Work, Professional Development And Teaching Commitment: Deconstructing Meanings

The paper we present is part of the research project "The professional identity of teacher studies", that we are development for last 3 years. The third phase of this research put the focus on the experience of job placement of novel teachers, graduated no more than 5 years. We work with focal groups and professional experience and teacher education accounts of teachers implied in this research. Also, for any teachers, we do biographical interviews to deepen on processes of construction of professional identity. In this paper we present the Ana Belen History, a female teacher of pre-school education with an experience of 4 years in school, working in a urban school with students in risk of exclusion. This school have a educative project, commitment with the neighbourhood, joint with the community and other social groups. Ana Belen story, from professional perspective, is linked with the social politic and educational commitment of this school. Our interest is focused in the comprehension of professional identity that Ana Belen has gone forging along her personal story and how her education and job placement has contributed for it. Also we are interested in knowing how early professional experiences have influenced in her professional development as teacher. Specifically we ask ourselves about what influence have for her professional identity, that her career starts in this particular school. In consequence, this paper leads us to question the current teacher education model. In particular we are interested on the kind of professional experience that have place and, so, the kinds of commitments that enables. We understand that frameworks in which professional education and experience have place are relevant to enable more or less transformer understandings about teaching. From conceptual perspective this paper adopts a socio-critical point of view (Gergen, 1985; Kincheloe, 2001; Wenger, 1988, etc.). We understand that teaching has to be analysing according work contexts and personal stories of teachers, because we face processes historical and collective building. Teaching is the result of action of their actors, over time, and in specific stage. So, with this research we intend to break with the old gap between pre and in-service education. We think that both of them are part of the same process and are formed according similar logical; although scenes change. We understand that they are part of a continuous process in which is giving sense to different and complex settings where teaching profession is built, but they are not differenced and independent stages. The teacher work, so, is subject to particular conditions, generated from such different fields as institutional, corporative, cultural, social, political, moral, etc. It displays a kaleidoscopic view on space, time, context, ... These are the axis in which the teaching is formed, from the complexity and heterogeneity. How this complexity is articulated results in different ways to face the teacher work, according different personal and professional stories. The teacher acts with subjects in instituted contexts from relationships he has with them, which gives a situated and contingent character. But, these contexts are strongly structured and ruled according centralized and generalized positions; which is, at the very least, paradoxical. Possibly, from our point of view, same of the crisis of teaching have to explain from this paradoxical perspective and the conflict, which characterize this job (Rivas, Leite y Cortés, 2011)

Feasibility study and flow scheduling optimization of a multi-product pipeline system

The first goal of this study is to analyse a real-world multiproduct onshore pipeline system in order to verify its hydraulic configuration and operational feasibility by constructing a simulation model step by step from its elementary building blocks that permits to copy the operation of the real system as precisely as possible. The second goal is to develop this simulation model into a user-friendly tool that one could use to find an “optimal” or “best” product batch schedule for a one year time period. Such a batch schedule could change dynamically as perturbations occur during operation that influence the behaviour of the entire system. The result of the simulation, the ‘best’ batch schedule is the one that minimizes the operational costs in the system. The costs involved in the simulation are inventory costs, interface costs, pumping costs, and penalty costs assigned to any unforeseen situations. The key factor to determine the performance of the simulation model is the way time is represented. In our model an event based discrete time representation is selected as most appropriate for our purposes. This means that the time horizon is divided into intervals of unequal lengths based on events that change the state of the system. These events are the arrival/departure of the tanker ships, the openings and closures of loading/unloading valves of storage tanks at both terminals, and the arrivals/departures of trains/trucks at the Delivery Terminal. In the feasibility study we analyse the system’s operational performance with different Head Terminal storage capacity configurations. For these alternative configurations we evaluated the effect of different tanker ship delay magnitudes on the number of critical events and product interfaces generated, on the duration of pipeline stoppages, the satisfaction of the product demand and on the operative costs. Based on the results and the bottlenecks identified, we propose modifications in the original setup.

Supplement to A Teacher’s Guide to African American Historic Places in South Carolina : integrating art into classroom instruction

Within this booklet, teachers will find instructional resources covering a wide array of genres, including, dance, choral music, general music, instrumental music, media arts, theatre, and the visual arts. These lesson plans are explicitly designed to integrate artistic expression and comprehension with other academic disciplines, such as English, History, and Social Studies. Each submission highlights the grade level, artistic genre, sources, learning objectives, instructional plans, and modes of evaluation. This Arts Integration Supplement to the Teacher’s Guide to African American Historic Places in South Carolina outlines 22 lesson plans that meet the 2010 Visual and Performing Arts Standards of South Carolina and integrates the arts into classroom instruction. Where applicable, other standards, such as those for math and social studies, are listed with each lesson plan. The teaching activities in this supplement are provided to aid in the development of lesson plans or to complement existing lessons. Teaching activities are the simplest means of integrating art in classroom instruction.

Intersections: Music, Words, and Pictures Robin McCabe, host December 4, 2016

Concert Program

UW Symphony David Alexander Rahbee Music Director and Conductor with Jonathan Biss, piano December 9, 2016

Concert Program

Actas da II International Conference «Learning and Teaching in Higher Education/ Learning Orchestration in Higher Education»

É ponto assente que o desenvolvimento social e económico de um país depende do conhecimento e do nível educativo dos seus cidadãos. Num momento de crise económica profunda em que a sustentabilidade do ensino superior se encontra ameaçada e a sua organização com rumo incerto, importa, mais do que nunca, criar um espaço de reflexão em que a ciência se pronuncie, aproximando e colocando em evidência os contributos que em vários domínios se vão produzindo. Nesta conferência, que se pretende em continuidade com a realizada em 2010, elegemos como tema central a qualidade do ensino e da aprendizagem e, tendo em conta a realidade em que nos inscrevemos, alargamos a discussão aos contextos e aos modelos de organização que os podem consubstanciar. Pode parecer um paradoxo centrar esta conferência na componente mais pedagógica do ensino superior quando toda a pressão de avaliação interna e externa das instituições e dos docentes incide particularmente sobre a produção científica. Mas talvez não. Assumimos que a reflexão de cariz pedagógico continua a não ser uma prática corrente no meio universitário português que, durante gerações, se habituou a um ensino universitário tradicional destinado apenas a uma pequena elite e se alheou dos desafios da massificação de que foi alvo. A ideia de que pedagogia apenas diz respeito à relação do professor com crianças ou jovens até ao ensino secundário permaneceu latente, tornando estéril qualquer discussão que, na perspectiva de alguns, seria desnecessária e até contraproducente no ensino superior. Um novo paradigma terá de ser assumido por um ensino universitário que busca o ideal da excelência, colocando no centro do debate o equilíbrio entre as dimensões pedagógica e investigativa e uma redobrada atenção à sociedade e às mudanças se, verdadeiramente, o que pretendemos é ganhar o desafio da qualidade.

Spatial and temporal downscaling of solar global radiation and mean air temperature from weather forecast data - an introductory numerical study and validation

This short paper presents a numerical method for spatial and temporal downscaling of solar global radiation and mean air temperature data from global weather forecast models and its validation. The final objective is to develop a prediction algorithm to be integrated in energy management models and forecast of energy harvesting in solar thermal systems of medium/low temperature. Initially, hourly prediction and measurement data of solar global radiation and mean air temperature were obtained, being then numerically downscaled to half-hourly prediction values for the location where measurements were taken. The differences between predictions and measurements were analyzed for more than one year of data of mean air temperature and solar global radiation on clear sky days, resulting in relative daily deviations of around -0.9±3.8% and 0.02±3.92%, respectively.

Some common fallacies about learning and teaching English as a Lingua Franca

Over the past decades, English language teachers have become familiar with several terms which attempt to describe the role of English as a language of international communication. Presently, the term English as a lingua franca (ELF) seems to be one of the most favoured and adopted to depict the global use of English in the 21st century. Basically, the concept of ELF im-plies cross-cultural, cross-linguistic interactions involving native and non-native speakers. Conse-quently, the ELF paradigm suggests some changes in the language classroom concerning teachers’ and students’ goals as far as native speaker norms and cultures are concerned. Based on Kachru’s (1992) fallacies, this article identifies thirteen misconceptions in ELT regarding learning and teach-ing English varieties and cultures, suggesting that an ethnocentred and linguacentred approach to English should be replaced by an ELF perspective which recognizes the diversity of communicative situations involving different native and non-native cultures and varieties of English