispanics or most other minorities outside their limited regions, each has elements that could be adapted by a new minority-serving system. A number of colleges already have features that could make them candidates for state designation as land-grant colleges. ^ The research suggests that a new federally funded system of Morrill land-grant colleges dedicated to serving all urban Americans, not just Hispanics, would do much to increase the numbers of Hispanic students and other racially and ethnically minority Americans in good quality higher educational institutions. An inclusive urban land-grant system would be politically feasible, whereas one meant to serve Hispanics alone would not. Because of their urban locations, these universities would serve large concentrations of minority citizens of all ethnic groups. ^ Finally, the basic elements of a strategic plan are presented for an educational organization to use for organizing leaders of minority educational associations, financing an initiative to lobby Congress, eliciting legislative and federal agency support, and securing the assistance of other educational, industrial, and special interest groups. The plan includes a suggested timetable for action. Recommendations are made for innovations that would make such a higher education system distinctive and would help meet important national needs. ^

The effects on students' self-efficacy beliefs regarding their comprehension of American literature when aesthetic reading and reader response strategy are implemented

High-stakes testing and accountability have infiltrated the education system in the United States; the top priority for all teachers must be student progress on standardized tests. This has resulted in the predominance of reading for test-taking, (efferent reading), in the English, language arts, and reading classrooms. Authentic uses of print activities, like aesthetic reading, that encourage students to engage individually with a text, have been pushed aside. ^ During a 3-week time period, regular level, English 3/American literature students in a Title I magnet high school, participated in this quasi-experimental study (N = 62). It measured the effects of an intervention of reading American literature texts aesthetically and writing aesthetically-evoked reader responses on students' self-efficacy beliefs regarding their comprehension of American literature. One trained teacher and the researcher participated in the study: student participants were pre- and post- tested using the Confidence in Reading American Literature Survey which examined their self-efficacy beliefs regarding their comprehension of American literature. Several statistical analyses were performed. The results of the linear regression analyses partially supported a positive relationship between aesthetically-evoked reader responses and students' self-efficacy beliefs regarding their comprehension of American literature. Additionally, the results of the 2 (sex) x 2 (treatment) ANCOVAs conducted to test group differences in self-efficacy beliefs regarding the comprehension of American literature between treatment and control groups indicated a main effect for treatment (but not sex; nor was there a significant sex x treatment interaction), suggesting the treatment was partially effective in increasing students' self-efficacy beliefs. Seven of the twelve ANCOVAs indicated a statistically significant increase in the treatment group's adjusted group mean self-efficacy belief scores as a result of being exposed to the intervention. In six of these seven analyses, increases in self-efficacy beliefs occurred in tasks that required three or more higher-order levels of thinking/learning. The results are discussed in terms of theoretical, empirical and practical significance. Future research is recommended to extend the intervention beyond the narrow confines of a Title I magnet school to settings where the intervention could be tested longitudinally, e. g., honors and gifted students, elementary and middle schools.^