Extracurricular language activities in higher education: Perspectives of teachers and students

This Master���s thesis researches the topic ���Extracurricular language activities in higher education: Perspectives of teachers and students���. In the light of several learning theories, namely, Self-Determination Theory, Social Learning Theory and Incidental Learning Theory, extracurricular participation in language related activities is studied. The main aims of the research are as follows: to study how extracurricular language activities can be organized and supported by the education institution; to investigate how such activities can promote the participants��� learning; and, to research how these activities can be developed and improved in the future. Due to the qualitative character of this research, the empirical data collected through interviews and their thematic analysis allow to study the participants��� perceptions on the above-mentioned issues. Among other results of the research, it can be noted that the organizers of extracurricular language activities and the participants of the activities may have different perspectives on the aims of the activities, as well as their advantages. Additionally, it has been found that the participants of activities would often speak on certain categories that imply the connection to some learning theories, which allows to hypothesize that some learning could be observed in those participants, following participation in extracurricular activities. This is an implication for further research in the area, which can focus on correlations between participation in extracurricular language activities and learning outcomes of the participants.

Partnerships in teacher education - going beyond the rhetoric, with reference to the Norwegian context

Teacher education plays a central role in education and relates to various stakeholders of education. Currently, teacher education is not perceived as the sole responsibility of higher education institutions, and they are expected to work closely together with other partners. In this paper, the concept of ���partnership��� is defined and mutual benefits and challenges in partnerships with disciplines and institutions beyond teacher education programs are briefly discussed. Issues related to partnerships with students are addressed, and the last part of the paper discusses the partnership between teacher education and the practice field with examples from Norway. Three models illustrating such partnerships are described. The central argument of the paper is that partnerships in teacher education need to go beyond rhetoric. (DIPF/Orig.)

Assessing the Role of General Chemistry Learning in Higher Education

The inclusion of General Chemistry (GC) in the curricula of higher education courses in science and technology aims, on the one hand, to develop students' skills necessary for further studies and, on the other hand, to respond to the need of endowing future professionals of knowledge to analyze and solve multidisciplinary problems in a sustainable way. The participation of students in the evaluation of the role played by the GC in their training is crucial, and the analysis of the results can be an essential tool to increase success in the education of students and improving practices in various professions. Undeniably, this work will be focused on the development of an intelligent system to assess the role of GC. The computational framework is built on top of a Logic Programming approach to Knowledge Representation and Reasoning, complemented with a problem solving methodology moored on Artificial Neural Networks. The results so far obtained show that the proposed model stands for a good start, being its overall accuracy higher than 95%.

Effects of a resistance and stretching training program on forward head and protracted shoulder posture in physical education classes in students aged 15-17 years old

Purpose: This study aimed to characterize the postural alignment of the head and shoulder in the sagittal plane of Portuguese adolescents, 15-17 years old, and to evaluate the effects of a 32-week resistance and stretching training program applied in Physical Education classes on forward head posture and protracted shoulder posture of Portuguese adolescents. After 32-training weeks the detraining effects after a 16-week period were measured. Methods: This randomized and controlled study was conducted in two secondary schools in Portugal for 48 weeks. Prior the study 275 students aged 15-17 years old were evaluated. Sagittal head, cervical and shoulder angle were measured with photogrammetry and Postural Analysis Software. After this assessment 130 adolescents were considered to have forward head and protracted shoulder posture and were randomly assigned to a control group, an experimental group one or experimental group two. The control group (n=46) only did the Physical Education classes whereas the intervention group one (n=42) and two (n=42) performed a 16-week and 32-week stretching and strengthening program in addition to Physical Education classes, respectively. The postural angles were measured before and after the 16-week and 32-week time intervention period for the three groups and after a 16-week detraining period following the 32-week in intervention group two. Results: 68% of the adolescents studied revealed anteriorization of the head whereas 58% of them had protraction of the shoulder. Significant increases were observed in the cervical and shoulder angle in the experimental group (n=84) following the 16-week and in experimental group two (n=42)after the 32 week-intervention period. After the 16-week detraining period no significant differences were observed in the three postural angles in the intervention group two. Conclusions: Forward head and protracted shoulder are common postural disorders in Portuguese adolescents. The exercise intervention was successful ate decreasing forward head and protracted shoulder in adolescents. Detraining period of 16-week didn��t reduce the overall training effects.

Leading change in higher education. The role of transformational and stakeholder management

Summary���iii Samenvatting . iv Resumen . vii Acknowledgments ix Table of Contents. xi List of tables xiii List of figures . xiii CHAPTER I General Introduction 2 CHAPTER II Transformational leadership and stakeholder management in library change . 47 CHAPTER III Successful change: the role of transformational leadership and stakeholder management in universities ... 73 CHAPTER IV Transformational leadership and stakeholder management: A multiple case study in Latin American universities . 111 CHAPTER V General Discussion 149 APPENDIX . 169 REFERENCES . 179

Dealing with crisis: Early childhood teachers perceived role in supporting children

The study explored how two experienced early childhood teachers support children dealing with crisis in their home environment, namely divorce, domestic violence and imprisonment of parents. The focus was on the relationship between the educational environment (organisation of space, time and relationships in an ecological perspective) and children's emotional well-being. This study builds on studies in Portugal about emotional well-being (Portugal & Laevers, 2010) and about the impact on children from imprisoned parents (Afonso, 2005, Kominsky, Pinto & Miyashiro, 2005, Tavares, 2011), domestic violence (Batista, 2014, Lisboa et al., 2002, Ribeiro, 2010) and divorce (Martons, 2010, Rego, 2008). The theoretical framework was weaved with Laevers (2004) concepts of emotional well-being and involvement and Siraj-Blatchford (2002) and Figueiredo (2013) perspective of pedagogy as including different dimensions of which the educational environment is essential. In-depth interviews with both teachers and some observations of their classroom dynamics were analysed for emerging cross themes in this qualitative study. Anonymity was preserved throughout the study by the use of codes. The study was presented to the teachers and questions were presented in advance. Both teachers expressed preference for adapting existing pedagogical tools (e.g. the classroom diary) and the daily dynamic to support children instead of using special interventions. Domestic violence was seen as the most problematic situation for its repercussions. Attention to emotional well-being, a strong relationship with the child and the families was highlighted. Pedagogy was described as answering different challenges, with a strong emphasis on children's participation. Thematising teachers' pedagogical knowledge is important.

Experiences from the course ���Pedagogical Intervention in Preschool Education���: the vision from the faculty trainers, preschool teachers and students

As part of the educational formation of students from II level of the Associate dregree, from the Pedagogy major with an emphasis on preschool teaching from Universidad Nacional. There is a course named ���Pedagogical Intervention in Early Childhood Education��� which carries out the process of the intensive practicum. In this article you will find a review of the program���s objetives, experiences and challenges, taking the experiences from the academic team, who have guided this process over the past two years, and the point of views from students and preschool teachers.

The transformative potential of community engagement in higher education: an analysis of service-learning effects on students, communities, and institutions.

Service-learning in higher education is gaining attention as a reliable tool to support students��� learning and fulfil the mission of higher education institutions (HEIs). This dissertation addresses existing gaps in the literature by examining the effects and perspectives of service-learning in HEIs through three studies. The first study compares the effects of a voluntary semester-long service-learning course with traditional courses. A survey completed by 110 students before and after the lectures found no significant group differences in the psychosocial variables under inspection. Nevertheless, service-learning students showed higher scores concerning the quality of participation. Factors such as students��� perception of competence, duration of service-learning, and self-reported measures may have influenced the results. The second study explores the under-researched perspective of community partners in higher education and European settings. Twelve semi-structured interviews were conducted with community partners from various community organisations across Europe. The results highlight positive effects on community members and organisations, intrinsic motivations, organisational empowerment, different forms of reciprocity, the co-educational role of community partners, and the significant role of a sense of community and belonging. The third study focuses on faculty perspectives on service-learning in the European context. Twenty-two semi-structured interviews were conducted in 14 European countries. The findings confirm the transformative impact of service-learning on the community, students, teachers, and HEIs, emphasising the importance of motivation and institutionalisation processes in sustaining engaged scholarship. The study also identifies the relevance of the community experience, sense of community, and community responsibility with the service-learning experience; relatedness is proposed as the fifth pillar of service-learning. Overall, this dissertation provides new insights into the effects and perspectives of service-learning in higher education. It integrates the 4Rs model with the addition of relatedness, guiding the theoretical and practical implications of the findings. The dissertation also suggests limitations and areas for further research.

The importance of scientific literacy in fostering education for sustainability: Theoretical considerations and preliminary findings from a Brazilian experience

Scientific literacy can be considered as a new demand of post-industrial society. It seems necessary in order to foster education for sustainability throughout students` academic careers. Universities striving to teach sustainability are being challenged to integrate a holistic perspective into a traditional undergraduate curriculum, which aims at specialization. This new integrative, inter- and transdisciplinary epistemological approach is necessary to cultivate autonomous citizenship, i.e., that each citizen be prepared to understand and participate in discussions about the complex contemporary issues posed by post-industrial society. This paper presents an epistemological framework to show the role of scientific literacy in fostering education for sustainability. We present a set of 26 collaborative concept maps (CCmaps) in order to illustrate an instance of theory becoming practice. During a required course for first-year undergraduate students (ACH 0011, Natural Sciences), climate change was presented and discussed in broad perspective by using CCmaps. We present students` CCmaps to show how they use concepts from quantitative and literacy disciplines to deal with the challenges posed by the need of achieving a sustainable development. (C) 2009 Elsevier Ltd. All rights reserved.

Enrollment in Physical Education Is Associated With Health-Related Behavior Among High School Students

METHODS: A total of 4210 students attending public high schools in Pernambuco (northeast of Brazil) were selected using random 2-stage cluster sampling. Data were collected by using the Global School-based Student Health Survey. The independent variable was the frequency of participation in PE classes, whereas physical activity, television viewing, smoking, and alcohol, fruit, vegetables and soda consumption were dependent variables. Logistic regressions were carried out to perform crude and adjusted analysis of the association between enrollment in PE classes and health-related behaviors. RESULTS: Sixty-five percent of students do not take part in PE classes, with a significantly higher proportion among females (67.8%). It was observed that enrollment in PE classes was positively associated with physical activity, TV viewing, and fruit consumption, but was negatively associated with soda drinking. The likelihood of reporting being active and eating fruit on a daily basis was 27% and 45% higher, respectively, among those who participate in at least 2 classes per week in comparison with those who do not. Students who participate in PE classes had 28-30% higher likelihood of reporting lower TV viewing during week days. CONCLUSIONS: Findings suggest that higher levels of enrollment in PE classes could play a role in the promotion of health-related behaviors among high school students.

Distance Education in Another Register: Uses and Appropriation of Technologies in Teacher Education

The article explores the relationships between distance education, information and communication technologies and teacher education. Its focus is on the interactive media and its uses in an in-service teacher education program, in Brazil, and on the ways the teachers used the technologies doing their own appropriateness. It departs from the presuppositions of the society of knowledge, that is, the close relationships between new technologies, continuing professional development and social inclusion, arguing that this paradigm is an ideological discourse. The article shows how the teachers have used the technologies in creative ways, calling the attention to the importance of this teachers` abilities as a basic skill to facing the challenges of the society of knowledge itself.

XPC polymorphisms play a role in tissue-specific carcinogenesis: a meta-analysis

XPC participates in the initial recognition of DNA damage during the DNA nucleotide excision repair process in global genomic repair. Polymorphisms in XPC gene have been analyzed in case-control studies to assess the cancer risk attributed to these variants, but results are conflicting. To clarify the impact of XPC polymorphisms in cancer risk, we performed a meta-analysis that included 33 published case-control studies. Polymorphisms analyzed were Lys939Gln and Ala499Val. The overall summary odds ratio (OR) for the associations of the 939Gln/Gln genotype with risk of cancer was 1.01 (95% confidence interval (95% CI): 0.94-1.09), but there were statistically significant associations for lung cancer, observed for the recessive genetic model (Lys/Lys + Lys/Gln vs Gln/Gln), (OR 1.30; 95% CI: 1.113-1.53), whereas for breast cancer a reduced but nonsignificant risk was observed for the same model (OR 0.87; 95% CI: 0.74-1.01). The results for Ala499Val showed a significant overall increase in cancer risk (OR 1.15; 95% CI: 1.02-1.31), and for bladder cancer in both the simple genetic model (Ala/Ala vs Val/Val) (OR 1.30; 95% CI: 1.04-1.61) and the recessive genetic model (Ala/Ala + Ala/Val vs Val/Val) (OR 1.32; 95% CI: 1.06-1.63). Our meta-analysis supports that polymorphisms in XPC may represent low-penetrance susceptibility gene variants for breast, bladder, head and neck, and lung cancer. XPC is a good candidate for large-scale epidemiological case-control studies that may lead to improvement in the management of highly prevalent cancers.

Forefoot Deformity in Diabetic Neuropathic Individuals and its Role in Pressure Distribution and Gait

Background. Foot deformities have been related to diabetic neuropathy progression but their influence on plantar distribution during dynamic tasks is not completely understood. The purpose of the present study was to investigate the influence of metatarsal head prominence and claw toes on regional plantar pressures during gait in patients with diabetic neuropathy Methods Seventy-one adults participated in this study categorized into three groups: a control group (CG, n = 32), patients with diabetic neuropathy without any foot deformities (DG, n = 20), and patients with diabetic neuropathy with metatarsal head prominence and/or claw toes (DMHG, n = 19). Plantar pressure variables (contact area, peak pressure, and maximum mean pressure) were evaluated during gait on rearfoot, midfoot, and forefoot using capacitive insoles (Pedar-X System, Novel Inc., Munich, Germany). A general linear model was applied to repeatedly measure and analyze variance relationships between groups and areas. Results. DMHG. presented larger contact areas at the forefoot and midfoot along with higher peak pressure at the rearfoot compared to the other two groups The DG showed higher mean pressure at the midfoot compared to:the other two groups. Conclusion. The coexistence of diabetic neuropathy and metatarsal head prominence in addition to claw toes, resulted in overloading the rearfoot and enhancing the contact area of forefoot and midfoot while walking. This plantar pressure distribution is a result of a different coordination pattern adopted in order to reduce plantar loads at the anterior parts of the foot that were structurally altered. Patients with diabetic neuropathy without any forefoot deformities presented a different plantar pressure distribution than patients with deformities suggesting that both neuropathy and structural foot alterations can influence foot rollover mechanisms.