X-ray fluorescent (XRF) ratios and diatom groups of sediment core GeoB13813-4

The continental shelf adjacent to the Río de la Plata (RdlP) exhibits extremely complex hydrographic and ecological characteristics which are of great socioeconomic importance. Since the long-term environmental variations related to the atmospheric (wind fields), hydrologic (freshwater plume), and oceanographic (currents and fronts) regimes are little known, the aim of this study is to reconstruct the changes in the terrigenous input into the inner continental shelf during the late Holocene period (associated with the RdlP sediment discharge) and to unravel the climatic forcing mechanisms behind them. To achieve this, we retrieved a 10 m long sediment core from the RdlP mud depocenter at 57 m water depth (GeoB 13813-4). The radiocarbon age control indicated an extremely high sedimentation rate of 0.8 cm per year, encompassing the past 1200 years (AD 750-2000). We used element ratios (Ti / Ca, Fe / Ca, Ti / Al, Fe / K) as regional proxies for the fluvial input signal and the variations in relative abundance of salinity-indicative diatom groups (freshwater versus marine-brackish) to assess the variability in terrigenous freshwater and sediment discharges. Ti / Ca, Fe / Ca, Ti / Al, Fe / K and the freshwater diatom group showed the lowest values between AD 850 and 1300, while the highest values occurred between AD 1300 and 1850. The variations in the sedimentary record can be attributed to the Medieval Climatic Anomaly (MCA) and the Little Ice Age (LIA), both of which had a significant impact on rainfall and wind patterns over the region. During the MCA, a weakening of the South American summer monsoon system (SAMS) and the South Atlantic Convergence Zone (SACZ), could explain the lowest element ratios (indicative of a lower terrigenous input) and a marine-dominated diatom record, both indicative of a reduced RdlP freshwater plume. In contrast, during the LIA, a strengthening of SAMS and SACZ may have led to an expansion of the RdlP river plume to the far north, as indicated by higher element ratios and a marked freshwater diatom signal. Furthermore, a possible multidecadal oscillation probably associated with Atlantic Multidecadal Oscillation (AMO) since AD 1300 reflects the variability in both the SAMS and SACZ systems.

Phytoplanktonic microfossil groups of sediments from the South and Equatorial Atlantic

Individual planktonic microfossil species, or assemblage groups of different species, are often used to, qualitatively and/or quantitatively, reconstruct past (sub)surface-water conditions of the world's oceans and seas. Until now, little information has been available on the surface sediment distribution patterns and paleoenvironmental reconstruction potential of coccolith, calcareous dinoflagellate cyst and organic-walled dinoflagellate cyst assemblages of the South and equatorial Atlantic, especially at the species level. This paper (i) summarizes the distributions of these three phytoplanktonic microfossil groups in numerous Atlantic surface sediments from 20°N-50°S and 30°E-65°W and determines their relationship with the physicochemical and trophic conditions of the overlying (sub)surface-waters, and (ii) determines the synecology of the three phytoplankton groups by carrying out statistical analyses (i.e. detrended and canonical correspondence analyses) on all groups simultaneously. Ecological relationships are additionally strengthened by statistically comparing the distribution patterns of the phytoplankton groups with those of planktonic foraminifera (Pflaumann et al. 1996; Niebler et al. 1998), as the ecological preferences of the latter are much better known. Many of the analyzed phytoplanktonic microfossil species or groups of species in the surface sediments do show restricted distributions which primarily reflect the environmental conditions of the upper water masses above them (e.g. sea-surface temperature, productivity, stratification). The acquired 'reference' data sets are large and diverse enough to allow future development of transfer functions for the reconstruction of past surface-water conditions, and show that there is still an enormous paleoenvironmental reconstruction potential concealed in many fossil coccolith and dinoflagellate cyst assemblages.

An exploration of students’ perceptions and attitudes towards creativity in engineering education

This study used a mixed methods approach to develop a broad and deep understanding of students’ perceptions towards creativity in engineering education. Studies have shown that students’ attitudes can have an impact on their motivation to engage in creative behavior. Using an ex-post facto independent factorial design, attitudes of value towards creativity, time for creativity, and creativity stereotypes were measured and compared across gender, year of study, engineering discipline, preference for open-ended problem solving, and confidence in creative abilities. Participants were undergraduate engineering students at Queen’s University from all years of study. A qualitative phenomenological methodology was adopted to study students’ understandings and experiences with engineering creativity. Eleven students participated in oneon- one interviews that provided depth and insight into how students experience and define engineering creativity, and the survey included open-ended items developed using the 10 Maxims of Creativity in Education as a guiding framework. The findings from the survey suggested that students had high value for creativity, however students in fourth year or higher had less value than those in other years. Those with preference for open-ended problem solving and high confidence valued creative more than their counterparts. Students who preferred open-ended problem solving and students with high confidence reported that time was less of a hindrance to their creativity. Males identified more with creativity stereotypes than females, however overall they were both low. Open-ended survey and interview results indicated that students felt they experienced creativity in engineering design activities. Engineering creativity definitions had two elements: creative action and creative characteristic. Creative actions were associated with designing, and creative characteristics were predominantly associated with novelty. Other barriers that emerged from the qualitative analysis were lack of opportunity, lack of assessment, and discomfort with creativity. It was concluded that a universal definition is required to establish clear and aligned understandings of engineering creativity. Instructors may want to consider demonstrating value by assessing creativity and establishing clear criteria in design projects. It is recommended that students be given more opportunities for practice through design activities and that they be introduced to design and creative thinking concepts early in their engineering education.

Applied behavior analysis: What do teachers of students with autism spectrum disorder know?

With rising numbers of school-aged children with autism educated in mainstream classroomsand applied behavior analysis (ABA) considered the basis of best practice, teachers’ knowledgein this field has become a key concern for inclusion. Self-reported knowledge of ABA of specialneeds teachers (n=165) was measured and compared to their actual knowledge of ABAdemonstrated in accurate responses to a multiple-choice test. Findings reported here show thatteachers’ self-perceived knowledge exceeded actual knowledge and that actual knowledge ofABA was not

Students' views on the learning of kanji : A study the views and experiences of students at the Swedish universities concerning the teaching and learning of Chinese characters as used in Japanese

Kanji, the Chinese characters adopted to write the Japanese language, is often mentioned as one of the most difficult aspects of mastering said language. This is especially said about people from outside the Sinosphere i.e. PRC, Taiwan, North and South Korea, Japan and Vietnam. In the following thesis 12 students studying the Japanese language at Swedish universities were interviewed about their experiences when it comes to learning and being taught about kanji. A chapter summarizing some of the research that is relevant to this thesis is also included. Topics touched upon in this and the result chapter include the desire for more structured approach to kanji learning based on breaking down the characters into elemental components, spaced repetition (SRS), mnemonics.

Exploring the Success of Student Experiential Learning through Entrepreneurial Opportunities

Academic literature has increasingly recognized the value of non-traditional higher education learning environments that emphasize action-orientated experiential learning for the study of entrepreneurship (Gibb, 2002; Jones & English, 2004). Many entrepreneurship educators have accordingly adopted approaches based on Kolb’s (1984) experiential learning cycle to develop a dynamic, holistic model of an experience-based learning process. Jones and Iredale (2010) suggested that entrepreneurship education requires experiential learning styles and creative problem solving to effectively engage students. Support has also been expressed for learning-by-doing activities in group or network contexts (Rasmussen and Sorheim, 2006), and for student-led approaches (Fiet, 2001). This study will build on previous works by exploring the use of experiential learning in an applied setting to develop entrepreneurial attitudes and traits in students. Based on the above literature, a British higher education institution (HEI) implemented a new, entrepreneurially-focused curriculum during the 2013/14 academic year designed to support and develop students’ entrepreneurial attitudes and intentions. The approach actively involved students in small scale entrepreneurship activities by providing scaffolded opportunities for students to design and enact their own entrepreneurial concepts. Students were provided with the necessary resources and training to run small entrepreneurial ventures in three different working environments. During the course of the year, three applied entrepreneurial opportunities were provided for students, increasing in complexity, length, and profitability as the year progressed. For the first undertaking, the class was divided into small groups, and each group was given a time slot and venue to run a pop-up shop in a busy commercial shopping centre. Each group of students was supported by lectures and dedicated class time for group work, while receiving a set of objectives and recommended resources. For the second venture, groups of students were given the opportunity to utilize an on-campus bar/club for an evening and were asked to organize and run a profitable event, acting as an outside promoter. Students were supported with lectures and seminars, and groups were given a £250 budget to develop, plan, and market their unique event. The final event was optional and required initiative on the part of the students. Students were given the opportunity to develop and put forward business plans to be judged by the HEI and the supporting organizations, which selected the winning plan. The authors of the winning business plan received a £2000 budget and a six-week lease to a commercial retail unit within a shopping centre to run their business. Students received additional academic support upon request from the instructor, and one of the supporting organizations provided a training course offering advice on creating a budget and a business plan. Data from students taking part in each of the events was collected, in order to ascertain the learning benefits of the experiential learning, along with the successes and difficulties they faced. These responses have been collected and analyzed and will be presented at the conference along with the instructor’s conclusions and recommendations for the use of such programs in higher educations.

Concerns and Expectations of Students Participating in Study Abroad Programs: Blogging to Reveal the Dynamic Student Voice

Study abroad programmes (SAP) have become increasingly popular with university students and within academia. They are often seen as an experiential opportunity to expand student learning and development, including increases in global, international, and intercultural competences. However, despite the increasing popularity of and participation in study abroad programmes, many student concerns and uncertainties remain. This research investigates initial pre-departure concerns and apprehensions of students undertaking a one-semester study abroad programme and uses these as context for an examination of violated expectations of students during their programme. The research uses interpretative phenomenological analysis to interpret data collected from regularly-updated blogs composed by students throughout their SAP experience. The process of using blogs to collect data is less formalised than many other approaches of interpretative phenomenological analysis, enabling ‘in the moment’ feedback during the SAP and lending greater depth to the understanding of student perceptions.

Entrepreneurial skills of students of polytechnic higher education in Portugal: Business influences

Introduction: Most of entrepreneurial ideas does not appear ready or over. Any business opportunity needs to be developed and improved throughout the enterprise process. Educational institutions may facilitate the ability of the students had undertaken, identifying and building business opportunities, enhancing their knowledge and formative experiences along the learning process. Objectives: Evaluate the business influences the entrepreneurial ability of students of the Polytechnic. Methodology: Correlational quantitative study, conducted with 1604 students from 18 institutions of the Polytechnic of Portugal. Data collection took place between July and November/2015, with a questionnaire to assess the entrepreneurial profile, Carland Entrepreneurship Index (CEI) and sociodemographic variables of students. Results: We found four business factors that influence entrepreneurship, "availability of funds" (4:13, SD = .67); "Have stable customers and incentives" (3.99, SD = .58); "Social and economic instability" (3:08, SD = 1.17) and "opportunities in the sector and area of residence" (3:36, SD = 1.05). On a scale range between (1-5), we obtained an overall score of 3.86 (SD = .55), for the corporate influences on entrepreneurship. Conclusion: For students entrepreneurial influences are important, with a greater sense of fear with regard to economic instability, reinforcing the need for further training and academic investment in the business.

Entrepreneurial skills of students of polytechnic higher education in Portugal: Business influences

Background Most entrepreneurial ideas do not appear ready or finished. Any business opportunity needs to be developed and improved throughout the enterprise process. Educational institutions may facilitate the ability of the students in undertaking, identifying and building business opportunities, enhancing their knowledge and formative experiences along the learning process. Objective: Evaluate business influences on the entrepreneurial ability of students of the Polytechnic. Methods Correlational quantitative study, conducted with 1,604 students from 18 institutions of the Polytechnic of Portugal. Data collection took place between July and November/2015, with a questionnaire to assess the entrepreneurial profile, the Carland Entrepreneurship Index (CEI) and sociodemographic variables of students. Results We found four business factors that influence entrepreneurship: "availability of funds" (4:13, SD = .67); "Having stable customers and incentives" (3.99, SD = .58); "Social and economic instability" (3:08, SD = 1.17) and "Opportunities in the sector and area of residence" (3:36, SD = 1.05). On a scale ranging between 1 and 5, we obtained an overall score of 3.86 (SD = .55), for the corporate influences on entrepreneurship. Conclusions For students, entrepreneurial influences are important, with a greater sense of fear with regard to economic instability, reinforcing the need for further training and academic investment in business.

Analysis of the entrepreneurial profile of students attending higher education in Portugal: the Carland Entrepreneurship Index application

Background The societal changes have created new necessities in terms of health care and of professionals with diverse skills. The institutions of higher education should promote the development of an entrepreneurial profile in students which may boost the exploration of new opportunities. Objectives: To identify the entrepreneurial profile in the students in higher education and its relationship to some personal characteristics and training. Methods Correlational quantitative study, accomplished with 1,604 students from 18 institutions of polytechnic Institutes of Portugal. The collection of data occurred between July and November/2015. The Carland Entrepreneurship Index (CEI) entrepreneurial skills questionnaire was applied, along with the acquisition of socio-demographic variables of the students. Data was analysed with the SPSS 23.0. The study followed the ethical requirements. Results The (CEI) application, allowed us to note that 75.7 % of the students presented an entrepreneurial profile, 20.8 % a Micro entrepreneurial profile and 3.4 % a Macro entrepreneurial. Additionally, we verified that older students (r = 0.193, p < = 0.000), of the male gender (Female = 0.55; Male, M= 0.580 p < 0.000), that had already worked or would like to work for others, showed the greatest entrepreneurial potential (Yes M= 0.60; No 0.54; p < 0.000), along with those who participated in entrepreneurial contents during their training (Did not participate M= 0.53; Participated 0.58; p < 0.000). Conclusions The entrepreneurial profile is related with some social demographic characteristics of the students; however, the educational institutions may have a preponderant role in the development of that profile, which may contribute to a greater contribution in the wellbeing of the populations.

A longitudinal analysis of disproportionality in statewide exclusionary discipline of students with disabilities

The study examined the state-by-state changes in the rates of exclusionary discipline of students with disabilities compared to their non-disabled peers. Historically, students with disabilities have been excluded at rates that are out of proportion with their population. This study used state discipline to investigate the current status of disproportional exclusion of students with disabilities and if there are any regional trends in the discipline of students receiving special education services. Results indicate that in both the 2009-2010 and 2011-2012 school years, there were significant differences between the rates at which students with and without disabilities were disciplined. Students with disabilities were suspended at higher rates during both school years and expelled at higher rates during the 2011-2012 school year. Results also suggest that rates of suspensions and expulsions continue to be high, particularly for students with disabilities. Findings may help states and schools develop policies that promote fair discipline of students with disabilities.

The influence of initial teacher training in future teachers' perceptions about mathematics teaching and learning

ICEMST 2014 INTERNATIONAL CONFERENCE ON EDUCATION IN MATHEMATICS, SCIENCE & TECHNOLOGY PROCEEDING BOOK (pp.865-869). Disponível em http://www.2014.icemst.com/

Cognitive-behavioral group therapy for girls victims of sexual violence in Brazil: Are there differences in effectiveness when applied by different groups of psychologists?: effectiveness of group therapy for girls victims of sexual violence

The effectiveness of a cognitive-behavioral group therapy model for the treatment of girls victims of sexual violence (SV) was investigated when applied by different groups of practitioners: researchers/psychologists who developed it (G1) and psychologists from the public social care network trained by the first group (G2). A quasi-experimental study was carried out, in which the group therapy model was applied by the two groups. A total of 103 girls victims of sexual violence (SV), aged between seven and 16 years (M=11.76 years, SD=2.02 years) were included, with 49 attended by G1, and 54 by G2. The results indicated a significant reduction in the symptoms of depression, anxiety, stress, and PTSD. The comparison between the results obtained by the two groups of practitioners in the application of the model indicated no significant differences in the rates of improvement of the participants. These results indicate the effectiveness of the cognitive-behavioral group therapy model evaluated and the possibility of it being used as a care strategy by psychology practitioners working in public services.