Learning from Text: Examining Teacher Thinking and Practice in AP Environmental Science

Thesis (Ph.D.)--University of Washington, 2016-08

Meeting the challenges of globalisation in legal education

The focus of this paper is a critical review of the impact of globalisation on international higher education at my own institution, the University of East London (UEL), where I am Programme Leader for LLB (Hons) Law, an undergraduate qualifying law degree. Globalisation, along with internationalisation, has been one of the forces that have most changed the educational landscape in this country over the last two decades. Although closely related to each other, globalisation and internationalisation are usually regarded as distinct forces – the former being defined as the economic, political, and societal forces pushing twenty-first-century higher education towards greater international involvement, while the latter describes the policies and practices of higher education developed to deal with this. Whilst these phenomena have wide implications for higher education as a whole, they present opportunities and challenges that are very specific both to an institution like UEL, which has a high proportion of students from international backgrounds, and to my own discipline, law, which has an increasingly global profile in terms of both legal education and professional practice.

Jiao Tong: A Grounded Theory of Chinese International Students' Transition to American Tertiary Education

University students are more globally mobile than ever before, increasingly receiving education outside of their home countries. One significant student exchange pattern is between China and the United States; Chinese students are the largest population of international students in the U.S. (Institute of International Education, 2014). Differences between Chinese and American culture in turn influence higher education praxis in both countries, and students are enculturated into the expectations and practices of their home countries. This implies significant changes for students who must navigate cultural differences, academic expectations, and social norms during the process of transition to a system of higher education outside their home country. Despite the trends in students’ global mobility and implications for international students’ transitions, scholarship about international students does not examine students’ experiences with the transition process to a new country and system of higher education. Related models were developed with American organizations and individuals, making it unlikely that they would be culturally transferable to Chinese international students’ transitions. This study used qualitative methods to deepen the understanding of Chinese international students’ transition processes. Grounded theory methods were used to invite the narratives of 18 Chinese international students at a large public American university, analyze the data, and build a theory that reflects Chinese international students’ experiences transitioning to American university life. Findings of the study show that Chinese international students experience a complex process of transition to study in the United States. Students’ pre-departure experiences, including previous exposure to American culture, family expectations, and language preparation, informed their transition. Upon arrival, students navigate resource seeking to fulfill their practical, emotional, social, intellectual, and ideological needs. As students experienced various positive and discouraging events, they developed responses to the pivotal moments. These behaviors formed patterns in which students sought familiarity or challenge subsequent to certain events. The findings and resulting theory provide a framework through which to better understand the experiences of Chinese international students in the context of American higher education.

A Pedagogical Strategy for Integrated Education of Spanish in the 4th to 6th Grades of the General Basic Education

Language teaching has become a priority in the Costa Rican educational system, considering it as a tool for communication and development of thought. Without language, there is no access to other curriculum disciplinary knowledge. A successful experience conducted some years ago, with students from 4th to 6th grade, was the basis for the design and implementation of a professional development activity addressed to promoting an integration strategy previously adjusted according to the Ministry’s requirements and the existing national regulations. This study is developed in the framework of a qualitative paradigm including research-action and systematization. A purposive sample was selected based on a suitability factor, through which individuals are informed about the strategy, and then the strategy is applied to a group of students from urban-marginal areas. The techniques used include literature review, analysis of curriculum and Ministry’s regulations, application of an in-depth interview, discussions from the course’s participant in a portfolio, and discussions from students to whom the strategy was applied. We analyzed the considerations of teachers and students, as well as the theoretical and regulatory information by triangulation. The study’s conclusion is the necessity of a communicative approach in language teaching and our recommendation is to implement the strategy developed in the Costa Rican classrooms as provided in this paper.

“Constructive Paranoia” Applied to Education (The Case of English Language Teaching)

This paper analyzes the concept of constructive paranoia stated by journalist and author Andrés Oppenheimer to promote development in Latin America. Based on that concept, this paper discusses the effectiveness of current English Language Teaching, particularly, as well as what should be done in order to obtain better results. As a conclusion, a re-structure of approach, curriculum and methodology in teaching the language is proposed.

Participant association and emergent curriculum in a MOOC: can the community be the curriculum?

We investigated how participants associated with each other and developed community in a Massive Open Online Course (MOOC) about Rhizomatic Learning (Rhizo14). We compared learner experiences in two social networking sites (SNSs), Facebook and Twitter. Our combination of thematic analysis of qualitative survey data with analysis of participant observation, activity data, archives and visualisation of SNS data enabled us to reach a deeper understanding of participant perspectives and explore SNS use. Community was present in the course title and understood differently by participants. In the absence of explanation or discussion about community early in the MOOC, a controversy between participants about course expectations emerged that created oppositional discourse. Fall off in activity in MOOCs is common and was evident in Rhizo14. As the course progressed, fewer participants were active in Facebook and some participants reported feelings of exclusion. Despite this, activity in Facebook increased overall. The top 10 most active participants were responsible for 47% of total activity. In the Rhizo14 MOOC, both community and curriculum were expected to emerge within the course. We suggest that there are tensions and even contradictions between ‘Community Is the Curriculum’ and Deleuze and Guattari's principles of the rhizome, mainly focussed on an absence of heterogeneity. These tensions may be exacerbated by SNSs that use algorithmic streams. We propose the use of networking approaches that enable negotiation and exchange to encourage heterogeneity rather than emergent definition of community.

A dimensão prática na preparação profissional em educação física : concepção e organização acadêmica

Universidade Estadual de Campinas . Faculdade de Educação Física

Psicologia, diretrizes curriculares e processos educativos na Amazônia: um estudo da formação de psicólogos

Este estudo objetiva analisar a formação de psicólogos frente às Diretrizes Curriculares Nacionais para os Cursos de Psicologia no que tange aos processos educativos. Realizamos revisão da literatura pertinente ao tema, pesquisa documental e empírica com alunos, professores e coordenador de curso, utilizando questionário, entrevistas e adotando a estratégia de triangulação a partir das categorias: perfil sociocultural; nível de conhecimento acerca das mudanças oriundas das Diretrizes para o curso de Psicologia; percepção na qualidade da prática docente; nível de satisfação com relação à própria formação universitária, tomando como referência os conhecimentos, habilidades e competências adquiridas. Apresenta contribuições para a compreensão da formação de psicólogos no campo da educação na Amazônia no Ensino Superior, centrada na construção de um profissional de pensamento e prática críticos, capaz de analisar as transformações nos vários contextos educacionais e escolares, utilizando referenciais que permitam a compreensão do fenômeno educativo na sua complexidade.

Inclusive cross section and double helicity asymmetry for pi(0) production in p plus p collisions at root s=62.4 GeV

The PHENIX experiment presents results from the RHIC 2006 run with polarized p + p collisions at root s = 62.4 GeV, for inclusive pi(0) production at midrapidity. Unpolarized cross section results are measured for transverse momenta p(T) = 0.5 to 7 GeV/c. Next-to-leading order perturbative quantum chromodynamics calculations are compared with the data, and while the calculations are consistent with the measurements, next-to-leading logarithmic corrections improve the agreement. Double helicity asymmetries A(LL) are presented for p(T) = 1 to 4 GeV/c and probe the higher range of Bjorken x of the gluon (x(g)) with better statistical precision than our previous measurements at root s = 200 GeV. These measurements are sensitive to the gluon polarization in the proton for 0.06 < x(g) < 0.4.

Hypervolemia induces and potentiates lung damage after recruitment maneuver in a model of sepsis-induced acute lung injury

Introduction: Recruitment maneuvers (RMs) seem to be more effective in extrapulmonary acute lung injury (ALI), caused mainly by sepsis, than in pulmonary ALI. Nevertheless, the maintenance of adequate volemic status is particularly challenging in sepsis. Since the interaction between volemic status and RMs is not well established, we investigated the effects of RMs on lung and distal organs in the presence of hypovolemia, normovolemia, and hypervolemia in a model of extrapulmonary lung injury induced by sepsis. Methods: ALI was induced by cecal ligation and puncture surgery in 66 Wistar rats. After 48 h, animals were anesthetized, mechanically ventilated and randomly assigned to 3 volemic status (n = 22/group): 1) hypovolemia induced by blood drainage at mean arterial pressure (MAP)approximate to 70 mmHg; 2) normovolemia (MAP approximate to 100 mmHg), and 3) hypervolemia with colloid administration to achieve a MAP approximate to 130 mmHg. In each group, animals were further randomized to be recruited (CPAP = 40 cm H(2)O for 40 s) or not (NR) (n = 11/group), followed by 1 h of protective mechanical ventilation. Echocardiography, arterial blood gases, static lung elastance (Est, L), histology (light and electron microscopy), lung wet-to-dry (W/D) ratio, interleukin (IL)-6, IL-1 beta, caspase-3, type III procollagen (PCIII), intercellular adhesion molecule-1 (ICAM-1), and vascular cell adhesion molecule-1 (VCAM-1) mRNA expressions in lung tissue, as well as lung and distal organ epithelial cell apoptosis were analyzed. Results: We observed that: 1) hypervolemia increased lung W/D ratio with impairment of oxygenation and Est, L, and was associated with alveolar and endothelial cell damage and increased IL-6, VCAM-1, and ICAM-1 mRNA expressions; and 2) RM reduced alveolar collapse independent of volemic status. In hypervolemic animals, RM improved oxygenation above the levels observed with the use of positive-end expiratory pressure (PEEP), but increased lung injury and led to higher inflammatory and fibrogenetic responses. Conclusions: Volemic status should be taken into account during RMs, since in this sepsis-induced ALI model hypervolemia promoted and potentiated lung injury compared to hypo-and normovolemia.

Time course of haemodynamic, respiratory and inflammatory disturbances induced by experimental acute pulmonary polystyrene microembolism

Background and objective The time course of cardiopulmonary alterations after pulmonary embolism has not been clearly demonstrated and nor has the role of systemic inflammation on the pathogenesis of the disease. This study aimed to evaluate over 12 h the effects of pulmonary embolism caused by polystyrene microspheres on the haemodynamics, lung mechanics and gas exchange and on interleukin-6 production. Methods Ten large white pigs (weight 35-42 kg) had arterial and pulmonary catheters inserted and pulmonary embolism was induced in five pigs by injection of polystyrene microspheres (diameter similar to 300 mu mol l(-1)) until a value of pulmonary mean arterial pressure of twice the baseline was obtained. Five other animals received only saline. Haemodynamic and respiratory data and pressure-volume curves of the respiratory system were collected. A bronchoscopy was performed before and 12 h after embolism, when the animals were euthanized. Results The embolism group developed hypoxaemia that was not corrected with high oxygen fractions, as well as higher values of dead space, airway resistance and lower respiratory compliance levels. Acute haemodynamic alterations included pulmonary arterial hypertension with preserved systemic arterial pressure and cardiac index. These derangements persisted until the end of the experiments. The plasma interleukin-6 concentrations were similar in both groups; however, an increase in core temperature and a nonsignificant higher concentration of bronchoalveolar lavage proteins were found in the embolism group. Conclusion Acute pulmonary embolism induced by polystyrene microspheres in pigs produces a 12-h lasting hypoxaemia and a high dead space associated with high airway resistance and low compliance. There were no plasma systemic markers of inflammation, but a higher central temperature and a trend towards higher bronchoalveolar lavage proteins were found. Eur J Anaesthesiol 27:67-76 (C) 2010 European Society of Anaesthesiology.