Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Igbo Nationalism and Biafra

When I was living in Igboland in 1993 and from 1994 to 1996, there was not much talk about Biafra, the secessionist republic that had been defeated by the Nigerian army in 1970. Not one Igbo politician suggested that his or her people in the southeast of Nigeria should secede again and proclaim a second Biafra. Since 1984, Nigeria had been ruled by the military, and political hopes focused on a return to democracy. Democracy did come in 1999, but it proved a big disappointment. It did not end the marginalisation of the Igbo but led to an increase in the number of ethnic and religious clashes, with Igbo 'migrants' in northern Nigeria as the main victims. It was Nigeria's fourth transition to democracy, and the Igbo lost out again. When I returned to Igboland for brief visits between 2000 and 2007, the option of a new Biafra was widely discussed. Many of my former colleagues at the University of Nsukka seemed to be in favour of the secession project. I talked to supporters of the main separatist organisation, Movement for the Actualisation of a Sovereign State of Biafra (MASSOB), and I discussed the project with members of Ohanaeze, a loose association of Igbo politicians, most of whom had distanced themselves from radical secessionism. In order to learn more about the resurgence of Igbo nationalism, I collected Igbo periodicals. A few of them, such as the New Republic, resembled newspapers; others, like News Round, Eastern Sunset or Weekly Hammer (with eight pages in A4 size), looked more like political pamphlets. Street vendors used back issues as wrapping paper, so they were easy to get. Most of them had been edited not in Igboland, but in Lagos, Nigeria's commercial centre and former capital which is home to a huge Igbo diaspora. Though written in English, these publications are addressed exclusively to an Igbo readership, discussing global and domestic affairs from a nationalist point of view. Articles printed here, no matter their topic, are nationalist in the sense that they assess things from the standpoint of Igbo interests. The same is true of many articles on Igbo websites and of some books and brochures written for an Igbo audience. Another source of information on Igbo nationalism are statements by Igbo governors, ministers, members of parliament and other professional politicians who are quoted in newspapers, such as Vanguard or Guardian, and in weekly magazines such as Newswatch, Tell or The News – all with a Nigeria-wide circulation and a multi-ethnic readership. Nigeria's papers and magazines are among the best in Africa. They try to be balanced in their coverage of ethnic conflicts, and they give reliable information. The same cannot be said of periodicals produced by Igbo nationalists. They provide space for Igbo all over the world to voice their opinions, and they tolerate much controversy, but they are not accurate when reporting facts.

What Does the Market Learn from Stock Offering Revisions?

We examine the disclosure of size revisions of seasoned stock offerings to see what information revisions impart to investros. Revisions could deliver firm-originated infoirmation, which discloses something managers know about the firm. Alternatively, they could disseminate market-originated information, which is information market participants have but which is not conveyed until trading takes place. Our results reject the notion that revisions reveal firm-originated news. Instead, the results are consistent with the market-originated news hypothesis and suggest a mechanism that investros and underwriters use to learn about the demand for an offering.

Multilingualism and age:The consequences of retirement on multilingual competence

OBJECTIVES: The research question for this project mainly concentrates on the sociolinguistic aspects of a socalled “language related major life event” (De Bot, 2007): retirement. “Language related major life events” are events in the lifespan that are important for changes happening in the linguistic setting which influence the language development. In my paper I will explore changes happening around retirement in regard to multilingual competence. The focus will be on two groups: Italian migrants living in the city of Berne and Swissgerman-speakers, both at the age around retirement. The above mentioned changes can take place on two levels. (1) On the one hand, people have more time for curricular activities after retirement, which they can use in order to learn new languages or to improve their language skills. In this case we are dealing with the concept of “lifelong learning”. (2) On the other hand, language competence can be lost due to the (partial) loss of the retiree’s social network at their former workplace. METHODS: I will first examine these processes by using quantitative questionnaires in order to obtain general information on demographic data, the social situation, and a self-assessment of linguistic skills. Secondly, I will use qualitative interviews to gain in-depth information on the linguistic changes happening around retirement and their link to different factors, such as social networks, education, gender or the language biography. RESULTS: Since the project is still in its early stages of development, clear results can’t be mentioned yet. By May 2012 I will be able to present results of the quantitative study as well as a first glance into the results of the qualitative part of the project. CONCLUSION: The results of this project are meant to benefit the better insight into different aspects that haven’t been looked at in detail till this point. (1) What is the general and linguistic situation of Italian migrants who decided to remain in Switzerland after retirement and how can their linguistic skills affect their quality of living? (2) Who decides to learn a new language after retirement and how should language courses for older people be designed?

The Resource-Constrained Project Scheduling Problem with Work-Content Constraints

For executing the activities of a project, one or several resources are required, which are in general scarce. Many resource-allocation methods assume that the usage of these resources by an activity is constant during execution; in practice, however, the project manager may vary resource usage by individual activities over time within prescribed bounds. This variation gives rise to the project scheduling problem which consists in allocating the scarce resources to the project activities over time such that the project duration is minimized, the total number of resource units allocated equals the prescribed work content of each activity, and precedence and various work-content-related constraints are met.

Na 1 Nachlass Max Horkheimer, 667 - "Research Project on Anti-Semitism", "Notes on the latest phase of Nazi Antisemitism" (p. IX 119-IX 120)

Institute of Social Research: "Project on Antisemitism. Report to the American Jewish Committee on the first year of the Project ending March 15, 1944" (April 1944), a) Typoskript, 153 Blatt, b) Teilstück, Typoskript mit handschriftlichen Korrekturen, 22 Blatt, c) Entwurf der Gliederung, 16.11.1943, Typoskript, 2 Blatt, d) "Annex 1: List of Contributors to the Project on Antisemitism", Typoskript, 3 Blatt; "Notes on the latest phase of Nazi Antisemitism" (12.5.1944), a) Typoskript mit handschriftlichen Korrekturen und Ergänzungen, 4 Blatt, b) Typoskript, 3 Blatt;

Na 1 Nachlass Max Horkheimer, 699 - Cultural Aspects of National Socialism. A Research Project (p. IX 170.15-17a - IX 170.19)

Neumann, Franz: Memorandum über Gespräche mit Harold Lasswell. 30.03.1941, Typoskript mit handschriftlichen Korekturen, 4 Blatt; Neumann, Franz: Memorandum über Gespräche mit Goodvin Watson. 21.05.1941, Typoskript, 2 Blatt; [Anderson, Eugene N.:] "Professor Anderson's Notes and criticisms to the project of German society and culture". Typoskript, 7 Blatt; "Budget for the proposed Research Project of Cultural Aspects of National Socialism". Handschriftliche Notizen, 1 Blatt; Institut of Social Research: Brief an Rockefeller Foundation, New York, 24.06.1941 verschiedene Typoskripte, zum Teil mit handschriftlichen Korrekturen, circa 35 Blatt; ein Manuskript, 6 Blatt; ein Entwurf, Typoskript, 1 Blatt; Adorno, Theodor W.: 2 Briefe an I. Berlin, ohne Ort, 1940-1941; Empfehlungsschreiben zur Unterstützung des Projekts, von: Lutz, Ralph H.: 1 Brief (Abschrift) an Frederick Pollock, 11.07.1941; MacIver, Robert M.: 1 Brief (Abschrift): an New York Foundation, ohne Ort, 07.07.1941; Shotwell, James T.: 1 Brief (Abschrift) an Frederick Pollock, Woodstock, 08.07.1941; Radin, MAx: 1 Brief (Abschrift) an New York Foundation, [Los Angeles], 08.07-1941; 5 Blatt; Antwortbriefe an das Institut bzw. Max Horkheimer aufgrund der Zusendung des Umrisses des Forschungsprojektes, von: Lorwin, Lewis L.; Wooleton, H.; O'Quin, Patricia, Odum, Howard W.; Fay, Sidney B.; Merriam, Charles E.; Hoover, Calvin B.; Garrison, Lloyd K.; März bis Mai 1941, 8 Blatt;

The cost of publicly financed dental care in relation to community water fluoridation in Texas

Dental caries lead to children being less ready to learn and results in diminished productivity in the classroom. Tooth decay causes pain and infection, leading to impaired chewing, speech, and facial expression, in addition to a loss in self-esteem. There have been many studies supporting the safety and efficacy of community water fluoridation in reducing dental caries. Water fluoridation has been identified by the Centers for Disease Control and Prevention as one of 10 great public health achievements of the 20th century. The decline in the prevalence and severity of tooth decay in the United States during the past 60 years has been attributed largely to the increased use of fluoride; in particular, the widespread utilization of community water fluoridation. However, in the decades since fluoridation was first introduced, reductions in dental caries have declined, most likely due to the presence of other sources of fluoride. Questions have been raised regarding the need to continue to fluoridate community water supplies in the face of possible excessive exposure to fluoride. Nevertheless, dental caries continue to be a significant public health burden throughout the world, including the United States, especially among low-income and disadvantaged populations. Although many poor children receive their dental care through Medicaid, the percentage of Texas children with untreated dental caries continues to exceed the U.S. average and is well above Healthy People 2010 goals, even as state Medicaid expenditures continue to rise. The objective of this study is to determine the relationship between Medicaid dental expenditures and community water fluoridation levels in Texas counties. By examining this relationship, the cost-effectiveness of community water fluoridation in the Texas pediatric Medicaid beneficiary population, as measured by publicly financed dental care expenditures, may be ascertained.^

A descriptive study of the sociodemographic, health and developmental factors associated with slow learning in children from upper to middle social class families in Texas

"Slow Learners" is a term used to describe children with an IQ range of 70-89 on a standardized individual intelligence test (i.e. with a standard deviation of either 15 or 16). They have above retarded, but below average intelligence and potential to learn. If the factors associated with the etiology of slow learning in children can be identified, it may be possible to hypothesize causal relationships which can be tested by intervention studies specifically designed to prevent slow learning. If effective, these may ultimately reduce the incidence of school dropouts and their cost to society. To date, there is little information about variables which may be etiologically significant. In an attempt to identify such etiologic factors this study examines the sociodemographic characteristics, prenatal history (hypertension, smoking, infections, medication, vaginal bleeding, etc.), natal history (length of delivery, Apgar score, birth trauma, resuscitation, etc.), neonatal history (infections, seizures, head trauma, etc.), developmental history (health problems, developmental milestones and growth during infancy and early childhood), and family history (educational level of the parents, occupation, history of similar condition in the family, etc.) of a series of children defined as slow learners. The study is limited to children from middle to high socioeconomic families in order to exclude the possible confounding variable of low socioeconomic status, and because a descriptive study of this group has not been previously reported. ^

Nurse likelihood to report a pediatric medication error: Examination of the "pre-reporting" period

Each year, hospitalized patients experience 1.5 million preventable injuries from medication errors and hospitals incur an additional $3.5 billion in cost (Aspden, Wolcott, Bootman, & Cronenwatt; (2007). It is believed that error reporting is one way to learn about factors contributing to medication errors. And yet, an estimated 50% of medication errors go unreported. This period of medication error pre-reporting, with few exceptions, is underexplored. The literature focuses on error prevention and management, but lacks a description of the period of introspection and inner struggle over whether to report an error and resulting likelihood to report. Reporting makes a nurse vulnerable to reprimand, legal liability, and even threat to licensure. For some nurses this state may invoke a disparity between a person‘s belief about him or herself as a healer and the undeniable fact of the error.^ This study explored the medication error reporting experience. Its purpose was to inform nurses, educators, organizational leaders, and policy-makers about the medication error pre-reporting period, and to contribute to a framework for further investigation. From a better understanding of factors that contribute to or detract from the likelihood of an individual to report an error, interventions can be identified to help the nurse come to a psychologically healthy resolution and help increase reporting of error in order to learn from error and reduce the possibility of future similar error.^ The research question was: "What factors contribute to a nurse's likelihood to report an error?" The specific aims of the study were to: (1) describe participant nurses' perceptions of medication error reporting; (2) describe participant explanations of the emotional, cognitive, and physical reactions to making a medication error; (3) identify pre-reporting conditions that make it less likely for a nurse to report a medication error; and (4) identify pre-reporting conditions that make it more likely for a nurse to report a medication error.^ A qualitative research study was conducted to explore the medication error experience and in particular the pre-reporting period from the perspective of the nurse. A total of 54 registered nurses from a large private free-standing not-for-profit children's hospital in the southwestern United States participated in group interviews. The results describe the experience of the nurse as well as the physical, emotional, and cognitive responses to the realization of the commission of a medication error. The results also reveal factors that make it more and less likely to report a medication error.^ It is clear from this study that upon realization that he or she has made a medication error, a nurse's foremost concern is for the safety of the patient. Fear was also described by each group of nurses. The nurses described a fear of several things including physician reaction, manager reaction, peer reaction, as well as family reaction and possible lack of trust as a result. Another universal response was the description of a struggle with guilt, shame, imperfection, blaming oneself, and questioning one's competence.^

Elaboración de proyectos en adultos mayoresz : Aportes de la orientación

El presente trabajo sistematiza la labor desarrollada durante el primer año de la beca de iniciación del proyecto de investigación 'La Orientación en el nuevo modelo de envejecimiento activo: elecciones educativas, laborales, personales, sociales (1)'. Dicho proyecto articula el Modelo de Envejecimiento Activo y el Modelo Teórico Operativo en Orientación, con el propósito de conocer cómo elaboran los nuevos proyectos los adultos mayores que pertenecieron al sistema formal de trabajo y aquellos que permanecieron fuera de él, y diseñar propuestas programáticas de Orientación y elección educativa, laboral, personal y social destinadas a esta población. La muestra está conformada por sesenta personas de entre 64 y 74 años de edad, residentes en la Ciudad de La Plata. Las primeras conclusiones dan cuenta de la importancia que atribuyen los adultos mayores a la elaboración de proyectos en esta etapa del ciclo vital, prevaleciendo los proyectos educativos, personales y sociales; así como la identificación de factores económicos, condiciones de salud, demanda de cuidados de otros familiares y apoyo social, entre otros, como condicionantes para la concreción de dichos proyectos. Las diferencias encontradas con respecto al sistema de trabajo al que han pertenecido se observan principalmente en el tipo de proyecto elaborado

Elaboración de proyectos en adultos mayoresz : Aportes de la orientación

El presente trabajo sistematiza la labor desarrollada durante el primer año de la beca de iniciación del proyecto de investigación 'La Orientación en el nuevo modelo de envejecimiento activo: elecciones educativas, laborales, personales, sociales (1)'. Dicho proyecto articula el Modelo de Envejecimiento Activo y el Modelo Teórico Operativo en Orientación, con el propósito de conocer cómo elaboran los nuevos proyectos los adultos mayores que pertenecieron al sistema formal de trabajo y aquellos que permanecieron fuera de él, y diseñar propuestas programáticas de Orientación y elección educativa, laboral, personal y social destinadas a esta población. La muestra está conformada por sesenta personas de entre 64 y 74 años de edad, residentes en la Ciudad de La Plata. Las primeras conclusiones dan cuenta de la importancia que atribuyen los adultos mayores a la elaboración de proyectos en esta etapa del ciclo vital, prevaleciendo los proyectos educativos, personales y sociales; así como la identificación de factores económicos, condiciones de salud, demanda de cuidados de otros familiares y apoyo social, entre otros, como condicionantes para la concreción de dichos proyectos. Las diferencias encontradas con respecto al sistema de trabajo al que han pertenecido se observan principalmente en el tipo de proyecto elaborado

Elaboración de proyectos en adultos mayoresz : Aportes de la orientación

El presente trabajo sistematiza la labor desarrollada durante el primer año de la beca de iniciación del proyecto de investigación 'La Orientación en el nuevo modelo de envejecimiento activo: elecciones educativas, laborales, personales, sociales (1)'. Dicho proyecto articula el Modelo de Envejecimiento Activo y el Modelo Teórico Operativo en Orientación, con el propósito de conocer cómo elaboran los nuevos proyectos los adultos mayores que pertenecieron al sistema formal de trabajo y aquellos que permanecieron fuera de él, y diseñar propuestas programáticas de Orientación y elección educativa, laboral, personal y social destinadas a esta población. La muestra está conformada por sesenta personas de entre 64 y 74 años de edad, residentes en la Ciudad de La Plata. Las primeras conclusiones dan cuenta de la importancia que atribuyen los adultos mayores a la elaboración de proyectos en esta etapa del ciclo vital, prevaleciendo los proyectos educativos, personales y sociales; así como la identificación de factores económicos, condiciones de salud, demanda de cuidados de otros familiares y apoyo social, entre otros, como condicionantes para la concreción de dichos proyectos. Las diferencias encontradas con respecto al sistema de trabajo al que han pertenecido se observan principalmente en el tipo de proyecto elaborado

Texture analyses of ODP Site 131-808 sediments

The microfabric of 11 mudrock specimens from ODP Site 808 (Nankai accretionary prism) was quantitatively analyzed using X-ray texture goniometry and optical petrography. The objectives of the study were to learn about rock strain and to detect a component of bulk lateral shortening in the deformation of the mudstones. Strain evaluation is based on the predictions of March theory, and on distortions of initially homogeneous marker particle distributions (the Fry technique). The main results are as follows. The specimens underwent a strain path of progressive flattening, which is closely related to loss of pore space by vertical loading. A component of bulk lateral shortening is detectable in the top 550 mbsf at Site 808, but compared with the amount of uniaxial vertical shortening, its relative magnitude is probably small. Moreover, it cannot be said with confidence whether this is caused by toe contraction of the accretionary wedge or by gravitationally induced downslope movement of the sediment pile. The mudstones examined were deposited in a marine environment with an oxic bottom water column. Micropore collapse is an important fabric building mechanism, but below 400 mbsf its effects are at least partly overridden by recrystallization of smectite. We conclude that mud microfabrics are not very precise deformation gauges, but can be used for rough estimations of strain.

Impaired learning of predators and lower prey survival under elevated CO2: a consequence of neurotransmitter interference

Ocean acidification is one of the most pressing environmental concerns of our time, and not surprisingly, we have seen a recent explosion of research into the physiological impacts and ecological consequences of changes in ocean chemistry. We are gaining considerable insights from this work, but further advances require greater integration across disciplines. Here, we showed that projected near-future CO2 levels impaired the ability of damselfish to learn the identity of predators. These effects stem from impaired neurotransmitter function; impaired learning under elevated CO2 was reversed when fish were treated with gabazine, an antagonist of the GABA-A receptor - a major inhibitory neurotransmitter receptor in the brain of vertebrates. The effects of CO2 on learning and the link to neurotransmitter interference were manifested as major differences in survival for fish released into the wild. Lower survival under elevated CO2 , as a result of impaired learning, could have a major influence on population recruitment.