How do clinicians become teachers? A communities of practice perspective.

There is widespread acceptance that clinical educators should be trained to teach, but faculty development for clinicians is undermined by poor attendance and inadequate learning transfer. As a result there has been growing interest in situating teacher development initiatives in clinical workplaces. The relationship between becoming a teacher and clinical workplace contexts is under theorised. In response, this qualitative research set out to explore how clinicians become teachers in relation to clinical communities and institutions. Using communities of practice (CoP) as a conceptual framework this research employed the sensitising concepts of regimes of competence and vertical (managerial) and horizontal (professional) planes of accountability to elucidate structural influences on teacher development. Fourteen hospital physicians completed developmental timelines and underwent semi-structured interviews, exploring their development as teachers. Despite having very different developmental pathways, participants’ descriptions of their teacher identities and practice that were remarkably congruent. Two types of CoP occupied the horizontal plane of accountability i.e. clinical teams (Firms) and communities of junior doctors (Fraternities). Participants reproduced teacher identities and practice that were congruent with CoPs’ regimes of competence in order to gain recognition and legitimacy. Participants also constructed their teacher identities in relation to institutions in the vertical plane of accountability (i.e. hospitals and medical schools). Institutions that valued teaching supported the development of teacher identities along institutionally defined lines. Where teaching was less valued, clinicians adapted their teacher identities and practices to suit institutional norms. Becoming a clinical educator entails continually negotiating one’s identity and practice between two potentially conflicting planes of accountability. Clinical CoPs are largely conservative and reproductive of teaching practice whereas accountability to institutions is potentially disruptive of teacher identity and practice.

New Ways of Being a Man: “Positive” Hegemonic Masculinity in Meditation-based Communities of Practice

Connell’s concept of hegemonic masculinity is often reduced to a singular construct, consisting of “toxic” traits viewed as detrimental to well-being. However, the concept allows for variation in hegemony, including the possibility of forms more conducive to well-being. Through in-depth interviews with thirty male meditators in the United Kingdom, we explored the social dimensions of meditation practice to examine its potential implications for well-being. Most participants became involved with “communities of practice” centered on meditation that promoted new local hegemonies, and these included ideals experienced as conducive to well-being, like abstinence. However, social processes associated with hegemony, like hierarchy and marginalization, were not overturned. Moreover, participants faced challenges enacting new practices in relation to the broader system of hegemonic masculinity—outside these communities—reporting censure. Our findings are cautionary for professionals seeking to encourage well-being behaviors: that is, there is potential for adaptation in men, yet complex social processes influence this change.

Identifying the urban communities of New York City using bikeshare data from NYC citibike

This study identifies a measure of the cultural importance of an area within a city. It does so by making use of origindestination trip data and the bike stations of the bike share system in New York City as a proxy to study the city. Rarely is movement in the city studied at such a small scale. The change in strength of the similarity of movement between each station is studied. It is the first study to provide this measure of importance for every point in the system. This measure is then related to the characteristics which make for vibrant city communities, namely highly mixed land use types. It reveals that the spatial pattern of important areas remains constant over differing time periods. Communities are then characterised by the land uses surrounding these stations with high measures of importance. Finally it identifies the areas of global cultural importance alongside the areas of local importance to the city.

Reading Instruction and Instructors’ Perceptions of Learners’ Needs in LINC Level 1-3 Classes

This study investigates instructors’ perceptions of reading instruction and difficulties among Language Instruction for Newcomers to Canada (LINC) Level 1-3 learners. Statistics Canada reports that 60% of immigrants possess inadequate literacy skills. Newcomers are placed in classes using the Canadian Language Benchmarks but large, mixed-level classes create little opportunity for individualized instruction, leading some clients to demonstrate little change in their reading benchmarks. Data were collected (via demographic questionnaires, semi-structured interviews, teaching plans, and field study notes) to create a case study of five LINC instructors’ perceptions of why some clients do not progress through the LINC reading levels as expected and how their previous experiences relate to those within the LINC program. Qualitative analyses of the data revealed three primary themes: client/instructor background and classroom needs, reading, strategies, methods and challenges, and assessment expectations and progress, each containing a number of subthemes. A comparison between the themes and literature demonstrated six areas for discussion: (a) some clients, specifically refugees, require more time to progress to higher benchmarks; (b) clients’ level of prior education can be indicative of their literacy skills; (c) clients with literacy needs should be separated and placed into literacy-specific classes; (d) evidence-based approaches to reading instruction were not always evident in participants’ responses, demonstrating a lack of knowledge about these approaches; (e) first language literacy influences second language reading acquisition through a transfer of skills; and (f) collaboration in the classroom supports learning by extending clients’ capabilities. These points form the basis of recommendations about how reading instruction might be improved for such clients.

Teachers' professional learning within communities of mathematics-for-teaching practice

Ontario bansho is an emergent mathematics instructional strategy used by teachers working within communities of practice that has been deemed to have a transformational effect on teachers' professional learning of mathematics. This study sought to answer the following question: How does teachers' implementation of Ontario bansho within their communities of practice inform their professional learning process concerning mathematics-for-teaching? Two other key questions also guided the study: What processes support teachers' professional learning of content-for-teaching? What conditions support teachers' professional learning of content-for-teaching? The study followed an interpretive phenomenological approach to collect data using a purposive sampling of teachers as participants. The researcher conducted interviews and followed an interpretive approach to data analysis to investigate how teachers construct meaning and create interpretations through their social interactions. The study developed a model of professional learning made up of 3 processes, informing with resources, engaging with students, and visualizing and schematizing in which the participants engaged and 2 conditions, ownership and community that supported the 3 processes. The 3 processes occur in ways that are complex, recursive, nonpredictable, and contextual. This model provides a framework for facilitators and leaders to plan for effective, content-relevant professional learning by placing teachers, students, and their learning at the heart of professional learning.

English grammar, adapted to the different classes of learners with an appendix, containing rules and observations, for assisting the more advanced students to write perspicuity and accuracy

UANL

Effect of industrial pollution on the benthic communities of a tropical estuary

Cochin backwaters, a tropical barbuilt estuary is well known for its prawn, molluscan and demersal fisheries. Also it formed the dumping area for sewage,235 retting of husks and discharge of effluents from industries located on either side of it. As a result the fishery is being gradually dwindled year after year due to the lowering of the water quality. The effect of industrial polution on the benthic community of this tropical estuary was worked out. An area extending over 21 km from the mouth of the estuary to upstream of industrial belt was selected. Temporal and spatial variations of 16 environmental parameters at 9 stations along the area were monitored monthly during 1981. Benthic fauna of these 9 stations consisted of amphipods , polychaetes, isopods, tanaidaceans, molluscs and other crustaceans (Decapods, Acetes, Alpheids, Balanus, insect larvae, chironomid larvae, cumacea and some fresh water forms ). Apart from these, sea anemone, flat worms, nematodes, sipunculoids, echinoderms and fishes were also encountered. 75 species belonging to 31 faunal groups were identified. Of these 31 groups, amphipods, polychaedes, isopods, tanaidaceans and molluscs were numerically abundant. Rest of the 26 groups (including 13 riverine forms) were found less significant due to their rare occurrence/low numerical abundance. Polychaetes and molluscs were the only major groups present at all the stations.

Universities as communities of difference

Resumen tomado de la publicaci??n

Learning within communities of practice in preservice Secondary School teachers education. 'Aprendizaje en la formación inicial de profesores de Educación Secundaria desde la perspectiva de las comunidades de práctica'.

Resumen tomado de la publicación

On safety and security in education : pedagogical needs and fundamental rights of learners

Resumen basado en el de la publicaci??n

Influence of management type on Diptera communities of coniferous plantations and deciduous woodlands

The contribution of four types of secondary woodlands to Scottish invertebrate biodiversity was investigated for coniferous plantation forestry, riparian ash-alder woodlands, early successional deciduous woodlands and climax deciduous woodlands. Considerable variation in the type and intensity of management within these four woodland types existed. Adult Diptera from 21 families, representing diverse trophic and ecological guilds, were sampled from 31 woodlands in the Aberdeenshire region of northeast Scotland, between June and August 2001. Environmental differences between woodlands were recorded at each site using environmental parameters such as pH and organic matter content, vegetation characteristics, including percentage canopy cover and dominant field layer plant species. Multivariate ordination techniques detected significant responses in the Dipteran communities to soil type, organic matter content, soil pH, field layer plant species richness, dominant field layer plant species and percentage cover of Pteridium aquilinum. Responses in terms of Dipteran abundance, species richness, diversity and evenness were observed to soil type and dominant species of the field layer vegetation. The role of woodland type and management in diversifying Diptera communities is discussed with a view to maintain and possibly enhance Dipteran and other invertebrate communities in Scottish secondary woodlands. (C) 2002 Elsevier Science B.V. All rights reserved.