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Sample records for social teaching cst

  1. Catholic Social Teaching in Their Own Words: Oral Histories of College Students Learning CST

    Nickerson, Michelle; Dammer, Harry

    2018-01-01

    This research offers insight into what undergraduates at five Catholic colleges and universities learned about Catholic Social Teaching (CST) during their college experience. The study used a purposive sample of twenty-six personal interviews with students who were exposed to CST either in the classroom or through some co-curricular activity. The…

  2. Integrating Mission-Based Values into Accounting Curriculum: Catholic Social Teaching and Introductory Accounting

    Hise, Joan Vane; Koeplin, John P.

    2010-01-01

    This paper presents several reasons why mission-based values, in this case Catholic Social Teaching (CST), should be incorporated into a university business curriculum. The CST tenets include the sanctity of human life; call to family, community, and participation; rights and responsibilities; option for the poor and vulnerable; the dignity of…

  3. A Proven Way to Incorporate Catholic Social Thought in Business School Curricula: Teaching Two Approaches to Management in the Classroom

    Dyck, Bruno

    2013-01-01

    Widespread agreement suggests that it is appropriate and desirable to develop and teach business theory and practice consistent with Catholic social teaching (CST) in Catholic business schools. Such a curriculum would cover the same mainstream material taught in other business schools, but then offer a CST approach to business that can be…

  4. Integrating Catholic Social Teaching into Undergraduate Accounting Courses

    Haen, Jason

    2013-01-01

    The world of work that students enter after graduation will not mirror the straightforward world portrayed by their textbooks. They will be required to make decisions that will affect more than the bottom line. Faculty at Catholic business schools can integrate the components of Catholic social teaching (CST) into the classroom to help equip…

  5. Teaching innovation is social interaction

    Petersen, Monika Hoeck; Olsen, Bente

    2015-01-01

    The paper aims to explore how teaching practitioners teach innovation – by cross comparing the local nursing college innovation program and the innovation teaching at the bachelor program in Mechatronic engineering at the local University; to explore and develop attention points in understanding ...... that emerging entrepreneurial attitudes are linked to the social processes of interaction between the participants of teachers and students....

  6. Teaching Social Studies with Games

    Jancic, Polona; Hus, Vlasta

    2018-01-01

    Social studies is a class students encounter in the fourth and fifth grades of primary school in Slovenia. It includes goals from the fields of geography, sociology, history, ethnology, psychology, economy, politics, ethics, aesthetics, and ecology. Among other didactic recommendations in the national curriculum for teaching, social studies…

  7. Teaching Secondary Social Studies

    Colin Everett

    2018-03-01

    Full Text Available Review of the book, instructional strategies for middle and high school social studies: Methods, assessment, and classroom management, by Bruce E. Larson. The book has two goals: It situates the learning of social studies within the broader developmental context of learning and also focuses on “Instructional Strategies.” “Instructional Strategies for Middle and High School Social Studies: Methods, Assessment, and Classroom Management.” 2nd Edition. By Bruce E. Larson. New York: Routledge, 2017. ISBN: 978-1-138-84678-4

  8. Social Media and Teaching

    Tække, Jesper; Paulsen, Michael

    New research in the Danish upper secondary schools shows that social media like Facebook is the number one attention diverts from the interaction about educational subjects in the classroom. At the same time international research shows that there is a great potential in using social media....... The overriding purpose of the paper is to provide a research-based input to the discussion about the role of social media in schools....... the past seven years (Paulsen & Tække 2009, 2010; Tække & Paulsen 2010). To find out if and how the gap can be reduced, we have initiated the action research project The Socio Media Education Experiment, and in the paper we explain both the background for the project and its preliminary results...

  9. Teaching Social Class

    Tablante, Courtney B.; Fiske, Susan T.

    2015-01-01

    Discussing socioeconomic status in college classes can be challenging. Both teachers and students feel uncomfortable, yet social class matters more than ever. This is especially true, given increased income inequality in the United States and indications that higher education does not reduce this inequality as much as many people hope. Resources…

  10. Learning and Teaching Art: Through Social Media

    Castro, Juan Carlos

    2012-01-01

    Social media practices are increasingly woven into the everyday lives of teens and adults, becoming a significant part of how they relate, know, and learn. In this article, I present findings from a design-based research study that explored how the dynamics of learning and teaching art shift through social media. Learning and teaching through…

  11. Educating for Social Justice: Drawing from Catholic Social Teaching

    Valadez, James R.; Mirci, Philip S.

    2015-01-01

    This article uses a duoethnographic process to develop a model for socially just education based on social justice theory and Catholic social teaching. Three major issues are addressed, including: (a) the definition of socially just education, (b) explaining a vision for establishing socially just schools, and (c) providing a practical guide for…

  12. Social Empathy as a Framework for Teaching Social Justice

    Segal, Elizabeth A.; Wagaman, M. Alex

    2017-01-01

    Social work education stresses training students to understand oppressive structural barriers and promote social and economic justice. Social empathy, which is rooted in a deep understanding of those who are different from us through contextual understanding and macro perspective-taking, offers a framework for teaching social justice that…

  13. Teaching for Social Justice: Experiences and Epiphanies

    Ringo, Saroja

    2008-01-01

    If people believe that identities are in large part socially constructed, they might also agree that the morals and values they each hold may also be a product of their experiences as social beings. The author's experiences with othering led her to an epiphany about the importance of teaching for social justice and guided her work as a teacher…

  14. Social Media and Social Networking Applications for Teaching and Learning

    Yeo, Michelle Mei Ling

    2014-01-01

    This paper aims to better understand the experiences of the youth and the educators with the tapping of social media like YouTube videos and the social networking application of Facebook for teaching and learning. This paper is interested in appropriating the benefits of leveraging of social media and networking applications like YouTube and…

  15. Teaching as a social practice

    Mardahl-Hansen, Tilde

    2018-01-01

    This article follows up on a focus in current educational research on teachers as important actors for children's learning and well-being, but it questions a linear relationship between learning and teaching and addresses the question “what is teaching in practice?” The theoretical background...

  16. Electron gun simulation with CST PARTICLE STUDIO

    Spachmann, Holger; Becker, Ulrich

    2006-01-01

    This paper introduces CST PARTICLE STUDIO TM , a specialist tool for the fast and accurate design and analysis of 3D electron guns. The new software is based on the multi-purpose electromagnetic solvers of the CST STUDIO family and incorporates their powerful modelling capabilities as well as successful algorithms of the MAFIA-TS simulators. The underlying theory of the PBA based field solvers and the used tracking technique is presented and some examples of application demonstrate the current status of the software

  17. Reflective Teaching in Teaching Social Skills: Utopia or Necessity?

    Usakli, Hakan

    2009-01-01

    Social skills can be defined as the skills to be gained to the students at the beginning of the academic year, like engaging in, self introducing, and asking questions. Those skills can be gained by the teachers. Reflective teaching is very significant for teachers. Teachers pay attention to everything in the classroom during their instruction.…

  18. Teaching Social Studies Through Drama

    Anderson, Colin

    2017-01-01

    Educators and researchers have long discussed methods for improving student achievement in the social studies and history. Research on student attitudes reveals that the social studies suffers from a lack of interest among students. Common complaints among students are that the subject is tedious, does not relate to their lives, is not particularly useful for their future careers, is repetitive, or that it is simply boring (Schug et al., 1982}. Even when students recognize the utilitarian val...

  19. Social circumstances and teaching profession

    Beara Mirjana

    2015-01-01

    Full Text Available Teachers, as an element of the educational system, are considered to be the most important factor for improving the quality of work in schools. At the same time, schools and teachers, as well as the entire educational system, are functioning in the framework of broader social conditions that may be perceived as favorable and unfavorable for particular aspects of their job and profession. The paper examined teachers' perceptions of the social circumstances in which they work and professionally develop, as well as their temporal satisfaction of their profession and professional development. Temporal satisfaction involves cognitive evaluation of professional area of life through the prism of time (past, present, future. Examined was the interrelationship between these factors, as well as correlations with certain socio-demographic variables: length of employment, age, gender, initial education and type of school in which they are employed. Results indicate that teachers generally perceive social conditions as unfavorable to their professional development, being more satisfied with the past, than with the present and future professional aspects of life. Professional satisfaction was significantly correlated with the perception of social circumstances. Significant differences were established in the temporal satisfaction and perception of social conditions in relation to sex. Teachers in secondary vocational schools are more satisfied with their profession compared to teachers in gymnasiums and primary schools.

  20. Teaching Social Media in Business

    McHaney, Roger; Warkentin, Merrill; Sachs, David; Pope, Michael Brian; Ormond, Dustin

    2015-01-01

    The ways people connect, interact, share, and communicate have changed due to recent developments in information technology. These developments, categorized as social media, have captured the attention of business executives, technologists, and education professionals alike, and have altered many business models. Additionally, the concept of…

  1. Thinking Socially: Teaching Social Knowledge to Foster Social Behavioral Change

    Crooke, Pamela J.; Winner, Michelle Garcia; Olswang, Lesley B.

    2016-01-01

    This article addresses the complexity of what it means to "be social" from the perspective of social thinking. This perspective recognizes social cognitive processing abilities as the foundation for social knowledge and, in turn, social behaviors. The article further describes variables that influence how one understands how to do what…

  2. Frequency of Applying Different Teaching Strategies and Social Teaching Methods in Primary Schools

    Ivic, Sonja

    2016-01-01

    The question that every modern teacher raises in their daily work is the reflection on selecting teaching strategies and social forms of teaching. Unlike traditional teaching strategies in which knowledge transfer is mainly done by the teacher while the students are passive listeners and recipients of such knowledge, modern teaching strategies…

  3. Using the Teaching Interactions Procedure to Teach Social Skills to Children with Autism and Intellectual Disability

    Ng, Aubrey Hui Shyuan; Schulze, Kim; Rudrud, Eric; Leaf, Justin B.

    2016-01-01

    This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The…

  4. Teaching Psychological and Social Gerontology to Millennial Undergraduates

    Siegal, Brittany; Kagan, Sarah H.

    2012-01-01

    Matters of development and generation may create barriers in teaching millennial undergraduates psychological and social gerontology. We introduce strategy to mitigate these barriers by teaching psychological and social gerontology as undergraduate honors courses, augmented with the use of social networking tools. We detail honors programming,…

  5. Teaching social skills in the language classroom | Venter | Journal ...

    Bullying has become a major problem in schools worldwide. It might escalate to serious forms of anti-social behaviour, therefore the teaching of social skills are important in the school as a whole. The language classroom is the ideal place to teach social and communication skills. In the whole language approach, combined ...

  6. Teaching Mathematics for Social Justice: Examining Preservice Teachers' Conceptions

    Jong, Cindy; Jackson, Christa

    2016-01-01

    Teaching for social justice is a critical pedagogy used to empower students to be social agents in the world they live. This critical pedagogy has extended to mathematics education. Over the last decade, mathematics education researchers have conceptualized what it means to teach mathematics for social justice, but little is known about preservice…

  7. Chemistry teaching in different social contexts

    Bruno Ferreira dos Santos

    2017-12-01

    Full Text Available This article presents the development of a research program on the teaching of chemistry guided by a theoretical framework of the Sociology of Education, and discusses its main results. Under a comparative analysis perspective, the pedagogical practices of teachers of chemistry teachers who teach in schools of different social contexts were been characterized by a set of indicators related to the rules of pedagogical discourse and were associated to the macrossocial issues of power and control, according to the theory by Basil Bernstein. The article presents the most relevant results obtained, highlighting the characteristics less favorable to the acquisition of scientific knowledge and skills, and which often constitute the practices observed in the schools where study the most needy students of the social spectrum. On the other hand, some results also show that, by altering some of these characteristics, teachers can increase student’s performance. These results have implications for the education of chemistry teachers and for public policies. The final part discusses the further unfolding and new directions for future research related to this program.

  8. Teaching Clinical Social Work under Occupation: Listening to the Voices of Palestinian Social Work Students

    Kokaliari, Efrosini; Berzoff, Joan; Byers, David S.; Fareed, Anan; Berzoff-Cohen, Jake; Hreish, Khalid

    2016-01-01

    The authors were invited to teach clinical social work in the Palestinian West Bank. In order to teach, we designed a study exploring how 65 Palestinian social work students described the psychological and social effects of working under occupation. Students described social stressors of poverty, unemployment, lack of infrastructure, violence,…

  9. Military Social Work as an Exemplar in Teaching Social Work Competencies

    Daley, James G.; Carlson, Joan; Evans, Pinkie

    2015-01-01

    This article is for social work educators unfamiliar with military social work and receptive to a number of exemplars to enhance teaching strategies within their courses. Because examples of military social work are directly tied to the Council on Social Work Education competencies, this article offers a number of suggested teaching strategies…

  10. Teaching Social Skills and Assertiveness to Students with Disabilities

    Moffett, Aaron; Alexander, Melissa G. F.; Dummer, Gail M.

    2006-01-01

    This article discusses teaching social skills and assertiveness to students with disabilities. The National Association for Sport and Physical Education (NASPE) content standards for physical education emphasize teaching responsible personal and social behaviors to students of all abilities, to help them develop an understanding of and respect for…

  11. Integrating Social Networks in Teaching in Higher Education

    Abousoliman, Onsy

    2017-01-01

    In response to the emerging and swiftly developing digital tools, this dissertation investigated integrating a specific category of these tools, social networks, in teaching in higher education. The study focused on exploring how social networks integration might impact the teaching/learning process and on investigating the challenges that could…

  12. Teaching Social Policy: Integration of Current Legislation and Media Resources

    DeRigne, LeaAnne

    2011-01-01

    Social work students enter the field of social work for many reasons--from wanting to become clinicians to wanting to advocate for a more socially just world. Social policy classes can be the ideal courses to provide instruction on conducting research on current policy issues. Teaching students about policy advocacy can lead to a class rich with…

  13. Antecedent precipitation index determined from CST estimates of rainfall

    Martin, David W.

    1992-01-01

    This paper deals with an experimental calculation of a satellite-based antecedent precipitation index (API). The index is also derived from daily rain images produced from infrared images using an improved version of GSFC's Convective/Stratiform Technique (CST). API is a measure of soil moisture, and is based on the notion that the amount of moisture in the soil at a given time is related to precipitation at earlier times. Four different CST programs as well as the Geostationary Operational Enviroment Satellite (GOES) Precipitation Index developed by Arkin in 1979 are compared to experimental results, for the Mississippi Valley during the month of July. Rain images are shown for the best CST code and the ARK program. Comparisons are made as to the accuracy and detail of the results for the two codes. This project demonstrates the feasibility of running the CST on a synoptic scale. The Mississippi Valley case is well suited for testing the feasibility of monitoring soil moisture by means of CST. Preliminary comparisons of CST and ARK indicate significant differences in estimates of rain amount and distribution.

  14. Teaching Note--Teaching Intersectionality: Transforming Cultural Competence Content in Social Work Education

    Robinson, Michael Allen; Cross-Denny, Bronwyn; Lee, Karen Kyeunghae; Werkmeister Rozas, Lisa Marie; Yamada, Ann-Marie

    2016-01-01

    Intersectionality has been gaining momentum among social workers as a framework to allow a fuller understanding of the complexity of diverse social identities and the impact of social structures on power, privilege, and oppression. However, the application of intersectionality to teaching in social work education has been relatively absent in the…

  15. Comparing the Teaching Interaction Procedure to Social Stories for People with Autism

    Leaf, Justin B.; Oppenheim-Leaf, Misty L.; Call, Nikki A.; Sheldon, Jan B.; Sherman, James A.; Taubman, Mitchell; McEachin, John; Dayharsh, Jamison; Leaf, Ronald

    2012-01-01

    This study compared social stories and the teaching interaction procedure to teach social skills to 6 children and adolescents with an autism spectrum disorder. Researchers taught 18 social skills with social stories and 18 social skills with the teaching interaction procedure within a parallel treatment design. The teaching interaction procedure…

  16. Social Media Storytelling as a Method for Teaching Literature

    Pajares Tosca, Susana; Nørgaard Isholdt, Anne Katrine; Tarp-Petzke, Niklas

    2016-01-01

    This chapter investigates how a social medium (Facebook in this case) can be a platform for a novel way of teaching literature focusing on social roleplaying of the literary characters. We call this new form “social media storytelling”. Our project transmedially recreates the world of an original...

  17. Teaching social justice using a pedagogy of engagement.

    Belknap, Ruth Ann

    2008-01-01

    Teaching an undergraduate level diversity course with a health focus requires specific teaching methods. A pedagogy of engagement provides an effective strategy for exploring issues of race, class, gender, and structural inequalities that underlie health disparities. Engagement learning enhances understanding of theories of oppression and liberation presented in the course and highlights social justice issues.

  18. Teaching Practices and Social Capital. NBER Working Paper No. 17527

    Algan, Yann; Cahuc, Pierre; Shleifer, Andrei

    2011-01-01

    We use several data sets to consider the effect of teaching practices on student beliefs, as well as on organization of firms and institutions. In cross-country data, we show that teaching practices (such as copying from the board versus working on projects together) are strongly related to various dimensions of social capital, from beliefs in…

  19. Teaching Personal and Social Responsibility to Juniors through Physical Education

    Severinsen, Graeme

    2014-01-01

    The teaching personal and social responsibility (TPSR) in physical education (PE) has a research base dating back some years. There is significant literature pertaining to senior students, the underserved, problem youth in America, teaching responsibility in gym settings, and through PE and in special projects. At the fore-front of this literature…

  20. Team Teaching in Social Work: Sharing Power with Bachelor of Social Work Students

    Zapf, Michael Kim; Jerome, Les; Williams, Margaret

    2011-01-01

    Team teaching in social work education usually involves sequential lectures delivered by different instructors--relay or tag-team teaching. Truly collaborative or collegial team teaching involves a committed group of diverse instructors interacting together as equals in the classroom. Having more than one teacher in the classroom confounds…

  1. Learning to teach science for social justice in urban schools

    Vora, Purvi

    This study looks at how beginner teachers learn to teach science for social justice in urban schools. The research questions are: (1) what views do beginner teachers hold about teaching science for social justice in urban schools? (2) How do beginner teachers' views about teaching science for social justice develop as part of their learning? In looking at teacher learning, I take a situative perspective that defines learning as increased participation in a community of practice. I use the case study methodology with five teacher participants as the individual units of analysis. In measuring participation, I draw from mathematics education literature that offers three domains of professional practice: Content, pedagogy and professional identity. In addition, I focus on agency as an important component of increased participation from a social justice perspective. My findings reveal two main tensions that arose as teachers considered what it meant to teach science from a social justice perspective: (1) Culturally responsive teaching vs. "real" science and (2) Teaching science as a political act. In negotiating these tensions, teachers drew on a variety of pedagogical and conceptual tools offered in USE that focused on issues of equity, access, place-based pedagogy, student agency, ownership and culture as a toolkit. Further, in looking at how the five participants negotiated these tensions in practice, I describe four variables that either afforded or constrained teacher agency and consequently the development of their own identity and role as socially just educators. These four variables are: (1) Accessing and activating social, human and cultural capital, (2) reconceptualizing culturally responsive pedagogical tools, (3) views of urban youth and (4) context of participation. This study has implications for understanding the dialectical relationship between agency and social justice identity for beginner teachers who are learning how to teach for social justice. Also

  2. Multilingual and social semiotic perspectives on literacy learning and teaching

    Laursen, Helle Pia

    to the complex processes involved in biliterate meaning making and script learning. Multilingual and social semiotic perspectives on literacy learning and teaching – summaryOn the basis of data from the longitudinal study Signs of Language, I focus on how a social semiotic perspective on literacy learning...... and teaching can contribute to expanding the conceptualization of literacy to be more sensitive to the complex processes involved in biliterate meaning making and script learning.......Multilingual and social semiotic perspectives on literacy learning and teaching – abstract In the context of an increasing multilingualism, literacy teaching has become a central and contested issue in public and political debate. International comparisons of levels of literacy have been...

  3. Heat Transfer Analysis for a Fixed CST Column

    Lee, S.Y.

    2004-01-01

    In support of a small column ion exchange (SCIX) process for the Savannah River Site waste processing program, a transient two-dimensional heat transfer model that includes the conduction process neglecting the convection cooling mechanism inside the crystalline silicotitanate (CST) column has been constructed and heat transfer calculations made for the present design configurations. For this situation, a no process flow condition through the column was assumed as one of the reference conditions for the simulation of a loss-of-flow accident. A series of the modeling calculations has been performed using a computational heat transfer approach. Results for the baseline model indicate that transit times to reach 130 degrees Celsius maximum temperature of the CST-salt solution column are about 96 hours when the 20-in CST column with 300 Ci/liter heat generation source and 25 degrees Celsius initial column temperature is cooled by natural convection of external air as a primary heat transfer mechanism. The modeling results for the 28-in column equipped with water jacket systems on the external wall surface of the column and water coolant pipe at the center of the CST column demonstrate that the column loaded with 300 Ci/liter heat source can be maintained non-boiling indefinitely. Sensitivity calculations for several alternate column sizes, heat loads of the packed column, engineered cooling systems, and various ambient conditions at the exterior wall of the column have been performed under the reference conditions of the CST-salt solution to assess the impact of those parameters on the peak temperatures of the packed column for a given transient time. The results indicate that a water-coolant pipe at the center of the CST column filled with salt solution is the most effective one among the potential design parameters related to the thermal energy dissipation of decay heat load. It is noted that the cooling mechanism at the wall boundary of the column has significant

  4. Teaching Writing in Sociology: A Social Constructionist Approach.

    Anderson, Leon; Holt, Mara

    1990-01-01

    Provides an overview of the "social constructionist" approach to teaching composition in sociology courses. Describes a course that is team taught by the authors and is based on the social constructionist paradigm. Stresses that sociological writing is a special type of discourse that can be taught most effectively by sociologists who…

  5. Collaborative Online Teaching: A Model for Gerontological Social Work Education

    Fulton, Amy E.; Walsh, Christine A.; Azulai, Anna; Gulbrandsen, Cari; Tong, Hongmei

    2015-01-01

    Social work students and faculty are increasingly embracing online education and collaborative teaching. Yet models to support these activities have not been adequately developed. This paper describes how a team of instructors developed, delivered, and evaluated an undergraduate gerontological social work course using a collaborative online…

  6. Have Economic Educators Embraced Social Media as a Teaching Tool?

    Al-Bahrani, Abdullah; Patel, Darshak; Sheridan, Brandon J.

    2017-01-01

    In this article, the authors discuss the results of a study of the perceptions of a national sample of economics faculty members from various institutions regarding the use of social media as a teaching tool in and out of the economics classroom. In the past few years, social media has become globally popular, and its use is ubiquitous among…

  7. Critical Debates in Teaching Research Methods in the Social Sciences

    Gunn, Andrew

    2017-01-01

    This paper explores some of the critical debates in social science research methods education and is set out in three parts. The first section introduces the importance and relevance of research methods to the social sciences. It then outlines the problems and challenges experienced in the teaching and learning of research methods, which are…

  8. Social Media Tools for Teaching and Learning

    Wagner, Ronald

    2011-01-01

    According to Wikipedia, "social media is the media designed to be disseminated through social interaction, created using highly accessible scalable techniques. Social media is the use of web-based and mobile technologies to turn communication into interactive dialogue." Social networks, such as Facebook and Twitter, contain millions of members who…

  9. CST receiver tube qualification, Phase 1, Investigation - Final Report

    Mack, I.; Rossy, J.-P.

    2010-05-15

    In this report the different application possibilities for concentrated solar thermal (CST) systems are studied. Further, the possible measuring methods for characterising and qualifying the receivers with their embedded absorber tubes are investigated. The investigations show that CST systems can be used as an environmentally friendly alternative to fossil fuels in many applications. The best known one is the generation of electrical power, but concentrated solar energy can also be used for desalination, industrial process heat, and for cooling of buildings. Industrial process heat is a large potential area with temperature in the range of 120 {sup o}C to over 400 {sup o}C. Heat below 400 {sup o}C can be provided by various parabolic trough and Fresnel systems, which are optimised for the temperature required. In order to further increase the usage of CST systems, it is of great importance to provide standards for the qualification and characterisation of the different components of the CST systems. Huge efforts are currently made to define a standard for evacuated receiver tubes. For the characterisation of the black absorber tubes the development is still at the beginning, although the need here is also given. (authors)

  10. Teaching to Transform? Addressing Race and Racism in the Teaching of Clinical Social Work Practice

    Varghese, Rani

    2016-01-01

    Faculty members are key stakeholders to support social work students' learning about race and racism in practice and to promote the professional standards established by the field. This qualitative study examines how 15 clinical social work faculty members teaching advanced practice in the Northeast conceptualize and incorporate their…

  11. Critical teaching as mutual learning through collective social design

    Chimirri, Niklas Alexander; Dupret, Katia

    How to sustainably implement Higher Education’s aim to teach for critical and societally relevant thinking and acting into its teaching formats? As part of a two-week intense workshop process developed at Roskilde University’s HumTek Bachelor Study Program for first-year students, the authors have......, given that the students are to test and challenge their initial design ideas with other stakeholders. This process-oriented collective teaching-designing framework, we argue, sustainably anchors critical thinking and acting in a hands-on educational setting. Teaching is – like social design...... that teaching as well as design can only be rendered sustainable by critically reflecting on its epistemic possibilities and limitations across diverse stakeholder perspectives....

  12. Teaching Social Skills: An Effective Online Program

    Sanchez, Rebecca P.; Brown, Emily; DeRosier, Melissa E.

    2015-01-01

    Educators, policymakers, and the general public agree that social skills should be taught to children. In an effort to bridge this gap between evidence-based social skills training and populations in need, the authors have developed an Intelligent Social Tutoring System (ISTS) that fosters learning through adaptive interaction between the student…

  13. Teaching Social Studies with Video Games

    Maguth, Brad M.; List, Jonathan S.; Wunderle, Matthew

    2015-01-01

    Today's youth have grown up immersed in technology and are increasingly relying on video games to solve problems, engage socially, and find entertainment. Yet research and vignettes of teachers actually using video games to advance student learning in social studies is scarce (Hutchinson 2007). This article showcases how social studies…

  14. Social Media and Teaching-Learning: Connecting or Distancing?

    Yancey, Nan Russell

    2017-10-01

    As new ideas and new ways of connecting seemingly surface ever more quickly, faculty face the daunting task of using emerging technology in the teaching-learning endeavor while honoring the presence of teacher with learner. The focus of this column is on using social media as a teaching-learning tool in the shared journey of coming to know, which is so essential for the aspiring nurse. While opportunities for using teaching-learning technologies abound and are ever-changing, faculty are challenged to cocreate a learner-focused journey of coming to know, without allowing the technology to become the focus.

  15. Learning of Teaching in the Professional Socialization in Physical Education

    Samuel de Souza Neto

    2017-05-01

    Full Text Available Abstract AIMS to investigate how the professional socialization happens through teacher education. METHODS a qualitative research, descriptive, was developed using exploratory interview and narrative interview to clarify and deepen the collected information. Two Physical Education teachers with different stories of personal and professional development participated in this study. Through content analysis the data was organized in themes: the cultural capital and the learning of teaching, as a social, spatial and temporal process; a cognitive, plural and heterogenic process and a human, moral and relational process. RESULTS life settings can be viewed as the building scaffoldings of a professional socialization with the aim of understanding teachers and their practices in the knowledge of their lives, as influenced by social interactions. In this process of successive socializations, teachers build their professional identity, valuing social interactions in the environments they inhabit. In this study, practice was viewed as a site for training, the production of knowledge, and professional socialization in the acquisition of cultural capital. The knowledge of teachers was conceived as having a social nature, bringing underlying sources of acquisition associated with the family, school, and university because they decisively contribute to the structure of the educational practice. CONCLUSION the professional socialization is a dynamic process which involves not only the learning, but the acquisition of a professional ethos and, mainly, a teacher's identity and a base of knowledge that support the social interaction and the teaching culture in the activities and individual socialization in the habitus perspective.

  16. Tools of Inaction: The Impasse between Teaching Social Issues and Creating Social Change

    Picower, Bree

    2015-01-01

    Within the field of teacher education, increased emphasis has been placed on social justice education (SJE). This qualitative study examined a group of beginning teachers who voluntarily participated in a social justice critical inquiry project (CIP). The findings indicate that while many of them were successful at teaching social issues, they…

  17. Social Teaching: Student Perspectives on the Inclusion of Social Media in Higher Education

    Cooke, Samantha

    2017-01-01

    The traditional teaching methodologies employed within universities, comprising of lectures and seminars, have come to be scrutinised for their impersonal approach. Recently, social media and networking sites have become increasingly popular as learning and teaching resources in higher education, providing students with increased opportunities for…

  18. Social Media Ethics in English Language Teaching

    Blyth, Andrew

    2015-01-01

    Many teachers are increasingly using Social Networking Services (SNS) in their classrooms, which allows for the first time the outside world to peer into students' private learning spaces (Blyth, 2011). However, the adoption of social media has mostly been done without careful consideration of possible ramifications students may suffer.…

  19. Using social media technologies for teaching and research

    Minocha, Shailey

    2012-01-01

    The goal of this workshop is to examine and discuss how educators and researchers can adopt and use social media tools such as blogs, wikis, micro-blogging (e.g. Twitter), social bookmarking tools, photo-sharing sites (e.g. Flickr), or social networking tools (e.g. Facebook) in the service of their teaching and research, and, particularly, in engaging with students and other researchers. \\ud \\ud We will cover the following topics in the workshop:\\ud a. A catalogue of social media tools that c...

  20. Teaching social media the can-do guide

    Kirchhoff, Liz

    2014-01-01

    Sharing social media expertise with library clientele is a natural way for libraries to support their communities-and increase their relevance. This book provides a roadmap for librarians who wish to offer this service but need to brush up on their own social media skills or learn how to cover the topics in a classroom situation. Although there are many books on social media, this volume is unique because it presents complete teaching scripts that can be adapted for various classroom situations along with general guidelines and tips. You'll find general advice on social media as well as su

  1. On Using GIS to Teach in the Social Sciences

    Harris, Jill S.

    2012-01-01

    In this article, the author discusses how a professor can harness the power of Geographic Information Systems (GIS) and use GIS to teach in the social sciences. She shows examples of how GIS can illustrate concepts during lecture or discussion, and provides two specific GIS assignments: one for undergraduate students and the other for graduate…

  2. The Influence of Social Intelligence on Effective Music Teaching

    Juchniewicz, Jay

    2010-01-01

    The purpose of this study was to investigate the influence of social intelligence on effective music teaching. Forty teachers from "exemplary programs" and "more challenging programs" across band, chorus, orchestra, and general public school music programs were administered the Interpersonal Perception Task-15 (IPT-15). In addition, 84 external…

  3. Involving Parents in Teaching Social Communication Skills to Young Children

    Weiss, Amy L.; Theadore, Geraldine

    2011-01-01

    This article focuses on why and how speech-language pathologists and other professionals can encourage the involvement of parents in teaching social communication skills to their young children. Four main topics are explored: (1) the evidence that many of the children with special needs served by speech-language pathologists and other…

  4. Teaching Personal and Social Responsibility: Past, Present and Future

    Martinek, Tom; Hellison, Don

    2016-01-01

    This article provides an overview of how the teaching for personal and social responsibility (TPSR) model has evolved. Its birthplace--a gym--is described where things were tried out, ideas tested, and learning about what worked and what did not work took place. Secondly, the present-day applications of the TPSR are examined--its use by a variety…

  5. Selenite and tellurite form mixed seleno- and tellurotrisulfides with CstR from Staphylococcus aureus

    Luebke, Justin L.; Arnold, Randy J.; Giedroc, David P.

    2013-01-01

    Staphylococcus aureus CstR (CsoR-like sulfur transferase repressor) is a member of the CsoR family of transition metal sensing metalloregulatory proteins. Unlike CsoR, CstR does not form a stable complex with transition metals but instead reacts with sulfite to form a mixture of di- and trisulfide species, CstR2(RS-SR′) and CstR2(RS-S-SR′)n, n = 1 or 2, respectively. Here, we investigate if CstR performs similar chemistry with related chalcogen oxyanions selenite and tellurite. In this work w...

  6. Teaching Social Interaction Skills in Social Studies Classroom and ...

    This study is a survey which was carried out with 110 sandwich students of university of Nigeria Nsukka. The focus was to ascertain the relevance of social studies programme of Nigerian universities in inculcating social interaction skills for maintaining peace and managing conflicts in the family. Four research questions ...

  7. Teaching social justice: Reframing some common pedagogical ...

    Drawing on scholarship in Critical Pedagogy, this article speaks to the debate about pedagogical approaches within social justice education (SJE). The article addresses itself to privileged positionality within the context of university-based SJE, with a specific focus on race and whiteness. As a conceptual piece, it addresses ...

  8. Teaching International Business via Social Media Projects

    Alon, Ilan; Herath, Ruwanthi Kumari

    2014-01-01

    The purpose of this study is to evaluate the outcomes of an experiential learning technique coupled with social media in an international marketing course. It was conducted among 155 students placed in groups that were assigned to develop a YouTube video for use as a country branding marketing tool. Measured evaluations of the students'…

  9. Poverty: Teaching Mathematics and Social Justice

    McCoy, Leah P.

    2008-01-01

    This article presents three mathematics lessons in a social justice setting of learning about poverty. Student activities include budgeting, graphic data representation, and linear regression, all in the context of connecting, communicating, and reasoning about poverty. (Contains 1 table, 5 figures and 6 online resources.)

  10. Integration of social networks in the teaching and learning process

    Cynthia Dedós Reyes

    2015-09-01

    Full Text Available In this research we explored the integration of social media in the process of learning and teaching, in a private higher education institution, in Puerto Rico. Attention was given to the perspectives of teachers and students. The participants —9 part-time teachers and 118 students— were selected based on availability. The results showed that teachers and students alike use social the network You Tube for academic purposes; and use Facebook, Twitter, and blogs for social purposes and entertainment. Results also revealed that there is no significant contrast between the perspectives of teachers and students digital immigrants.

  11. SOCIAL NETWORKSANALYSIS AND LITERACY: CONTRIBUITION TO THE PORTUGUESE LANGUAGE TEACHING

    Eliane Vitorino de Moura Oliveira

    2016-06-01

    Full Text Available This paper, part of a study in language studies, by mapping the speech of 24 teenagers come from a rural district of Londrina, Paraná, shows social networks analysis as an analytical metode appropriate to recognize the linguistic reality of the students, because this recognition is necessary for the development of teaching materials that respond to current needs. Under the bias of Sociolinguistica, especially its educational component, that carry the studies of literacy, discussions on the results certify the work with the Social Network Analysis (ARS as an efficient answer to the search for ways to effective teaching of Portuguese language as mother tongue. It is the school’s responsibility to take into consideration factors such as the social interaction networks in which students, identity issues, and the level of literacy of the students’ out-of-school lives for the ideal learning.

  12. Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education

    Cho, Hyunhee

    2017-01-01

    This article uses well-received contemporary scholarship--works by Iris Young, Nancy Fraser, Morva McDonald, Connie North, and Geneva Gay--to illuminate a high degree of coherence among the substantive meanings of social justice, teaching for social justice, and multicultural education. Based on these relationships, the article suggests that…

  13. ARTS, AND TEACHING OF SOCIAL SCIENCES

    Sandra Marcela Ríos Rincón

    2012-04-01

    Full Text Available El texto abarca el problema de la enseñanza de las ciencias sociales -en particular de la historia- a través del arte pictórico. En este propósito, describe una propuesta de interpretación de la obra artística como parte de un sistema comunicativo que se puede leer desde el discurso semiótico que se incorpora a su vez en un sistema de interiorización cognitiva de conceptos sociales. Se discute la posibilidad de encontrar en el arte pictórico una fuente de formación en valores por encima de ilustración realista de la realidad social. Por último, se propone el tema de la violencia política en Colombia en la segunda mitad del siglo XX a través de obras artísticas como espacio de enseñanza de la historia en los términos discutidos previamente.

  14. Mendeley: Teaching Scholarly Communication and Collaboration through Social Networking

    MacMillan, Don

    2012-01-01

    Teaching Mendeley achieves the impossible – it gets users excited to learn about organizing and citing their research articles. However, introducing Mendeley to students and faculty goes well beyond assisting them with organizing their references. Students are particularly apt to see the benefits that its social networking features offer, including promoting collaboration, identifying key resources, and facilitating group work. There are benefits for librarians too - the information it provid...

  15. Measuring Practices of Teaching for Social Justice in Elementary Mathematics Classrooms

    Reagan, Emilie Mitescu; Pedulla, Joseph J.; Jong, Cindy; Cannady, Mac; Cochran-Smith, Marilyn

    2011-01-01

    This study used the Teaching for Social Justice Observation Scale (TSJOS) of the Reformed Teaching Observation Protocol-Plus (RTOP+) to examine the extent to which twenty-two novice elementary teachers implemented practices related to teaching for social justice in their mathematics instruction. In addition, this study sought to examine the extent…

  16. Teaching Personal and Social Responsibility and Transfer of Learning: Opportunities and Challenges for Teachers and Coaches

    Gordon, Barrie; Doyle, Stephanie

    2015-01-01

    The transfer of learning from the gym to other areas of participants' lives has always been a core component of the Teaching Personal and Social Responsibility Model. The degree to which transfer of learning is successfully facilitated in the reality of Teaching Personal and Social Responsibility Model-based teaching and coaching is, however,…

  17. Teaching Writing in the Social Sciences: A Comparison and Critique of Three Models

    Hansen, Kristine; Adams, Joyce

    2010-01-01

    This article describes and evaluates three approaches to teaching writing in the social sciences, particularly psychology: an English department-based course for all social science majors; a team-teaching model that embeds writing in core courses in psychology; and a stand-alone course dedicated to teaching writing in psychology, often taken…

  18. Are Prospective Elementary School Teachers' Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

    Dündar, Sahin

    2015-01-01

    This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers' learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary…

  19. Differential involvement of corticospinal tract (CST fibers in UMN-predominant ALS patients with or without CST hyperintensity: A diffusion tensor tractography study

    Venkateswaran Rajagopalan

    2017-01-01

    DTT revealed subcortical loss ('truncation' of virtual motor CST fibers (presumably projecting from the precentral gyrus (PrG in ALS patients but not in controls; in contrast, virtual fibers (presumably projecting to the adjacent postcentral gyrus (PoG were spared. No significant differences in virtual CST fiber length were observed between controls and ALS patients. However, the frequency of CST truncation was significantly higher in the ALS-CST+ subgroup (9 of 21 than in the ALS-CST− subgroup (4 of 24; p = 0.049, suggesting this finding could differentiate these ALS subgroups. Also, because virtual CST truncation occurred only in the ALS patient group and not in the control group (p = 0.018, this DTT finding could prove to be a diagnostic biomarker of ALS. Significantly shorter disease duration and faster disease progression rate were observed in ALS patients with CST fiber truncation than in those without (p  0.05 in any of the ROIs. In addition, comparing FA values between ALS patients with CST truncation and those without in the aforementioned four ROIs, revealed no significant differences in either hemisphere. However, visual evaluation of DTT was able to identify UMN degeneration in patients with ALS, particularly in those with a more aggressive clinical disease course and possibly different pathologic processes.

  20. Selenite and tellurite form mixed seleno- and tellurotrisulfides with CstR from Staphylococcus aureus.

    Luebke, Justin L; Arnold, Randy J; Giedroc, David P

    2013-04-01

    Staphylococcus aureus CstR (CsoR-like sulfur transferase repressor) is a member of the CsoR family of transition metal sensing metalloregulatory proteins. Unlike CsoR, CstR does not form a stable complex with transition metals but instead reacts with sulfite to form a mixture of di- and trisulfide species, CstR2(RS-SR') and CstR2(RS-S-SR')n)n=1 or 2, respectively. Here, we investigate if CstR performs similar chemistry with related chalcogen oxyanions selenite and tellurite. In this work we show by high resolution tandem mass spectrometry that CstR is readily modified by selenite (SeO3(2-)) or tellurite (TeO3(2-)) to form a mixture of intersubunit disulfides and selenotrisulfides or tellurotrisulfides, respectively, between Cys31 and Cys60'. Analogous studies with S. aureus CsoR reveals no reaction with selenite and minimal reaction with tellurite. All cross-linked forms of CstR exhibit reduced DNA binding affinity. We show that Cys31 initiates the reaction with sulfite through the formation of S-sulfocysteine (RS-SO3(2-)) and Cys60 is required to fully derivatize CstR to CstR2(RS-SR') and CstR2(RS-S-SR'). The modification of Cys31 also drives an allosteric switch that negatively regulates DNA binding while derivatization of Cys60 alone has no effect on DNA binding. These results highlight the differences between CstRs and CsoRs in chemical reactivity and metal ion selectivity and establish Cys31 as the functionally important cysteine residue in CstRs.

  1. A family of splice variants of CstF-64 expressed in vertebrate nervous systems

    Shankarling, Ganesh S; Coates, Penelope W; Dass, Brinda; MacDonald, Clinton C

    2009-01-01

    Background Alternative splicing and polyadenylation are important mechanisms for creating the proteomic diversity necessary for the nervous system to fulfill its specialized functions. The contribution of alternative splicing to proteomic diversity in the nervous system has been well documented, whereas the role of alternative polyadenylation in this process is less well understood. Since the CstF-64 polyadenylation protein is known to be an important regulator of tissue-specific polyadenylation, we examined its expression in brain and other organs. Results We discovered several closely related splice variants of CstF-64 – collectively called βCstF-64 – that could potentially contribute to proteomic diversity in the nervous system. The βCstF-64 splice variants are found predominantly in the brains of several vertebrate species including mice and humans. The major βCstF-64 variant mRNA is generated by inclusion of two alternate exons (that we call exons 8.1 and 8.2) found between exons 8 and 9 of the CstF-64 gene, and contains an additional 147 nucleotides, encoding 49 additional amino acids. Some variants of βCstF-64 contain only the first alternate exon (exon 8.1) while other variants contain both alternate exons (8.1 and 8.2). In mice, the predominant form of βCstF-64 also contains a deletion of 78 nucleotides from exon 9, although that variant is not seen in any other species examined, including rats. Immunoblot and 2D-PAGE analyses of mouse nuclear extracts indicate that a protein corresponding to βCstF-64 is expressed in brain at approximately equal levels to CstF-64. Since βCstF-64 splice variant family members were found in the brains of all vertebrate species examined (including turtles and fish), this suggests that βCstF-64 has an evolutionarily conserved function in these animals. βCstF-64 was present in both pre- and post-natal mice and in different regions of the nervous system, suggesting an important role for βCstF-64 in neural gene

  2. Weapons of Mass Destruction Civil Support Teams (WMD-CST): A Necessary Failure

    Walker, Larry

    2001-01-01

    .... Unfortunately, poor program management, ineffective equipment acquisition and unclear command and control structures have made the current version of the WMD-CST teams ineffective and inspire fear...

  3. Teaching Socially Valid Social Interaction Responses to Students with Severe Disabilities in an Integrated School Setting.

    Nientimp, Edward G.; Cole, Christine L.

    1992-01-01

    Evaluated effects of procedure to teach appropriate social responses to adolescents with severe disabilities by employing ABA withdrawal design, replicated twice with two students, and AB design with third student. Results showed increases in correct responding and decreases in echolalia following intervention. Generalization of appropriate…

  4. Teaching of social and philosophical background to atomic theory

    Lühl, Jutta

    1992-06-01

    The history of atomic theory is outlined from earliest times up to the orbital model, and a corresponding teaching method described. The first, historical part of the paper emphasizes social and philosophical aspects in the development of atomic theory. The following milestones are dealt with: the development of the concept of matter from Greek mythology up to the atom; the spreading of Arab philosophy to the Occident during the Middle Ages; the conflict between the church and its opponents in the Middle Ages about the nature of the individual and society; and the status of atomic theory at the time of Newton, and its final acceptance after Dalton. The second part of the paper describes a method for teaching this material at secondary level, in which students are encouraged to make their own conclusions from the range of material offered.

  5. HEAT TRANSFER ANALYSIS FOR FIXED CST AND RF COLUMNS

    Lee, S

    2007-01-01

    In support of a small column ion exchange (SCIX) process for the Savannah River Site waste processing program, transient and steady state two-dimensional heat transfer models have been constructed for columns loaded with cesium-saturated crystalline silicotitanate (CST) or spherical Resorcinol-Formaldehyde (RF) beads and 6 molar sodium tank waste supernate. Radiolytic decay of sorbed cesium results in heat generation within the columns. The models consider conductive heat transfer only with no convective cooling and no process flow within the columns (assumed column geometry: 27.375 in ID with a 6.625 in OD center-line cooling pipe). Heat transfer at the column walls was assumed to occur by natural convection cooling with 35 C air. A number of modeling calculations were performed using this computational heat transfer approach. Minimal additional calculations were also conducted to predict temperature increases expected for salt solution processed through columns of various heights at the slowest expected operational flow rate of 5 gpm. Results for the bounding model with no process flow and no active cooling indicate that the time required to reach the boiling point of ∼130 C for a CST-salt solution mixture containing 257 Ci/liter of Cs-137 heat source (maximum expected loading for SCIX applications) at 35 C initial temperature is about 6 days. Modeling results for a column actively cooled with external wall jackets and the internal coolant pipe (inlet coolant water temperature: 25 C) indicate that the CST column can be maintained non-boiling under these conditions indefinitely. The results also show that the maximum temperature of an RF-salt solution column containing 133 Ci/liter of Cs-137 (maximum expected loading) will never reach boiling under any conditions (maximum predicted temperature without cooling: 88 C). The results indicate that a 6-in cooling pipe at the center of the column provides the most effective cooling mechanism for reducing the maximum

  6. Good Practice Guide: Bringing a Social Capital Approach into the Teaching of Adult Literacy and Numeracy

    National Centre for Vocational Education Research (NCVER), 2010

    2010-01-01

    This good practice guide is based on research that looked at how to teach adult literacy and numeracy using a social capital approach. The guide suggests ways vocational education and training (VET) practitioners can adopt a social capital approach to their teaching practice. A social capital approach refers to the process in which networks are…

  7. Reading for a Better World: Teaching for Social Responsibility with Young Adult Literature

    Wolk, Steven

    2009-01-01

    Teaching for social responsibility should be one of the vital aims of our schools. Young adult literature offers an authentic, meaningful, and critical way to teach for social responsibility. This article offers an overview of the different elements of social responsibility and some young adult novels and graphic novels that could be used to teach…

  8. Stress-compatible embedded cohesive crack in CST element

    Olesen, John Forbes; Poulsen, Peter Noe

    2010-01-01

    A simple element with an embedded strong discontinuity for modeling cohesive cracking of concrete is presented. The element differs from previous elements of the embedded type, in that a consistent stress field is obtained by direct enforcement of stress continuity across the crack....... The displacement discontinuity is modeled in an XFEM fashion; however, the discontinuous displacement field is special, allowing for the direct enforcement of stress continuity. This in turn allows for elimination of extra degrees of freedom necessary for describing the crack deformations, thus the element has...... the same number of freedoms as its continuous basis: CST. The good performance of the element is demonstrated by its ability to simulate threepoint bending of a notched concrete beam. The advantage of the element is its simplicity and the straightforward implementation of it. Handling situations...

  9. Social representations of science and gender in Science teaching

    Bettina Heerdt

    2017-09-01

    Full Text Available This paper analyzes the Social Representations (SR of teachers regarding the Nature of Science (NoS, gender issues in society, Science and in the teaching context. The theoretical approach is Moscovici’s SR associated to NoS discussions, Science feminist theories and Teaching of Science. A number of twenty-two teachers were part of this research. Data were collected through the filmic record. The lexical analysis was performed using the Alceste software. Four classes were formed: NoS, Gender and women in Science, Gender and teaching context, and Gender and society. In the areas of the teachers’ education, it was not possible to find significant differences in SR. Through empirical data, the distinct argumentation of men and women is noticed. The SR of men, naturalized, discriminatory and of gender issue denial in society and Science, is more forceful than of women. It is necessary, in the initial and continued education, the problematization of gender issues in Science.

  10. Social Constructivism: Does It Succeed in Reconciling Individual Cognition with Social Teaching and Learning Practices in Mathematics?

    Bozkurt, Gulay

    2017-01-01

    This article examines the literature associated with social constructivism. It discusses whether social constructivism succeeds in reconciling individual cognition with social teaching and learning practices. After reviewing the meaning of individual cognition and social constructivism, two views--Piaget and Vygotsky's--accounting for learning…

  11. Teaching for Social Justice, Social Responsibility and Social Inclusion: A Respectful Pedagogy for Twenty-First Century Early Childhood Education

    Hawkins, Karen

    2014-01-01

    Drawing on a Participatory Action Research (PAR) study that was undertaken in two Australian preschool settings this article examines strategies that support the pedagogy of teaching for social justice and outlines how these strategies raised critical consciousness of both preschoolers (aged three to five years) and early childhood educators to…

  12. Association between CST3 rs2424577 polymorphism and corpulence related phenotypes during lifetime in populations of European ancestry

    Hooton, Henri; Dubern, Beatrice; Henegar, Corneliu

    2011-01-01

    Cystatin C, a protein coded by CST3 gene, is implicated in adipose tissue biology. Our hypothesis is that common variants in CST3 gene could play a role in the development of corpulence during lifetime....

  13. Recruitment to Teaching: The Changing Impact of Social Origins in Norway 1975-2010

    With, Mari Lande

    2018-01-01

    Concerns about the status of the teaching profession are widespread. In this paper, the social selection to teacher education is compared with the social selection to other higher education courses in Norway from 1975 to 2010. This comparison can shed light on changes in the status of teaching relative to other types of higher education. Using…

  14. Utilizing Teaching Interactions to Facilitate Social Skills in the Natural Environment

    Kassardjian, Alyne; Taubman, Mitchell; Rudrud, Eric; Leaf, Justin B.; Edwards, Andrew; McEachin, John; Leaf, Ron; Schulze, Kim

    2013-01-01

    Individuals diagnosed with autism spectrum disorder often display deficits in social skills. While research has shown behavioral interventions to be effective in teaching and/or increasing a variety of appropriate social skills, limited research has shown generalization of these skills to the natural setting. The Teaching Interaction procedure…

  15. Social Studies Education as a Moral Activity: Teaching towards a Just Society

    Byrd, Daniel

    2012-01-01

    Many competing ideas exist around teaching "standard" high school social studies subjects such as history, government, geography, and economics. The purpose of this paper is to explore the potential of social studies teaching and learning as a moral activity. I first propose that current high school curriculum standards in the United States often…

  16. Working the Dialectic: Teaching and Learning Teacher Research in Social Studies

    Martell, Christopher C.; Sequenzia, Maria R.

    2016-01-01

    This article presents two narratives of teaching and learning teacher research in social studies. Organized around the concept of working the dialectic, two social studies educators discuss their experiences as teachers and learners of teacher research. This article highlights the power of practitioner research to transform teaching and teacher…

  17. Teaching Note--Using TED Talks in the Social Work Classroom: Encouraging Student Engagement and Discourse

    Loya, Melody Aye; Klemm, Terri

    2016-01-01

    Focusing on TED Talks (online videos) as a resource for social work educators, this teaching note shares our ideas regarding the use of the online videos as an avenue for reaching students and encouraging discussions in the social work classroom. The article first explores the TED platform and then discusses using TED as a teaching tool. Finally,…

  18. The CsoR-like sulfurtransferase repressor (CstR) is a persulfide sensor in Staphylococcus aureus.

    Luebke, Justin L; Shen, Jiangchuan; Bruce, Kevin E; Kehl-Fie, Thomas E; Peng, Hui; Skaar, Eric P; Giedroc, David P

    2014-12-01

    How cells regulate the bioavailability of utilizable sulfur while mitigating the effects of hydrogen sulfide toxicity is poorly understood. CstR [Copper-sensing operon repressor (CsoR)-like sulfurtransferase repressor] represses the expression of the cst operon encoding a putative sulfide oxidation system in Staphylococcus aureus. Here, we show that the cst operon is strongly and transiently induced by cellular sulfide stress in an acute phase and specific response and that cst-encoded genes are necessary to mitigate the effects of sulfide toxicity. Growth defects are most pronounced when S. aureus is cultured in chemically defined media with thiosulfate (TS) as a sole sulfur source, but are also apparent when cystine is used or in rich media. Under TS growth conditions, cells fail to grow as a result of either unregulated expression of the cst operon in a ΔcstR strain or transformation with a non-inducible C31A/C60A CstR that blocks cst induction. This suggests that the cst operon contributes to cellular sulfide homeostasis. Tandem high-resolution mass spectrometry reveals derivatization of CstR by both inorganic tetrasulfide and an organic persulfide, glutathione persulfide, to yield a mixture of Cys31-Cys60' interprotomer cross-links, including di-, tri- and tetrasulfide bonds, which allosterically inhibit cst operator DNA binding by CstR. © 2014 John Wiley & Sons Ltd.

  19. Teaching experience in university students using social networks

    María del Rocío Carranza Alcántar

    2016-11-01

    Full Text Available Social networks, specifically Facebook and Twitter, are currently one of the mainstream media in the world, yet its educational use for the dissemination of knowledge is not significantly evident, under this premise this report is presented, considering an experience in which teachers and university-level students used these networks as mediators of educational practices; such mediation was implemented in order to promote mobile learning as an option to facilitate the process of construction and socialization of knowledge; In this sense, the research presented aimed to identify the experience and opinion of students regarding the influence of this strategy in achieving their learning. The quantitative methodology was applied through the application type of a survey of students who participated and realized the importance of socialization of knowledge. The results showed favorable opinions regarding the use of these networks, highlighting the benefits of mobile learning as a way to streamline the training process. The proposal is to continue this type of strategies to promote flexible teaching-learning options.

  20. Smart Social Networking: 21st Century Teaching and Learning Skills

    Helen B. Boholano

    2017-06-01

    Full Text Available Education in the 21st century highlights globalization and internationalization. Preservice teachers in the 21st century are technology savvy. To effectively engage and teach generation Z students, preservice teachers will help the educational system meet this requirement. The educational systems must be outfitted with a prerequisite of ICT resources both hardware and software, and curricula must be designed to promote a collaborative learner-centered environment to which students will relate and respond. This study determines the 21st century skills possessed by the pre-service teachers in terms of social networking. Pre-service teachers use computers in very advanced ways, but educators must remember that they still need guidance to use technology safely and effectively. Through social media the pre-service teachers can use a multitude of applications, including Web 2.0, for their projects. Smart social networking requires critical-thinking skills and the ability to integrate and evaluate real-world scenarios and authentic learning skills for validation.

  1. Coaching Teaching Assistants to Implement Naturalistic Behavioral Teaching Strategies to Enhance Social Communication Skills during Play in the Preschool Classroom

    Frantz, Rebecca Jane

    2017-01-01

    Naturalistic behavioral interventions increase the acquisition, generalization, and maintenance of child social communication skills among children with developmental delays (DD). Teaching Assistants (TAs) are ideal interventionists for delivering social communication interventions because of the significant amount of time they spend working…

  2. Social representations of nutrition: proposal production of teaching materials chemistry

    Carlos Ventura Fonseca

    2013-08-01

    Full Text Available In this paper, we present the stages of production of didactic material of Chemistry (thematic unit on nutrition, and the results of its application in a classroom of basic education. The research was developed in a public school in Rio Grande do Sul, where the researcher acted exploring their own teaching practice, with reference to the records held in his field journal and written productions of the learners. The work is focused on the research, through a questionnaire, social representations of the students, who guided the topics to be addressed in the thematic unit as well as the effects of this focus on the dynamics of teaching. In addition, other actions have been implemented, such as the analysis of the relationship between the subject of nutrition and chemical knowledge presented by textbooks of Chemistry, the research field of Education in Chemistry / Science and the guiding documents of high school. It was found that, considered to be the organization of representations of students in an educational environment problem-solving, the ability to interact with the same scientific concepts was enhanced, facilitating learning processes.

  3. Using Social Media to Increase Accessibility to Online Teaching Resources.

    O'Kelly, B; McHugh, S; McHugh, T; Fady, N; Boyle, E; Hill, A D K

    2015-09-01

    The key learning points of Surgical Grand Rounds (SGR) are often not accessible at times of exam revision for students. We sought to use Twitter as an online teaching repository. A SGR Twitter profile was created. 23 SGR presentations were made accessible on Twitter over a 3 month period. 93 students were invited to complete a questionnaire assessing usage of the repository. 84 (90%) in total responded, of these, 25 (80.6%) felt that the online provision of SGR through twitter was "useful". The majority (71%) felt that the online content was easily accessible. The novel use of social media is a useful adjunctive educational tool in accessing an online repository of SGR presentations.

  4. A systemic approach in teaching the students social competences

    Kontni, Randi Kristine; Jensen, Ellen Bye

    Our education aims to qualify students to improve health in all strata of the Danish population. A systemic approach in teaching the students social competence has proved itself efficient. In this approach we discuss four orders of knowledge: Knowledge categories: Knowledge Forms: Designation...... in nursing: 1st order: Qualifications Factual Nursing knowledge as topics 2nd order: Competences Situated Nursing knowledge as practice 3rd order: Creativity Systemic Nursing knowledge as perspectives 4th order: World knowledge Metasystemic Nursing culture as a condition for nursing Model inspired...... different health approaches to become critical analytic and get their own visions about health promotion and prevention. After the theoretical education the students are clinically educated in primary health care to become experienced with action in primary health care....

  5. The Ethics of Teaching for Social Justice: A Framework for Exploring the Intellectual and Moral Virtues of Social Justice Educators

    Taylor, Rebecca M.

    2015-01-01

    Pursuing social justice in education raises ethical questions about teaching practice that have not been fully addressed in the social justice literature. Hytten (2015) initiated a valuable way forward in developing an ethics of social justice educators, drawing on virtue ethics. In this paper, I provide additional support to this effort by…

  6. Effects of Mother-Delivered Social Stories and Video Modeling in Teaching Social Skills to Children with Autism Spectrum Disorders

    Acar, Cimen; Tekin-Iftar, Elif; Yikmis, Ahmet

    2017-01-01

    An adapted alternating treatments design was used to compare mother-developed and delivered social stories and video modeling in teaching social skills to children with autism spectrum disorder (ASD). Mothers' opinions about the social validity of the study were also examined. Three mother-child dyads participated in the study. Results showed that…

  7. Let's Have Fun! Teaching Social Skills through Stories, Telecommunications, and Activities

    Zhang, Kaili Chen

    2011-01-01

    This article concerns social skills interventions for children with emotional/behavioral disorders. Drawing on the author's teaching experience and the findings of research on social skills training in schools, and exploring effective ways to facilitate children's social skill development, the paper describes how social skills interventions can be…

  8. Teaching, Learning, and Sharing: How Today's Higher Education Faculty Use Social Media

    Moran, Mike; Seaman, Jeff; Tinti-Kane, Hester

    2011-01-01

    Faculty are big users of and believers in social media. Virtually all higher education teaching faculty are aware of the major social media sites; more than three-quarters visited a social media site within the past month for their personal use; and nearly one-half posted content. Even more impressive is their rate of adoption of social media in…

  9. Enacting Social Justice Ethically: Individual and Communal Habits. A Response to "Ethics in Teaching for Democracy and Social Justice"

    Gunzenhauser, Michael G.

    2015-01-01

    In response to Hytten's provocative opening of a conversation about an ethics for activist teaching, in this essay I address three interesting contributions that Hytten made. First, I explore the significance of the imagined ethical subject in Hytten's example and in many prior authors' work on ethics in social justice teaching. Expanding the…

  10. Teaching Human Poses Interactively to a Social Robot

    Gonzalez-Pacheco, Victor; Malfaz, Maria; Fernandez, Fernando; Salichs, Miguel A.

    2013-01-01

    The main activity of social robots is to interact with people. In order to do that, the robot must be able to understand what the user is saying or doing. Typically, this capability consists of pre-programmed behaviors or is acquired through controlled learning processes, which are executed before the social interaction begins. This paper presents a software architecture that enables a robot to learn poses in a similar way as people do. That is, hearing its teacher's explanations and acquiring new knowledge in real time. The architecture leans on two main components: an RGB-D (Red-, Green-, Blue- Depth) -based visual system, which gathers the user examples, and an Automatic Speech Recognition (ASR) system, which processes the speech describing those examples. The robot is able to naturally learn the poses the teacher is showing to it by maintaining a natural interaction with the teacher. We evaluate our system with 24 users who teach the robot a predetermined set of poses. The experimental results show that, with a few training examples, the system reaches high accuracy and robustness. This method shows how to combine data from the visual and auditory systems for the acquisition of new knowledge in a natural manner. Such a natural way of training enables robots to learn from users, even if they are not experts in robotics. PMID:24048336

  11. CATHOLIC SOCIAL TEACHING AND THE ORIGINS OF EUROPEAN UNION

    Tiberiu Brailean

    2014-08-01

    Full Text Available Many papal encyclicals were not directly concerned about the appearance of European Union due to many historical, political and social contexts. The fundamental principles developed through several encyclicals from early 19th century to the present day reaffirmed the neutrality of the Church regarding to many forms of government. But the most important idea has its root in the restoration of the Christian principles in society. In a time of de-Christianization and secularism, the role of Church as the foundation of peace is also important to notice. It was considered that every modern democracy is the image of the revealed heart of the universal law of charity (Jacques Maritain. That is why between a supranational entity like the European Union and the Catholic Church should be a friendly and close relationship. A unite Europe has its roots in Christianity, especially in Catholicism. The soul of Europe is animated by religious principles. Whether we talk about Schuman or Adenauer, their Christian faith is the engine for their political success. After the Second World War, in Western Europe, the Christian democratic parties had a huge impact for the democratic governance. The socio-economic policies of these parties were anchored in Catholic social teaching.

  12. Teaching Human Poses Interactively to a Social Robot

    Miguel A. Salichs

    2013-09-01

    Full Text Available The main activity of social robots is to interact with people. In order to do that, the robot must be able to understand what the user is saying or doing. Typically, this capability consists of pre-programmed behaviors or is acquired through controlled learning processes, which are executed before the social interaction begins. This paper presents a software architecture that enables a robot to learn poses in a similar way as people do. That is, hearing its teacher’s explanations and acquiring new knowledge in real time. The architecture leans on two main components: an RGB-D (Red-, Green-, Blue- Depth -based visual system, which gathers the user examples, and an Automatic Speech Recognition (ASR system, which processes the speech describing those examples. The robot is able to naturally learn the poses the teacher is showing to it by maintaining a natural interaction with the teacher. We evaluate our system with 24 users who teach the robot a predetermined set of poses. The experimental results show that, with a few training examples, the system reaches high accuracy and robustness. This method shows how to combine data from the visual and auditory systems for the acquisition of new knowledge in a natural manner. Such a natural way of training enables robots to learn from users, even if they are not experts in robotics.

  13. Institutional wide implementation of key advice for socially inclusive teaching in higher education. A Practice Report

    Lisa Thomas

    2014-03-01

    Full Text Available Government policy and institutional initiatives have influenced increases in enrolment of non-traditional students to Australian universities. For these students, university culture is often incongruent with their own, making it difficult to understand the tacit requirements for participation and success. Academic teaching staff are important in creating socially inclusive learning experiences, particularly in first year subjects. This paper presents an institution-wide approach to enhancing socially inclusive teaching at one Australian university. Underpinned by a framework of ”bridging social-incongruity” the initiative was guided by six principles of socially inclusive teaching to support practice as proposed in the 2012 “Effective support of students from low socioeconomic backgrounds in higher education” report commissioned by the Australian Office of Learning and Teaching. Feedback from 150 academic teaching staff from various disciplines and campus locations, suggests this initiative was effective in increasing understanding of socially inclusive teaching practices with many participants indicating the teaching enhancements were applicable for their teaching context.

  14. The Effect of Teachers' Social Networks on Teaching Practices and Class Composition

    Kim, Chong Min

    2011-01-01

    Central to this dissertation was an examination of the role teachers' social networks play in schools as living organizations through three studies. The first study investigated the impact of teachers' social networks on teaching practices. Recent evidence suggests that teachers' social networks have a significant effect on teachers' norms,…

  15. Teaching Note--Third Space Caucusing: Borderland Praxis in the Social Work Classroom

    Hudson, Kimberly D.; Mountz, Sarah E.

    2016-01-01

    This teaching note examines the use of intentional, identity-centered spaces in the social work classroom. We discuss the use of identity-based caucusing as a means of centering the embodied and lived experiences of students in the social work classroom, drawing from previous classroom experiences in an MSW foundation course on social justice at a…

  16. Using Social Media Applications for Educational Outcomes in College Teaching: A Structural Equation Analysis

    Cao, Yingxia; Ajjan, Haya; Hong, Paul

    2013-01-01

    As more and more faculty members jump on the wagon of social media, an increasing number of publications began to investigate the adoption of social media applications and its motivators in and out of the classrooms. However, little research has paid close attention to the educational outcomes of social media utilization in college teaching. Thus,…

  17. Social Networking Media: An Approach for the Teaching of International Business

    Barczyk, Casimir C.; Duncan, Doris G.

    2012-01-01

    Internet technology and Web 2.0 applications have enabled social networking media to expand in ways that link people globally. By fostering communication, social networks hold immense potential for the enhancement of teaching, especially in the business arena. This article defines social networking and provides a framework for understanding the…

  18. The Effects of Incidental Teaching on the Generalized Use of Social Amenities at School by a Mildly Handicapped Adolescent

    Oswald, L. K.; Lignugaris/Kraft, Benjamin; West, R.

    1990-01-01

    Recently, researchers have begun exploring the effects of incidental teaching on the acquisition of socially appropriate behavior by handicapped children and adults. The results of these investigations suggest that incidental teaching may facilitate the generalization of newly trained social skills. This study used incidental teaching procedures to teach a 16-year-old mildly handicapped student to use social amenities in a resource classroom. In addition, generalization was assessed to anothe...

  19. The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability

    Gül, Seray Olçay

    2016-01-01

    There are many studies in the literature in which individuals with intellectual disabilities exhibit social skills deficits and which show the need for teaching these skills systematically. This study aims to investigate the effects of an intervention package of consisting computer-presented video modeling and Social Stories on individuals with…

  20. Preservice History and Social Studies Teachers' Perceptions of Outdoor History Teaching

    Yildirim, Tercan; Yazici, Fatih

    2017-01-01

    Creating positive attitude and behaviors in individuals towards the environment he/she lives in, outdoor teaching aims at bringing the individual together with unwritten evidences by making use of historical environment and resources when considered especially within the scope history and social studies teaching. Using relational screening model,…

  1. Teaching and Assessing Ethics and Social Responsibility in Undergraduate Science: A Position Paper

    Schultz, Madeleine

    2014-01-01

    Institutional graduate capabilities and discipline threshold learning outcomes require science students to demonstrate ethical conduct and social responsibility. However, the teaching and assessment of these concepts are not straightforward. Australian chemistry academics participated in a workshop in 2013 to discuss and develop teaching and…

  2. A Challenge for Social Studies Educators: Teaching about Islam, "Jihad," and "Shari'ah" Law

    Moore, James R.

    2012-01-01

    In this article, the author investigates the controversial curricular and instructional aspects of teaching about Islam in social studies courses. Specifically, the author discusses pedagogically sound approaches to teaching about "jihad" and "Shari'ah" law, two of the most important and controversial concepts in Islam that often generate intense…

  3. Preparing Preservice English Teachers to Design and Teach Social Justice-Oriented Literacy Lessons Online

    Herrmann, Bailey

    2013-01-01

    This dissertation investigates how future secondary English teachers construct an understanding of teaching literacy for social justice and how they enact that understanding, particularly with regard for constructing curriculum for and teaching young adult novels online. This research suggests three recommendations for creating strong…

  4. The Influence of Professional Development on Teachers' Implementation of the Teaching Personal and Social Responsibility Model

    Lee, Okseon; Choi, Euichang

    2015-01-01

    The purpose of this study was to examine the influence of a professional development (PD) program on teachers' implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data…

  5. The Integrated Multi-Level Bilingual Teaching of "Social Research Methods"

    Zhu, Yanhan; Ye, Jian

    2012-01-01

    "Social Research Methods," as a methodology course, combines theories and practices closely. Based on the synergy theory, this paper tries to establish an integrated multi-level bilingual teaching mode. Starting from the transformation of teaching concepts, we should integrate interactions, experiences, and researches together and focus…

  6. Teaching for Social Justice: Motivations of Community College Faculty in Sociology

    Brown, Sonia; Blount, Stacye; Dickinson, Charles A.; Better, Alison; Vitullo, Margaret Weigers; Tyler, Deidre; Kisielewski, Michael

    2016-01-01

    This article evaluates the reasons for career choice and job satisfaction among community college faculty who teach sociology, in relation to a social justice motivation for teaching. Using closed- and open-ended response data from a 2014 national survey of community college sociology faculty, this study finds that a preponderance of faculty do…

  7. Editors’ Overview Perspectives on Teaching Social Responsibility to Students in Science and Engineering

    Zandvoort, Henk; Bird, Stephanie J.; Børsen, Tom

    2013-01-01

    . If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. The contributions to this special issue present European examples...... of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently...... very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important...

  8. Glass formulation requirements for Hanford coupled operations using crystalline silicotitanates (CST)

    Andrews, M.K.; Harbour, J.R.

    1997-01-01

    The U.S. Department of Energy (DOE) through the Richland Operations Office has requested proposals from the private sector for the treatment of waste from the Hanford Waste Tanks. Phase I of this privatization initiative may include a demonstration for treatment and immobilization of both low activity and high-level waste. If the demonstration includes high-level waste, then the Cs-137 waste stream most likely will be combined with the high-level waste sludge to produce a coupled feed for immobilization (most likely vitrification using a borosilicate glass). It appears that pretreatment will involve the removal of cesium (and perhaps strontium and some transuranic radionuclides) from the supernate using an ion exchange material such as crystalline silicotitanate (CST). The ion exchange sorbent (or the eluted Cs-137) can then be combined with the sludge and vitrified in a coupled operation similar to the DWPF process. Alternatively, the cesium-loaded ion exchange sorbent can be vitrified directly to produce a separate glass waste form. SRTC has been involved in an Office of Science and Technology (EM-50) funded project to determine if Cs-137 loaded CST can be successfully incorporated into glass at significant levels. 1 For a waste form which would include only Cs-137 loaded CST, concentrations up to 60 wt% of CST in glass have been achieved. 2 The glass produced from this demonstration is both processable and durable. This CST-only waste form could be used at Hanford if the cesium-loaded CST is vitrified in a separate melter. For coupled feed operations, the CST would be mixed with high-level radioactive sludge from the Hanford tanks. This report provides the basis and the path forward for SRTC's efforts at developing a glass frit formulation which will incorporate both Hanford sludge and cesium-loaded CST for a coupled flowsheet. The goal of this work is to demonstrate the feasibility of vitrification as a method for immobilization of coupled feed (specifically

  9. A Preliminary Procedure for Teaching Children with Autism to Mand for Social Information.

    Shillingsburg, M Alice; Frampton, Sarah E; Wymer, Sarah C; Bartlett, Brittany

    2018-03-01

    We used procedures established within the mands for information literature to teach two children with autism to mand for social information. Establishing operation trials were alternated with abolishing operation trials to verify the function of the responses as mands. Use of the acquired information was evaluated by examining responding to questions about their social partner. Both participants acquired mands for social information and showed generalization to novel social partners.

  10. Problem-based Learning Strategies for Teaching Military Social Work Practice Behaviors: Review and Evaluation

    James D. Whitworth; Joseph R. Herzog; Diane L. Scott

    2012-01-01

    This article outlines and evaluates a military social work course as it has been taught by three social work faculty members at two universities in the southeastern US. The authors highlight why these courses are needed within social work undergraduate and graduate programs. They report how CSWE-identified military practice behaviors are addressed within the course. They also describe how practice-based learning approaches appear to be ideally suited for teaching military social work curricul...

  11. The Art of Teaching Social Studies with Film

    Russell, William B., III

    2012-01-01

    Teaching with film is a powerful and meaningful instructional strategy. This article discusses five classroom-tested methods for teaching with film: (1) film as a visual textbook, (2) film as a depicter of atmosphere, (3) film as an analogy, (4) film as a historiography, and (5) film as a springboard. Each of the methods discussed includes…

  12. MODELING CST ION EXCHANGE FOR CESIUM REMOVAL FROM SCIX BATCHES 1 - 4

    Smith, F.

    2011-04-25

    The objective of this work is, through modeling, to predict the performance of Crystalline Silicotitinate (CST) for the removal of cesium from Small Column Ion Exchange (SCIX) Batches 1-4 (as proposed in Revision 16 of the Liquid Waste System Plan). The scope of this task is specified in Technical Task Request (TTR) 'SCIX Feed Modeling', HLE-TTR-2011-003, which specified using the Zheng, Anthony, Miller (ZAM) code to predict CST isotherms for six given SCIX feed compositions and the VErsatile Reaction and SEparation simulator for Liquid Chromatography (VERSE-LC) code to predict ion-exchange column behavior. The six SCIX feed compositions provided in the TTR represent SCIX Batches 1-4 and Batches 1 and 2 without caustic addition. The study also investigated the sensitivity in column performance to: (1) Flow rates of 5, 10, and 20 gpm with 10 gpm as the nominal flow; and (2) Temperatures of 25, 35, and 45 C with 35 C as the nominal temperature. The isotherms and column predictions presented in this report reflect the expected performance of engineered CST IE-911. This form of CST was used in experiments conducted at the Savannah River National Laboratory (SRNL) that formed the basis for estimating model parameters (Hamm et al., 2002). As has been done previously, the engineered resin capacity is estimated to be 68% of the capacity of particulate CST without binder.

  13. The use of in situ proteolysis in the crystallization of murine CstF-77

    Bai, Yun; Auperin, Thierry C.; Tong, Liang

    2007-01-01

    In situ proteolysis with fungal protease or subtilisin is crucial for the crystallization of murine CstF-77. The cleavage-stimulation factor (CstF) is required for the cleavage of the 3′-end of messenger RNA precursors in eukaryotes. During structure determination of the 77 kDa subunit of the murine CstF complex (CstF-77), it was serendipitously discovered that a solution infected by a fungus was crucial for the crystallization of this protein. CstF-77 was partially proteolyzed during crystallization; this was very likely to have been catalyzed by a protease secreted by the fungus. It was found that the fungal protease can be replaced by subtilisin and this in situ proteolysis protocol produced crystals of sufficient size for structural studies. After an extensive search, it was found that 55% glucose can be used as a cryoprotectant while maintaining the diffraction quality of the crystals; most other commonly used cryoprotectants were detrimental to the diffraction quality

  14. Editors' overview perspectives on teaching social responsibility to students in science and engineering.

    Zandvoort, Henk; Børsen, Tom; Deneke, Michael; Bird, Stephanie J

    2013-12-01

    Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. The contributions to this special issue present European examples of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important and persistent barriers stand in the way of its sustained development. What is needed are both bottom-up teaching initiatives from individuals or groups of academic teachers, and top-down support to secure appropriate embedding in the university. Often the latter is lacking or inadequate. Educational policies at the national or international level, such as the Bologna agreements in Europe, can be an opportunity for introducing teaching for social responsibility. However, frequently no or only limited positive effect of such policies can be discerned. Existing accreditation and evaluation mechanisms do not guarantee appropriate attention to teaching for social responsibility, because, in their current form, they provide no guarantee that the curricula pay sufficient attention to

  15. A Social Responsibility Guide for Engineering Students and Professionals of all Faith Traditions: An Overview.

    Punzi, Vito L

    2017-07-18

    The development of the various themes of Catholic Social Teaching (CST) is based on numerous papal documents and ecclesiastical statements. While this paper provides a summary of a number of these documents, this paper focuses on two themes: the common good and care of the environment, and on three documents authored by Pope John Paul II in 1990, by Pope Benedict XVI in 2010, and by Pope Francis in 2015. By analyzing these documents from an engineer's perspective, the author proposes a model for Socially Responsible Engineering. The proposed model is intended to serve as a guide for engineering students and practicing engineers of all faith traditions and to those with no faith tradition at all who wish to incorporate CST in the daily conduct of their personal and professional lives; to provide guidance for the professional the author terms the aspiring Socially Responsible Engineer; and to offer engineers a preferred alternative to the undesirable aspects of the technocratic paradigm. While intended primarily for engineers, this document also serves as a guide for those with expertise in social justice and who, by gaining a better understanding of the thought processes of engineers, can become better mentors for engineering students and practicing engineers seeking to incorporate CST into their daily lives.

  16. Staphylococcus aureus CstB is a novel multidomain persulfide dioxygenase-sulfurtransferase involved in hydrogen sulfide detoxification

    Shen, Jiangchuan; Keithly, Mary E.; Armstrong, Richard N.; Higgins, Khadine A.; Edmonds, Katherine A.; Giedroc, David P.

    2016-01-01

    Hydrogen sulfide (H2S) is both a lethal gas and an emerging gasotransmitter in humans, suggesting that cellular H2S level must be tightly regulated. CstB is encoded by the cst operon of the major human pathogen Staphylococcus aureus (S. aureus) and is under the transcriptional control of the persulfide sensor CstR and H2S. Here we show that CstB is a multifunctional Fe(II)-containing persulfide dioxygenase (PDO), analogous to the vertebrate protein ETHE1 (Ethylmalonic Encephalopathy Protein 1). Chromosomal deletion of ethe1 is fatal in vertebrates. In the presence of molecular oxygen (O2), hETHE1 oxidizes glutathione persulfide (GSSH) to generate sulfite and reduced glutathione. In contrast, CstB oxidizes major cellular low molecular weight (LMW) persulfide substrates from S. aureus, coenzyme A persulfide (CoASSH) and bacillithiol persulfide (BSSH), directly to generate thiosulfate (TS) and reduced thiols, thereby avoiding the cellular toxicity of sulfite. Both Cys201 in the N-terminal PDO domain (CstBPDO) and Cys408 in the C-terminal rhodanese domain (CstBRhod) strongly enhance the TS generating activity of CstB. CstB also possesses persulfide transferase (PT; reverse rhodanese) activity which generates TS when provided with LMW persulfides and sulfite, as well as conventional thiosulfate transferase (TST; rhodanese) activity; both activities require Cys408. CstB protects S. aureus against H2S toxicity with C201S and C408S cstB genes unable to rescue a NaHS-induced ΔcstB growth phenotype. Induction of the cst operon by NaHS reveals that functional CstB impacts the cellular TS concentrations. These data collectively suggest that CstB may have evolved to facilitate the clearance of LMW persulfides that occur upon the elevation of the level of cellular H2S and hence may have an impact on bacterial viability under H2S stress, in concert with the other enzymes encoded by the cst operon. PMID:26177047

  17. Numerical simulation of structure integrated cold storages with the model CST-WM; Numerische Simulation gebaeudeintegrierter Kaeltespeicher mit dem Modell CST-WM

    Koppatz, Stefan; Urbaneck, Thorsten; Platzer, Bernd [TU Chemnitz (Germany). Fakultaet Maschinenbau; Kalz, Doreen; Sonntag, Martin [Fraunhofer ISE, Freiburg (Germany). Bereich Energieeffiziente und Solare Kuehlung

    2013-04-15

    Decentralized, structure integrated cold water storaged have been purpose of research in Germany for a short time, which is why appropriate system simulation models for mapping their thermal performance are missing. Intention of this article is the presentation of the MATLAB CST-WM model, which is adapted to the special requirements of this storage type in order to differ from existent models. Thereby, a specific method reduces the programming and computation effort.

  18. Group Counseling: Techniques for Teaching Social Skills to Students with Special Needs

    Stephens, Derk; Jain, Sachin; Kim, Kioh

    2010-01-01

    This paper examines literature that supports the use of group counseling techniques in the school setting to teach social skills to children and adolescents with special needs. From the review of this literature it was found that group counseling is a very effective way of addressing a variety of social skills problems that can be displayed by…

  19. Status of the Usage of Active Learning and Teaching Method and Techniques by Social Studies Teachers

    Akman, Özkan

    2016-01-01

    The purpose of this study was to determine the active learning and teaching methods and techniques which are employed by the social studies teachers working in state schools of Turkey. This usage status was assessed using different variables. This was a case study, wherein the research was limited to 241 social studies teachers. These teachers…

  20. How to Teach Critical-Thinking in Social Studies Education: An Examination of Three NCSS Journals

    Karabulut, Ülkü S.

    2012-01-01

    Problem Statement: Teaching a student critical-thinking skills has always been an important mission of social studies education. Over the years, literature and scholarly interest in critical-thinking in social studies have grown sporadically. Nevertheless, growing interest in the literature and commitment among the scholars did not ensure…

  1. Teaching Social Media Journalism: Challenges and Opportunities for Future Curriculum Design

    Bor, Stephanie E.

    2014-01-01

    In response to the growing demand for digitally competent employees in the news media industry, journalism schools are cautiously integrating social media reporting into their curriculum. This study explores techniques for teaching news reporting on social media platforms focusing on challenges and opportunities for learning engagement that…

  2. "Why" and "How" We Can Teach Social Entrepreneurship in a Capstone Course

    Fenton, Mark

    2012-01-01

    Social entrepreneurship, while not a new term, does not have a universal definition. Teaching entrepreneurship in a comprehensive university capstone course often includes a formal business plan project. By incorporating concepts of social entrepreneurship, students develop an awareness of entrepreneurship beyond a more traditional approach. This…

  3. The Effectiveness of Art Therapy for Teaching Social Skills to Children with Autism Spectrum Disorder

    D'Amico, Miranda; Lalonde, Corinne

    2017-01-01

    The purpose of this quasi-experimental research study was to evaluate the effectiveness of art therapy for teaching social skills to children with autism spectrum disorder (ASD). The program we tested was structured to provide a therapeutic setting for children to discuss difficulties they experience in their social interactions, and give them…

  4. Teaching Note--Heterosexism as Experienced by LGBT Social Work Educators

    Johnson, Lisa M.

    2014-01-01

    As social work educators, much of our practice involves helping students think critically about complex political, economic, and social issues. One of the most complex and contentious sociopolitical issues of our time has been civil rights for lesbian, gay, bisexual, and transgender (LGBT) persons. This teaching note considers how we, as LGBT…

  5. Video Modeling to Teach Social Safety Skills to Young Adults with Intellectual Disability

    Spivey, Corrine E.; Mechling, Linda C.

    2016-01-01

    This study evaluated the effectiveness of video modeling with a constant time delay procedure to teach social safety skills to three young women with intellectual disability. A multiple probe design across three social safety skills (responding to strangers who: requested personal information; requested money; and entered the participant's…

  6. Teaching Students How to Integrate and Assess Social Networking Tools in Marketing Communications

    Schlee, Regina Pefanis; Harich, Katrin R.

    2013-01-01

    This research is based on two studies that focus on teaching students how to integrate and assess social networking tools in marketing communications. Study 1 examines how students in marketing classes utilize social networking tools and explores their attitudes regarding the use of such tools for marketing communications. Study 2 focuses on an…

  7. Perceptions and Practices of Adapted Physical Educators on the Teaching of Social Skills

    Samalot-Rivera, Amaury; Porretta, David L.

    2009-01-01

    The purpose of this study was to determine adapted physical educators' perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura's social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face…

  8. Leveraging Literacies through Collaborative, Source-Based Planning and Teaching in Social Studies and Language Arts

    Patterson, Nancy; Weaver, Joanna; Fletcher, Jamie; Connor, Bryce; Thomas, Angela; Ross, Cindy

    2018-01-01

    The value of preparing students for college, careers, and civic life is a shared outcome of social studies and language arts teachers. This study explores how developing content and civic literacy to these ends can be fortified through language arts and social studies teacher collaboration in source-based planning and teaching. Although numerous…

  9. Teaching the System of Social Policy in Hungary

    Talyigas, Katalin

    2008-01-01

    Provides an inside perspective on the development of social work education in Hungary during the final years of communism and after the country regained its independence, when there was a strong focus on re-introducing social work and social sciences which had been repressed by the socialist regime in its denial of social problems and thus, its…

  10. Role Socialization Theory: The Sociopolitical Realities of Teaching Physical Education

    Richards, K. Andrew R.

    2015-01-01

    Much has been learned about the socialization of physical education (PE) teachers using occupational socialization theory (OST). However, important to understanding any socialization process is explaining how the roles that individuals play are socially constructed and contextually bound. OST falls short of providing a comprehensive overview of…

  11. Thermal Modeling Analysis Of CST Media In The Small Column Ion Exchange Project

    Lee, S.

    2010-01-01

    Models have been developed to simulate the thermal characteristics of Crystalline Silicotitanate (CST) ion exchange media fully loaded with radioactive cesium in a column configuration and distributed within a waste storage tank. This work was conducted to support the Small Column Ion Exchange (SCIX) program which is focused on processing dissolved, high-sodium salt waste for the removal of specific radionuclides (including Cs-137, Sr-90, and actinides) within a High Level Waste (HLW) storage tank at the Savannah River Site. The SCIX design includes CST columns inserted and supported in the tank top risers for cesium removal. Temperature distributions and maximum temperatures across the column were calculated with a focus on process upset conditions. A two-dimensional computational modeling approach for the in-column ion-exchange domain was taken to include conservative, bounding estimates for key parameters such that the results would provide the maximum centerline temperatures achievable under the design configurations using a feed composition known to promote high cesium loading on CST. One salt processing scenario includes the transport of the loaded (and possibly ground) CST media to the treatment tank floor. Therefore, additional thermal modeling calculations were conducted using a three-dimensional approach to evaluate temperature distributions for the entire in-tank domain including distribution of the spent CST media either as a mound or a flat layer on the tank floor. These calculations included mixtures of CST with HLW sludge or loaded Monosodium Titanate (MST) media used for strontium/actinide sorption. The current full-scale design for the CST column includes one central cooling pipe and four outer cooling tubes. Most calculations assumed that the fluid within the column was stagnant (i.e. no buoyancy-induced flow) for a conservative estimate. A primary objective of these calculations was to estimate temperature distributions across packed CST beds

  12. Contemporary social network sites: Relevance in anesthesiology teaching, training, and research

    Rudrashish Haldar; Ashutosh Kaushal; Sukhen Samanta; Paurush Ambesh; Shashi Srivastava; Prabhat K Singh

    2016-01-01

    Objective: The phenomenal popularity of social networking sites has been used globally by medical professionals to boost professional associations and scientific developments. They have tremendous potential to forge professional liaisons, generate employment,upgrading skills and publicizing scientific achievements. We highlight the role of social networking mediums in influencing teaching, training and research in anaesthesiology. Background: The growth of social networking sites have been pr...

  13. Status of Utilizing Social Media Networks in the Teaching-Learning Process at Public Jordanian Universities

    Muneera Abdalkareem Alshdefait

    2018-03-01

    Full Text Available This study aimed at finding out the status of utilizing social media networks in the teaching-learning process at public Jordanian Universities. To achieve the goal of the study, the descriptive developmental method was used and a questionnaire was developed, consisting of (35 statements. The questionnaire was checked for its validity and reliability. Then it was distributed to a sample of (382 male and female students from the undergraduate and graduate levels. The study results showed that the participants gave a low score to the status of utilizing social media networks in the teaching-learning process at public Jordanian universities. The results also showed that there were statistically significant differences between the participants of the study according to the academic rank attributed to the graduate students, and according to gender attributed to male students at the instrument macro level and on all dimensions of the two variables. In light of these results, the study recommended that public universities should utilize modern technology in the educational process, urge and encourage the teaching staff members to use the social media networks in the teaching-learning process and raise the students' awareness about the benefits of using social media networks. Keywords: Social media networks, Teaching-learning process, Public Jordanian Universities

  14. A treatment comparison study of a photo activity schedule and Social Stories for teaching social skills to children with Autism Spectrum Disorder: brief report.

    Daneshvar, Sabrina D; Charlop, Marjorie H; Berry Malmberg, Debra

    2018-05-21

    To compare the efficacy of two procedures, a photo activity schedule intervention and Social Stories, to teach social skills to four children diagnosed with Autism Spectrum Disorder (ASD). An adapted alternating treatments design with an additional multiple baseline control was used, and two social skills were targeted for each of the four participants, one under each intervention condition. Results indicated that all four participants learned the target social behaviours with the photo activity schedule intervention, but did not learn target social behaviours with Social Stories. Findings support the use of a photo activity intervention for teaching social skillsto children with ASD; we discuss the implications of inconsistent findings of effectiveness of Social Stories.

  15. Teaching Social Communication Skills Using a Cool versus Not Cool Procedure plus Role-Playing and a Social Skills Taxonomy

    Leaf, Justin B.; Taubman, Mitchell; Milne, Christine; Dale, Stephanie; Leaf, Jeremy; Townley-Cochran, Donna; Tsuji, Kathleen; Kassardjian, Alyne; Alcalay, Aditt; Leaf, Ronald; McEachin, John

    2016-01-01

    We utilized a cool versus not cool procedure plus role-playing to teach social communication skills to three individuals diagnosed with autism spectrum disorder. The cool versus not cool procedure plus role-playing consisted of the researcher randomly demonstrating the behavior correctly (cool) two times and the behavior incorrectly (not cool) two…

  16. Nurturing "Critical Hope" in Teaching Feminist Social Work Research

    Anderson-Nathe, Ben; Gringeri, Christina; Wahab, Stephanie

    2013-01-01

    Despite the congruence between critical feminist values and the cardinal values of the social work profession, feminist research in social work has lagged behind its feminist cousins in the social sciences, particularly in terms of critical uses of theory, reflexivity, and the troubling of binaries. This article presents as praxis our reflections…

  17. Exploration of Teaching Preferences of Instructors' Use of Social Media

    Kilis, Selcan; Gülbahar, Yasemin; Rapp, Christian

    2016-01-01

    With the excessive use of social media in the 21st century, attempts to integrate social media within higher education have also increased. In this area, research has been particularly focused on the aspects of students, rather than the instructors. This study puts the emphasis on the instructors with the aim to explore their use of social media…

  18. The Use of Social Media in Teaching Race

    Nakagawa, Kathy; Arzubiaga, Angela E.

    2014-01-01

    This article explores ways in which race pedagogy interrogates social media as a significant influence on racism and source for race understandings. Social media serves as a context in which to learn about, challenge, and address issues of race. We discuss how social media may be used to promote racial literacy and question and resist racism,…

  19. Time domain SAR raw data simulation using CST and image focusing of 3D objects

    Saeed, Adnan; Hellwich, Olaf

    2017-10-01

    This paper presents the use of a general purpose electromagnetic simulator, CST, to simulate realistic synthetic aperture radar (SAR) raw data of three-dimensional objects. Raw data is later focused in MATLAB using range-doppler algorithm. Within CST Microwave Studio a replica of TerraSAR-X chirp signal is incident upon a modeled Corner Reflector (CR) whose design and material properties are identical to that of the real one. Defining mesh and other appropriate settings reflected wave is measured at several distant points within a line parallel to the viewing direction. This is analogous to an array antenna and is synthesized to create a long aperture for SAR processing. The time domain solver in CST is based on the solution of differential form of Maxwells equations. Exported data from CST is arranged into a 2-d matrix of axis range and azimuth. Hilbert transform is applied to convert the real signal to complex data with phase information. Range compression, range cell migration correction (RCMC), and azimuth compression are applied in time domain to obtain the final SAR image. This simulation can provide valuable information to clarify which real world objects cause images suitable for high accuracy identification in the SAR images.

  20. Multipacting Simulations of Tuner-adjustable waveguide coupler (TaCo) with CST

    Shafqat, Nuaman; Wegner, Rolf

    2015-01-01

    Tuner-adjustable waveguide couplers (TaCo) are used to feed microwave power to different RF structures of LINAC4. This paper studies the multipacting phenomenon for TaCo using PIC solver of CST PS. Simulations are performed for complete field sweeps and results are analysed.

  1. Teaching Domestic Violence in the New Millennium: Intersectionality as a Framework for Social Change.

    McQueeney, Krista

    2016-10-01

    This article describes an intersectional approach to teaching about domestic violence (DV), which aims to empower students as critical thinkers and agents of change by merging theory, service learning, self-reflection, and activism. Three intersectional strategies and techniques for teaching about DV are discussed: promoting difference-consciousness, complicating gender-only power frameworks, and organizing for change. The author argues that to empower future generations to end violence, educators should put intersectionality into action through their use of scholarship, teaching methods, and pedagogical authority. Finally, the benefits and challenges of intersectional pedagogy for social justice education are considered. © The Author(s) 2016.

  2. An interactive method for teaching business ethics, stakeholder theory and corporate social responsibility (CSR)

    Rendtorff, Jacob Dahl

    2015-01-01

    and Economics and Business Administration the author of this article is responsible for this seminar that integrates issues of CSR and the ethics of innovation into the teaching of corporate social responsibility, stakeholder management and business ethics. This research oriented seminar provides a unique...... possibility for teaching CSR with an integration of methodological, theoretical and practical dimensions of business ethics (Rendtorff 2009). The idea is that the thematic seminar represents a tutor supported frame for extended studies of business ethics, stakeholder management and the social aspects......his paper presents a theoretical and practical approach to teaching business ethics, stakeholder management and CSR within the framework of the thematic seminar on business ethics and corporate social responsibility at Roskilde University. Within our programs in English of business studies...

  3. Dynamic DNA binding, junction recognition and G4 melting activity underlie the telomeric and genome-wide roles of human CST.

    Bhattacharjee, Anukana; Wang, Yongyao; Diao, Jiajie; Price, Carolyn M

    2017-12-01

    Human CST (CTC1-STN1-TEN1) is a ssDNA-binding complex that helps resolve replication problems both at telomeres and genome-wide. CST resembles Replication Protein A (RPA) in that the two complexes harbor comparable arrays of OB-folds and have structurally similar small subunits. However, the overall architecture and functions of CST and RPA are distinct. Currently, the mechanism underlying CST action at diverse replication issues remains unclear. To clarify CST mechanism, we examined the capacity of CST to bind and resolve DNA structures found at sites of CST activity. We show that CST binds preferentially to ss-dsDNA junctions, an activity that can explain the incremental nature of telomeric C-strand synthesis following telomerase action. We also show that CST unfolds G-quadruplex structures, thus providing a mechanism for CST to facilitate replication through telomeres and other GC-rich regions. Finally, smFRET analysis indicates that CST binding to ssDNA is dynamic with CST complexes undergoing concentration-dependent self-displacement. These findings support an RPA-based model where dissociation and re-association of individual OB-folds allow CST to mediate loading and unloading of partner proteins to facilitate various aspects of telomere replication and genome-wide resolution of replication stress. © The Author(s) 2017. Published by Oxford University Press on behalf of Nucleic Acids Research.

  4. Using Convective Stratiform Technique (CST) method to estimate rainfall (case study in Bali, December 14th 2016)

    Vista Wulandari, Ayu; Rizki Pratama, Khafid; Ismail, Prayoga

    2018-05-01

    Accurate and realtime data in wide spatial space at this time is still a problem because of the unavailability of observation of rainfall in each region. Weather satellites have a very wide range of observations and can be used to determine rainfall variability with better resolution compared with a limited direct observation. Utilization of Himawari-8 satellite data in estimating rainfall using Convective Stratiform Technique (CST) method. The CST method is performed by separating convective and stratiform cloud components using infrared channel satellite data. Cloud components are classified by slope because the physical and dynamic growth processes are very different. This research was conducted in Bali area on December 14, 2016 by verifying the result of CST process with rainfall data from Ngurah Rai Meteorology Station Bali. It is found that CST method result had simililar value with data observation in Ngurah Rai meteorological station, so it assumed that CST method can be used for rainfall estimation in Bali region.

  5. Teaching History with Museums: Strategies for K-12 Social Studies

    Marcus, Alan; Stoddard, Jeremy; Woodward, Walter W.

    2011-01-01

    "Teaching History with Museums" provides an introduction and overview of the rich pedagogical power of museums. In this comprehensive textbook, the authors show how museums offer a sophisticated understanding of the past and develop habits of mind in ways that are not easily duplicated in the classroom. Using engaging cases to illustrate…

  6. Teaching the Scientific Method in the Social Sciences

    Keyes, Grace

    2010-01-01

    Many undergraduates can tell you what the scientific method means but just a little probing reveals a rather shallow understanding as well as a number of misconceptions about the method. The purpose of this paper is to indicate why such misconceptions occur and to point out some implications and suggestions for teaching the scientific method in…

  7. Smart Social Networking: 21st Century Teaching and Learning Skills

    Boholano, Helen B.

    2017-01-01

    Education in the 21st century highlights globalization and internationalization. Pre-service teachers in the 21st century are technology savvy. To effectively engage and teach generation Z students, preservice teachers will help the educational system meet this requirement. The educational systems must be outfitted with a prerequisite of ICT…

  8. "Structured Discovery": A Modified Inquiry Approach to Teaching Social Studies.

    Lordon, John

    1981-01-01

    Describes structured discovery approach to inquiry teaching which encourages the teacher to select instructional objectives, content, and questions to be answered. The focus is on individual and group activities. A brief outline using this approach to analyze Adolf Hitler is presented. (KC)

  9. Teaching qualitative research as a means of socialization to nursing.

    Arieli, Daniella; Tamir, Batya; Man, Michal

    2015-06-01

    The aim of the present article is to present a model for teaching qualitative research as part of nursing education. The uniqueness of the course model is that it seeks to combine two objectives: (1) initial familiarization of the students with the clinical-nursing environment and the role of the nurse; and (2) understanding the qualitative research approach and inculcation of basic qualitative research skills. The article describes how teaching two central genres in qualitative research - ethnographic and narrative research - constitutes a way of teaching the important skills, concepts, and values of the nursing profession. The article presents the model's structure, details its principal stages, and explains the rationale of each stage. It also presents the central findings of an evaluation of the model's implementation in eight groups over a two-year period. In this way the article seeks to contribute to nursing education literature in general, and to those engaged in clinical training and teaching qualitative research in nursing education in particular. Copyright © 2015 Elsevier Ltd. All rights reserved.

  10. The Evaluation of Significant Figures in the History of Social Psychology: A Class Exercise in the Teaching of Introductory Social Psychology

    Innes, John Michael; Chambers, Timothy Peter

    2017-01-01

    In teaching social psychology, the process of identifying a particular theorist can lead to an enhanced understanding of the theories associated with that individual. Employing this process into a summative assessment, this article outlines an exercise that facilitated the teaching of introductory social psychology to 147 undergraduate students.…

  11. Teaching social responsibility: the Manhattan project. Commentary on "The Six Domains of Research".

    Gilmer, Penny J; DuBois, Michael

    2002-04-01

    This paper discusses the critical necessity of teaching students about the social and ethical responsibilities of scientists. Both a university scientist and a middle school science teacher reflect on the value of teaching the ethical issues that confront scientists. In the development of the atomic bomb in the US-led Manhattan Project, scientists faced the growing threat of atomic bombs by the Germans and Japanese and the ethical issues involved in successfully completing such a destructive weapon. The Manhattan Project is a prime example of the types of ethical dilemmas and social responsibilities that scientists may confront.

  12. A socio-technical approach to teaching the social impacts of technological development

    Jensen, Per Langå; Broberg, Ole

    2001-01-01

    This paper describes a socio-technical approach to teach work environment in an en-gineering education as an alternative to a science-based presentation of each potential harmful factor. The socio-technical approach emphasizes that work environment must be understood in a social context and that ......This paper describes a socio-technical approach to teach work environment in an en-gineering education as an alternative to a science-based presentation of each potential harmful factor. The socio-technical approach emphasizes that work environment must be understood in a social context...

  13. Development cooperation as methodology for teaching social responsibility to engineers

    Lappalainen, Pia

    2011-12-01

    The role of engineering in promoting global well-being has become accentuated, turning the engineering curriculum into a means of dividing well-being equally. The gradual fortifying calls for humanitarian engineering have resulted in the incorporation of social responsibility themes in the university curriculum. Cooperation, communication, teamwork, intercultural cooperation, sustainability, social and global responsibility represent the socio-cultural dimensions that are becoming increasingly important as globalisation intensifies the demands for socially and globally adept engineering communities. This article describes an experiment, the Development Cooperation Project, which was conducted at Aalto University in Finland to integrate social responsibility themes into higher engineering education.

  14. Teaching statistics to social science students: Making it valuable ...

    In this age of rapid information expansion and technology, statistics is playing an ever increasing role in education, particularly also in the training of social scientists. Statistics enables the social scientist to obtain a quantitative awareness of socioeconomic phenomena hence is essential in their training. Statistics, however ...

  15. Teaching Multicultural Leadership Using a Social Constructionist Approach

    Fine, Leigh E.

    2015-01-01

    Multicultural leadership education may be enhanced through the use of social construction literature as a theoretical frame. Here, I present a brief overview of social construction theory and demonstrate how its tenets overlap with the goal of encouraging students' intercultural competence. I then provide two classroom activities that illustrate…

  16. Teaching the Social Issues of a Sustainable Food Supply

    Shuttleworth, Jay

    2015-01-01

    Understanding the pressing need for humans to limit their consumption to more supportable levels, this study investigated how one social studies teacher taught the social issues associated with a sustainable food supply. This article discusses what the teacher's curricular, pedagogical, and assessment strategies were in engaging students with…

  17. Auditing Inequity: Teaching Aspiring Administrators to Be Social Justice Leaders

    Hernandez, Frank; Marshall, Joanne

    2017-01-01

    While much has been written about preparing educational leaders to lead for social justice, much less has been written about how to do so. This study is one of the first to analyze the reflections and written assignments of aspiring administrators to determine what they are currently thinking about poverty, race/ethnicity, and social justice…

  18. Investigation on Requirements of Robotic Platforms to Teach Social Skills to Individuals with Autism

    Nikolopoulos, Chris; Kuester, Deitra; Sheehan, Mark; Dhanya, Sneha

    This paper reports on some of the robotic platforms used in the project AUROSO which investigates the use of robots as educationally useful interventions to improve social interactions for individuals with Autism Spectrum Disorders (ASD). Our approach to treatment uses an educational intervention based on Socially Assistive Robotics (SAR), the DIR/Floortime intervention model and social script/stories. Requirements are established and a variety of robotic models/platforms were investigated as to the feasibility of an economical, practical and efficient means of helping teach social skills to individuals with ASD for use by teachers, families, service providers and other community organizations.

  19. A Team of Instructors' Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC

    Watson, Sunnie Lee; Watson, William R.; Janakiraman, Shamila; Richardson, Jennifer

    2017-01-01

    This case study examined a team of instructors' use of social presence, teaching presence, and attitudinal dissonance in a Massive Online Open Course (MOOC) on Animal Behaviour and Welfare (ABW), designed to facilitate attitudinal learning. The study reviewed a team of six instructors' use of social presence and teaching presence by applying the…

  20. Using Social Media to Promote Pre-Service Science Teachers' Practices of Socio-Scientific Issue (SSI) - Based Teaching

    Pitiporntapin, Sasithep; Lankford, Deanna Marie

    2015-01-01

    This paper addresses using social media to promote pre-service science teachers' practices of Socio-Scientific Issue (SSI) based teaching in a science classroom setting. We designed our research in two phases. The first phase examined pre-service science teachers' perceptions about using social media to promote their SSI-based teaching. The…

  1. Teaching `community engagement' in engineering education for international development: Integration of an interdisciplinary social work curriculum

    Gilbert, Dorie J.; Lehman Held, Mary; Ellzey, Janet L.; Bailey, William T.; Young, Laurie B.

    2015-05-01

    This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone courses and educational track seminars to integrating content from other disciplines, particularly the social sciences. After summarising recent pedagogical strategies to increase content on community-focused development, we present a case study of how one engineering programme incorporates social work students and faculty to infuse strategies for community engagement in designing and implementing student-led global engineering development projects. We outline how this interdisciplinary pedagogical approach teaches students from the two disciplines to work together in addressing power balances, economic and social issues and overall sustainability of international development projects.

  2. Understanding Poverty: Teaching Social Justice in Undergraduate Nursing Education.

    Hellman, Ann N; Cass, Cary; Cathey, Heather; Smith, Sarah L; Hurley, Shelia

    This article presents results of an exploratory qualitative study examining gains in empathy and social justice beliefs among undergraduate nursing students. As undergraduate nursing education provides the foundation for future forensic nurses, developing successful methods to increase beliefs and behaviors of social empathy and social justice among nursing students will have a beneficial effect on the specialty of forensic nursing. As such, a team of nursing researchers explored the effects of a poverty simulation on the social empathy and social justice beliefs held by undergraduate students. The research team conducted an exploratory qualitative study of student reflective journals. Using an inductive interpretive process, the researchers performed a content analysis of student responses. The researchers identified three constitutive patterns and eight supporting themes as reflected in the students' reflective journals after participation in poverty simulation sessions. This research study found that, when nursing students participate in poverty simulation experiences, they gain an increased understanding of the vulnerability and complexities of living in poverty and are motivated to both advocate for patients and become change agents. Such increases in social empathy and promotion of social justice will inevitably positively affect their future practice and inform their development as forensic nurses.

  3. Co-­Teaching Social Research Methods in a Joint Sociology/Anthropology Department

    Manthei, Jennifer; Isler, Jonathan

    2011-01-01

    In the course of developing and co-­teaching Social Research Methods (SRM), an interdisciplinary, upper-­division undergraduate course at the University of Illinois at Springfield (UIS), the authors discovered that this type of partnership is ripe ground for exploring integration of anthropology and sociology on epistemological and methodological…

  4. Teaching "Art as Social Justice:" Developing Prefigurative Pedagogies in the (Liberal) Art Studio

    Miner, Dylan A. T.

    2013-01-01

    In an era of expanding global capital, our role as educators remains one in which we must confront the ever growing discrepancy between the North and South, including the South within the North. Through my experiences teaching a course called "Art as Social Justice," I begin to situate my classroom labor within an emancipatory framework…

  5. Teaching Personal and Social Responsibility Model-Based Programmes in Physical Education: A Systematic Review

    Pozo, Pablo; Grao-Cruces, Alberto; Pérez-Ordás, Raquel

    2018-01-01

    The purpose of this study was to conduct a review of research on the Teaching Personal and Social Responsibility model-based programme within physical education. Papers selected for analysis were found through searches of Web of Science, SportDiscus (EBSCO), SCOPUS, and ERIC (ProQuest) databases. The keywords "responsibility model" and…

  6. Disrupting Islamophobia: Teaching the Social Construction of Terrorism in the Mass Media

    McQueeney, Krista

    2014-01-01

    This article presents a critical media literacy technique for teaching about the social construction of terrorism. In a post-9/11 context where the human rights of Arabs and Muslims in the United States and overseas are threatened by drone attacks, profiling, detentions, and hate crimes, educators must not shy away from this issue. I use visual…

  7. Students' Involvement in Social Networking and Attitudes towards Its Integration into Teaching

    Umoh, Ukeme Ekpedeme; Etuk, Etuk Nssien

    2016-01-01

    The study examined Students' Involvement in Social Networking and attitudes towards its Integration into Teaching. The study was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study consisted of 17,618 undergraduate students enrolled into full time degree programmes in the University of Uyo for 2014/2015…

  8. From Rhymes to Resistance: Hip-Hop as a Critical Lens in Promoting Socially Just Teaching

    Shelby-Caffey, Crystal; Byfield, Lavern; Solbrig, Stephanie

    2018-01-01

    If an educator is to take a critical stance, teach students to do the same, and design lessons that engage students in thoughtful discussions and actions surrounding issues of social justice, then discussions of politics, race, culture, economics and systems of power are crucial to this work, and the use of hip-hop is a worthwhile endeavour. In…

  9. Teaching "Community Engagement" in Engineering Education for International Development: Integration of an Interdisciplinary Social Work Curriculum

    Gilbert, Dorie J.; Held, Mary Lehman; Ellzey, Janet L.; Bailey, William T.; Young, Laurie B.

    2015-01-01

    This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone…

  10. Sprint's Social Media Ninja Program: A Model for Teaching Consumer Relations

    Gilliland, Rebecca A.

    2017-01-01

    This study reviews the application of a new training model, Sprint's Social Media Ninja program, an innovative approach to using new media to initiate change. Sprint recognized change management must occur from employee ambassadors to relevant audiences including consumers and other employees. By teaching volunteer employees the strategic message…

  11. Integrating the Social Teaching of the Church into Catholic Schools: Conversations in Excellence 2000.

    Cimino, Carol, Ed.; Haney, Regina M., Ed.; O'Keefe, Joseph M., Ed.

    This collection of essays deals with the integration of the social teaching of the Catholic Church into Catholic schools. The collection contains the following chapters: (1) "Focus of SPICE 2000: How To Integrate Jubilee Justice into Schools throughout the Millennium" (Carol Cimino; Regina Haney; Joseph O'Keefe); (2) "Model…

  12. Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction

    Ozaydin, Latife

    2015-01-01

    The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending…

  13. Teaching and Learning Psychology through an Analysis of Social Science Fiction

    Herman, William E.

    2009-01-01

    This paper is designed to accompany an appearance by the author as a panelist during a session on science fiction and teaching methods at the I-CON 28 Science Fiction Convention held April 3-5, 2009, on Long Island (near New York City). The author describes how he employs social science fiction in an honors course at the university level to…

  14. Hybridising Sport Education and Teaching for Personal and Social Responsibility to Include Students with Disabilities

    Menendez, Jose Ignacio; Fernandez-Rio, Javier

    2017-01-01

    The present study aimed to explore the impact of the combination of two pedagogical models, Sport Education and Teaching for Personal and Social Responsibility, for learners with disabilities experiencing a contactless kickboxing learning unit. Twelve secondary education students agreed to participate. Five had disabilities (intellectual and…

  15. Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions

    Balakrishnan, Vimala

    2014-01-01

    The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…

  16. The Influence of Secondary Social Studies Teachers' Opinions on Teaching and Learning

    Rumpf, Emily

    2010-01-01

    The purpose of this research was to determine whether secondary social studies teachers' opinions impact the way they teach and how that impacts the students' learning. Neutrality is important within a classroom, but passion is rarely neutral and can spark interest and motivation in some students but it is also possible it can have a negative…

  17. The Effectiveness of Social Media Network Telegram in Teaching English Language Pronunciation to Iranian EFL Learners

    Xodabande, Ismail

    2017-01-01

    In recent years, the expansion of digital technologies, multimedia, and social networks, dramatically transformed our lives. Education in general and the area of foreign language teaching and learning have also benefited hugely from those developments and advances. As a result, the face of language learning is changing and new technologies provide…

  18. Intimate Technology: A Tool for Teaching Anti-Racism in Social Work Education

    Deepak, Anne C.; Biggs, Mary Jo Garcia

    2011-01-01

    In this article, the authors introduce a new conceptual tool, intimate technology, to mobilize social work students' commitment to anti-racism. Intimate technology is marked by its emotional intensity and accessibility, and its effect of de-centering knowledge and authority. This teaching strategy integrates the modality of intimate technology via…

  19. Negotiating Social Justice Teaching: One Full-Time Teacher's Practice Viewed from the Trenches

    Gregson, Susan A.

    2013-01-01

    This case study examines the practice of a full-time mathematics teacher and social activist working in a secondary school with the twin missions of college preparation and social justice. Findings detail how this teacher views the relationship between mathematics education and social justice and how her conception of teaching for social justice…

  20. Teaching Note--Incorporating Social Innovation Content into Macro Social Work Education

    Pitt-Catsouphes, Marcie; Cosner Berzin, Stephanie

    2015-01-01

    The practice of social innovation offers promising approaches for addressing social issues. Although many social innovation strategies are congruent with macro social work theory and practice, some of the insights and tactics that have emerged in the social innovation field have the potential to strengthen current macro practice. Based on our…

  1. Teaching Tweeting: Recommendations for Teaching Social Media Work in LIS and MSIS Programs

    Simons, Rachel N.; Ocepek, Melissa G.; Barker, Lecia J.

    2016-01-01

    A combination of public relations, marketing, advertising, and information and communication technologies, social media work is an increasingly important part of information professionals' jobs. This paper reports on a survey-based study of 49 information professionals who routinely use social media in their work. Respondents provided information…

  2. Glass formulation development and testing for the vitrification of DWPF HLW sludge coupled with crystalline silicotitanate (CST)

    Andrews, M.K.; Workman, P.J.

    1997-01-01

    An alternative to the In Tank Precipitation and sodium titanate processes at the Savannah River Site is the removal of cesium, strontium, and plutonium from the tank supernate by ion exchange using crystalline silicotitanate (CST). This inorganic material has been shown to effectively and selectively sorb these elements from supernate. The loaded CST could then be immobilized with High-Level Waste (HLW) sludge during vitrification. Initial efforts on the development of a glass formulation for a coupled waste stream indicate that reasonable loadings of both sludge and CST can be achieved in glass

  3. Relationship between Teaching Styles of Faculty Members and Social Adjustment of Medical Students

    Azizi Nejad B

    2015-04-01

    Full Text Available Aims: Teachers as one of the most important and most influential people in students’ life and they have an important effect on their personal and social life. Social adjustment as an important indicator of mental health is an issues which has attracted the attention of many researchers in recent decades. The aime of this study was to investigate the relationship between students' learning styles faculty members and social adjustment. Instrument & Methods: This descriptive-correlational study was done in 2014. The study population consisted of all first-year students and faculty of the Urmia Medical University. 220 faculty and 350 students were selected using Cochran formula and random sampling. Data collected by Grasha teaching styles standard questionnaires and California psychological tests. Data were analyzed using Pearson correlation and analysis of variance. Findings: There was a significant correlation between specialty-oriented (p=0.042 r=0.15, authoritarian (p=0.02 r=0.14, model-oriented (p=0.17 r=0.03 and facilitates styles (p=0.032 r=0.21 with students' social adjustment, but sthere was no significant correlation between selected style with social adjustment (p=0.23 r=-0.18. No significant relationship was observed between educational degree (p=0.274 and work experience (p=0.583 of faculty members with teaching methods. Conclusion: Specialty-oriented, authoritarian, model-oriented, and facilitates teaching styles are associated with students' social adjustment no relationship is observed between the selected teaching style with students' social adjustment.

  4. REX-ISOLDE RFQ Beam Dynamics Studies using CST EM Studio

    Fraser, M A

    2014-01-01

    The original CNC milling files used to machine the electrodes of the REX-ISOLDE RFQ were acquired in late 2012 and electrostatic simulations were carried out using CST EM Studio in order to attain a 3D field map of the electric fields in the region around the beam axis. The objective was to construct a beam dynamics simulation tool that frees us from the constraints of the PARMTEQM code, which was used to design the RFQ, and that will afford us more flexibility in the studies needed for pre-bunching into the RFQ with an external multi-harmonic buncher. This note details the geometry of the electrodes and their simulation in CST EM Studio, the implementation of particle tracking in the computed field map using TRACK and benchmarking studies with PARMTEQM v3.09.

  5. Design & simulation of a 800 kV dynamitron accelerator by CST studio

    A M Aghayan

    2015-09-01

    Full Text Available Nowadays, middle energy electrostatic accelerators in industries are widely used due to their high efficiency and low cost compared with other types of accelerators. In this paper, the importance and applications of electrostatic accelerators with 800 keV energy are studied. Design and simulation of capacitive coupling of a dynamitron accelerator is proposed. Furthermore, accelerating tube are designed and simulated by means of CST Suit Studio

  6. Teaching scientific concepts through simple models and social communication techniques

    Tilakaratne, K.

    2011-01-01

    For science education, it is important to demonstrate to students the relevance of scientific concepts in every-day life experiences. Although there are methods available for achieving this goal, it is more effective if cultural flavor is also added to the teaching techniques and thereby the teacher and students can easily relate the subject matter to their surroundings. Furthermore, this would bridge the gap between science and day-to-day experiences in an effective manner. It could also help students to use science as a tool to solve problems faced by them and consequently they would feel science is a part of their lives. In this paper, it has been described how simple models and cultural communication techniques can be used effectively in demonstrating important scientific concepts to the students of secondary and higher secondary levels by using two consecutive activities carried out at the Institute of Fundamental Studies (IFS), Sri Lanka. (author)

  7. Interdisciplinary Critical Inquiry: Teaching about the Social Construction of Madness

    Connor-Greene, Patricia A.

    2006-01-01

    Theories and treatments of mental illness reflect the social, philosophical, and historical context in which they developed. This article describes ways to invite students to grapple with complex questions about "madness" from an interdisciplinary perspective. Looking at the construct of madness through multiple lenses (e.g., literature,…

  8. Teaching with Social Media: Disrupting Present Day Public Education

    Meabon Bartow, Susan

    2014-01-01

    Because social technologies present illuminating educational, ethical, economic, and structural challenges to existing constructions of public education, they catalyze a fundamental examination of what public education should look like and be like in a democracy. Given their performances in other arenas, mobile and electronic technologies have the…

  9. Strategies for Teaching Social and Emotional Intelligence in Business Communication

    Sigmar, Lucia Stretcher; Hynes, Geraldine E.; Hill, Kathy L.

    2012-01-01

    Incorporating social and emotional skills (EI) training into the business communication curriculum is important for preparing students to function effectively in a global workplace with its complex informal networks, intercultural issues, team emphasis, and participatory leadership. EI skills enhance communication behavior in work groups and…

  10. Can Teaching Social Dilemmas Make People More Prosocial? An Experiment

    Martins, Julia; Fortmüller, Richard; Powell, Owen

    2017-01-01

    Economics and business students regularly behave less prosocially than others. Can ethics training reverse this tendency? Results from a repeated public goods experiment reveal that it can. Students who attend an interactive lecture on social dilemmas show significantly more cooperation than others. However, the lecture does not appear to increase…

  11. Development Cooperation as Methodology for Teaching Social Responsibility to Engineers

    Lappalainen, Pia

    2011-01-01

    The role of engineering in promoting global well-being has become accentuated, turning the engineering curriculum into a means of dividing well-being equally. The gradual fortifying calls for humanitarian engineering have resulted in the incorporation of social responsibility themes in the university curriculum. Cooperation, communication,…

  12. Teaching Independent Community Social Skills to the Multihandicapped.

    Beaulac, Pauline F.

    Ten multihandicapped high-school students in the Dayton (Ohio) Public Schools were trained using a curriculum of independent community social skills, focusing specifically on restaurant skills, travel skills, shopping skills, self-care skills, and skills for visiting a business or government agency. The students made weekly trips into the…

  13. Appropriate Social Behavior: Teaching Expectations to Young Children

    Carter, Deborah Russell; Pool, Juli Lull

    2012-01-01

    Young children's challenging behavior can impact all aspects of the classroom environment, including relationships (peer-peer, student-teacher), learning, and safety. Positive Behavior Interventions and Supports (PBIS) is a program that focuses on supporting pro-social behaviors and preventing challenging behavior. PBIS begins with building a…

  14. Using Cartoons to Teach Corporate Social Responsibility: A Class Exercise

    Mills, Adam J.; Robson, Karen; Pitt, Leyland F.

    2013-01-01

    Changing curriculum content requirements, based on shifting global perspectives on corporate behavior and capitalism as well as business school accreditation requirements, mean that many marketing instructors have attempted to introduce discussions of organizational ethics, corporate social responsibility, and corporate governance into their…

  15. Teaching Discriminated Social Approaches to Individuals with Angelman Syndrome

    Fichtner, Caitlin S.; Tiger, Jeffrey H.

    2015-01-01

    Angelman syndrome is a neurogenetic disorder characterized by intellectual and developmental disability. Common behavioral characteristics of this disorder include a heightened interest in social interactions and frequent bids to initiate interaction. These bids can be problematic, for instance, when a child attempts to hug strangers in public…

  16. Teaching Students Personal and Social Responsibility with Measurable Learning Outcomes

    Ardaiolo, Frank P.; Neilson, Steve; Daugherty, Timothy K.

    2011-01-01

    In 2005 the Association of American Colleges and Universities (AAC&U) launched a national initiative that championed the importance of a twenty-first century liberal education. What was unique about this initiative was the underlying assumption that educating for personal and social responsibility was "core" for an educated citizenry and should be…

  17. Teaching Experience in University Students Using Social Networks

    Alcántar, María del Rocío Carranza; Ballesteros, Nuria Salán; Torres, Claudia Islas; Padilla, Alma Azucena Jiménez; Barajas, Rosa Elena Legaspi

    2016-01-01

    Social networks, specifically Facebook and Twitter, are currently one of the most mainstream forms of media in the world. Yet, its educational use for the dissemination of knowledge is not significantly evident. Under this premise, this report is presented, considering an experience in which teachers and university-level students used these…

  18. Teaching for social justice education: the intersection between ...

    In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating ...

  19. Three-Dimensional Thermal Modeling Analysis Of CST Media For The Small Ion Exchange Project

    Lee, S.; King, W.

    2011-01-01

    The Small Column Ion Exchange (SCIX) project is designed to accelerate closure of High Level Waste (HLW) tanks at the Savannah River Site (SRS). The SRS tanks store HLW in three forms: sludge, saltcake, and supernate. An in-tank ion exchange process is being designed to treat supernate and dissolved saltcake waste. Through this process, radioactive cesium from the salt solution is adsorbed into Crystalline Silicotitanate (CST) ion exchange media packed within a flow-through column. A packed column loaded with radioactive cesium generates significant heat from radiolytic decay. The waste supernate solution within the ion exchange bed will boil around 120 C. Solution superheating above the boiling point within the column could lead to violent hazardous energy releases. System heating from loaded CST is also of concern in other process modules, such as the waste tank. Due to tank structural integrity concerns, the wall temperature limit for the SRS waste tanks is 100 C. The transfer of cesium-loaded CST to the tank could result in localized hot spots on the tank floor and walls which may exceed this limit. As a result, thermal modeling calculations have been conducted to predict the maximum temperatures achievable both in the column and in the waste tank. As specified in the associated Technical Task Plan, one objective of the present work was to compute temperature distributions within the ion exchange column module under accident scenarios including loss of salt solution flow through the bed and loss of coolant system flow. The column modeling domain and the scope of the calculations in this case were broadened relative to previous two-dimensional calculations to include vertical temperature distributions within the packed bed of ion exchange media as well as the upper column plenum region containing only fluid. The baseline design conditions and in-column modeling domain for the ion-exchange column module are shown in Figure 1. These evaluations assumed the maximum

  20. In silico prediction of functional loss of cst3 gene in hereditary cerebral amyloid angiopathy

    Piyush Choudhary

    2013-12-01

    Full Text Available The computational identification of missense mutation in CST3 (CYSTATIN 3 or CYSTATIN C gene has been done in the present study. The missense mutations in the CST3 gene will leads to hereditary cerebral amyloid angiopathy The initiation of the analysis was done with SIFT followed by POLYPHEN-2 and I-Mutant 2.0 using 24 variants of CST3 gene of Homo sapiens which were derived from dbSNP. The analysis showed that 5 variants (Y60C, C123Y, L19P, Y88C, L94Q were found to be less stable and damaging by SIFT, POLYPHEN-2 and I-MUTANT2.0. Furthermore the outputs of SNP & GO are collaborated with PHD-SNP (Predictor of Human Deleterious-Single Nucleotide Polymorphism and PANTHER to predict 5 variants (Y60C, Y88C, C123Y, L19P, and L94Q having clinical impact in causing the disease. These findings will be certainly helpful for the present medical practitioners for the treatment of cerebral amyloid angiopathy.

  1. Demonstration of FBRM as process analytical technology tool for dewatering processes via CST correlation.

    Cobbledick, Jeffrey; Nguyen, Alexander; Latulippe, David R

    2014-07-01

    The current challenges associated with the design and operation of net-energy positive wastewater treatment plants demand sophisticated approaches for the monitoring of polymer-induced flocculation. In anaerobic digestion (AD) processes, the dewaterability of the sludge is typically assessed from off-line lab-bench tests - the capillary suction time (CST) test is one of the most common. Focused beam reflectance measurement (FBRM) is a promising technique for real-time monitoring of critical performance attributes in large scale processes and is ideally suited for dewatering applications. The flocculation performance of twenty-four cationic polymers, that spanned a range of polymer size and charge properties, was measured using both the FBRM and CST tests. Analysis of the data revealed a decreasing monotonic trend; the samples that had the highest percent removal of particles less than 50 microns in size as determined by FBRM had the lowest CST values. A subset of the best performing polymers was used to evaluate the effects of dosage amount and digestate sources on dewatering performance. The results from this work show that FBRM is a powerful tool that can be used for optimization and on-line monitoring of dewatering processes. Copyright © 2014 Elsevier Ltd. All rights reserved.

  2. Indigenous People in a Landscape of Risk: Teaching Social Work Students about Socially Just Social Work Responses

    Weaver, Hilary; Congress, Elaine

    2009-01-01

    The need for social justice in social work practice is particularly apparent in work with indigenous populations. In spite of the social work profession's commitment to social justice, social workers have often done significant harm in their work with indigenous peoples. Social work educators are ideally positioned to close this gap between social…

  3. The Neuroscience of Teaching Narratives: Facilitating Social and Emotional Development

    Lisa Whalen

    2010-04-01

    Full Text Available Humanities and the sciences have long been considered polar opposites that exist in separate realms of academia and require different cognitive skills. However, neuroscience has brought about renewed interest in what we can learn about the human brain by investigating links between disciplines. For example, studies related to English literature have revealed that the benefits of reading narratives (fiction and nonfiction stories extend far beyond language development and include increased competence in social and emotional functioning. By combining the results of an original dissertation study and a review of past and current research in education, psychology, linguistics, and neuroscience, this essay explores how reading narratives serves as practice for managing emotions and social interactions in everyday life. In fact, several studies suggest that reading narratives strengthens nearly every part of the brain because the brain is designed—or “wired”—to think and learn in terms of narratives, regardless of subject matter. This essay provides several types of support for the claim that reading narratives facilitates social and emotional development. Research discussed includes studies showing that reading narratives is not a solitary activity but “a surprisingly social process” (Krakovsky, 2006, p. 1 and is linked to increased ability to view people and events from multiple perspectives, increased empathy for others, and increased ability to interpret social cues (Atkins, 2000; Courtright, Mackey, & Packard, 2005; Davis, 1980; Greif & Hogan, 1973; Harrison, 2008; Mar, 2004; Mar, Oatley, Hirsh, dela Paz, & Peterson, 2006; Stanovich & West, 1989. Understanding how the brain processes narratives and relates them to real life functioning has important implications for many disciplines, such as psychology, in its attempt to understand and treat post-traumatic stress disorder. This essay, however, focuses on the implications for education

  4. Reflection on teaching effective social work practice for working with Muslim communities

    Khadija Khaja

    2008-09-01

    Full Text Available In many academic departments like social work, psychology, and psychiatry there is a growing consensus that teachers need to instruct students to be culturally competent especially if they are going to be effective helpers with diverse populations. Multicultural instructional counseling methods are imperative if we are to ensure that our students of counseling are well prepared to work with diverse families, particularly those from Muslim backgrounds. In this narrative the author writes about the challenges of teaching non-Muslim students effective counseling techniques with Muslim families. Culturally innovative teaching methods are illustrated to facilitate students’ learning how to be effective counselors with Muslim communities.

  5. Learning, teaching and researching on the internet a practical guide for social scientists

    Stein, S D

    2014-01-01

    Learning, Teaching and Researching on the Internet: A Practical Guide for Social Scientists is directed at students and academic staff who want to be able to access Internet resources quickly and efficiently without needing to become IT experts. The emphasis throughout is on the harnessing of the large volume of potentially useful Internet resources to everyday requirements, whether these be focused on learning, teaching or research. The Internet is a significantly rich information, communication and research resource for all those involved in higher education, whether they be students, academ

  6. A Learning Trajectory for Teaching Social Arithmetic using RME Approach

    Fauzan, A.; Armiati, A.; Ceria, C.

    2018-04-01

    This paper discusses the role of a learning trajectory (LT) in promoting students’ reasoning when they learn social arithmetic using Realistic Mathematics Education (RME) approach. In our LT, we built the intertwining of the concepts such as profit, loss, percentage, discount, and interest rate, so that the students understand the relations among them. The LT was developed through a design research that consisted of a cyclic process of preparing for the experiment, conducting the experiment, and retrospective analysis. The research’s subject was 32 students at grade 7 MTsN Sintoga, Pariaman, Indonesia. Data were collected through observations, interviews, checklist, videotaping, and analyzing the students' works. The results showed that the LT could help the students to reinvent the concepts in social arithmetic. The students had more confidence to use their own strategies in solving contextual problems. The most important thing, we discovered the growth in the students’ mathematical reasoning.

  7. Teaching experience in university students using social networks

    María del Rocío Carranza Alcántar; Nuria Salán Ballesteros; Claudia Islas Torres; Alma Azucena Jiménez Padilla; Rosa Elena Legaspi Barajas

    2016-01-01

    Social networks, specifically Facebook and Twitter, are currently one of the mainstream media in the world, yet its educational use for the dissemination of knowledge is not significantly evident, under this premise this report is presented, considering an experience in which teachers and university-level students used these networks as mediators of educational practices; such mediation was implemented in order to promote mobile learning as an option to facilitate the process of construction ...

  8. The Value of the Model of a Socially Integral Teaching/Learning Environment in the Classroom from the Point of View of Learners Who Tend to Socially Withdraw

    Kyburiene, Laima; Navickiene, Gemma

    2015-01-01

    The article gives a review of the investigations publicised in the scientific papers of various countries, which reveal the increase in social closure and analyse the problematic conception of social withdrawal; introduces the theoretical (ideal) model of a socially integral teaching/learning environment in the classroom; uncovers its impact on…

  9. Contemporary social network sites: Relevance in anesthesiology teaching, training, and research.

    Haldar, Rudrashish; Kaushal, Ashutosh; Samanta, Sukhen; Ambesh, Paurush; Srivastava, Shashi; Singh, Prabhat K

    2016-01-01

    The phenomenal popularity of social networking sites has been used globally by medical professionals to boost professional associations and scientific developments. They have tremendous potential to forge professional liaisons, generate employment,upgrading skills and publicizing scientific achievements. We highlight the role of social networking mediums in influencing teaching, training and research in anaesthesiology. The growth of social networking sites have been prompted by the limitations of previous facilities in terms of ease of data and interface sharing and the amalgamation of audio visual aids on common platforms in the newer facilities. Contemporary social networking sites like Facebook, Twitter, Tumblr,Linkedn etc and their respective features based on anaesthesiology training or practice have been discussed. A host of advantages which these sites confer are also discussed. Likewise the potential pitfalls and drawbacks of these facilities have also been addressed. Social networking sites have immense potential for development of training and research in Anaesthesiology. However responsible and cautious utilization is advocated.

  10. Efficacy of Online Social Networks on Language Teaching: A Bangladeshi Perspective

    Shaila Shams

    2014-08-01

    Full Text Available It is now an established fact that the use of technology facilitates teaching and learning in language classrooms. With the advancement of technology, social networking websites have emerged too. Social networking sites have been quite popular among various age group users particularly the young users since their invention. Also, they are conceived to be able to motivate (Greenhow, Robelia, & Hughes, 2009 and expose learners to the authentic use of the target language (Baralt, 2011. However, very little research has been done, especially in Bangladesh, on how much these websites can contribute to language learning and teaching though they seem to offer ample opportunities. Therefore, this study aims at investigating the effect of using ‘The Facebook’, a social networking website, in language classrooms at tertiary level in Bangladesh. Participants of this study were first year first semester university students doing a foundation course in English focusing to improve their listening, speaking and writing skills. The participants were divided into two groups. Group 1 was the control group who was taught traditionally and non-digitally without using Facebook. Group 2, along with classroom teaching, received help from the instructor through Facebook and did tasks assigned on Facebook. At the end of the three months semester a test was taken and the result of both groups was compared. Thus, this study shall try to provide an answer regarding to what extent online social networks can facilitate second language acquisition.

  11. Structural and social constraints influencing HIV/AIDS teaching in Malawi primary schools

    Grames Ghirwa

    2014-07-01

    Full Text Available The Ministry of Education in Malawi introduced a Life Skills Education programwith the intention to empower children with appropriate information and skills to deal with social and health problems affecting the nation including the fight against HIV infections. This study investigated factors affecting the teaching of the Life skills education in four primary schools in the Zomba District, Malawi. Cornbleth’s (1990 notions of the structural and social contexts and Whitaker’s (1993 identification of key role players in curriculum implementation framed the study. Findings suggest that the teaching of Life skills is constrained by a variety of social and structural contextual factors such as the poor conditions under which teachers are working; greater attention given to subjects such as Maths and Languages; the cascade model of training teachers and the short duration of training; the language in teachers guides were not accesibile to teachers; hunger and poverty of learners; lack of community support for sexual education; both teachers and learners being infected or affected by the AIDS/HIV pandemic; teachers felt it is inappropriate to teach sexual education to 9 and 10 year old learners.  These findings indicate structural and social barriers to effective life skills education within the current framework.

  12. Correction magnetic field in electromagnet of proton accelerator using CST software; Correcao do campo magnetico em um eletroima de um acelerador de protons usando o software CST

    Rabelo, L.A.; Campos, T.P.R., E-mail: luisarabelo88@gmail.com [Universidade Federal de Minas Gerais (UFMG), Belo Horizonte (Brazil). Dept. de Engenharia Nuclear

    2016-07-01

    The aim of this paper is to present the study and simulation of uniform magnetic field electromagnets new circular accelerator model for protons with energy range between 15 MeV and 64 MeV. In addition, investigating materials and the changes induced by the presence of 'gaps' synchronism correction. The electromagnet simulations, predefined, were made in electromagnetic field simulation software CST EM Studio® 3D 2015. The results showed an even distribution of the magnetic field in the compact electromagnet with the same homogenization structures. The results showed regular distribution of the magnetic field in the compact electromagnet with homogenization structures. In conclusion, the electromagnetic model proposed shown to be feasible for a circular accelerator and comply the synchronization requirements. (author)

  13. Whole Genome Sequencing and Multiplex qPCR Methods to Identify Campylobacter jejuni Encoding cst-II or cst-III Sialyltransferase

    Jason M. Neal-McKinney

    2018-03-01

    Full Text Available Campylobacter jejuni causes more than 2 million cases of gastroenteritis annually in the United States, and is also linked to the autoimmune sequelae Guillan–Barre syndrome (GBS. GBS often results in flaccid paralysis, as the myelin sheaths of nerve cells are degraded by the adaptive immune response. Certain strains of C. jejuni modify their lipooligosaccharide (LOS with the addition of neuraminic acid, resulting in LOS moieties that are structurally similar to gangliosides present on nerve cells. This can trigger GBS in a susceptible host, as antibodies generated against C. jejuni can cross-react with gangliosides, leading to demyelination of nerves and a loss of signal transduction. The goal of this study was to develop a quantitative PCR (qPCR method and use whole genome sequencing data to detect the Campylobactersialyltransferase (cst genes responsible for the addition of neuraminic acid to LOS. The qPCR method was used to screen a library of 89 C. jejuni field samples collected by the Food and Drug Administration Pacific Northwest Lab (PNL as well as clinical isolates transferred to PNL. In silico analysis was used to screen 827 C. jejuni genomes in the FDA GenomeTrakr SRA database. The results indicate that a majority of C. jejuni strains could produce LOS with ganglioside mimicry, as 43.8% of PNL isolates and 46.9% of the GenomeTrakr isolates lacked the cst genes. The methods described in this study can be used by public health laboratories to rapidly determine whether a C. jejuni isolate has the potential to induce GBS. Based on these results, a majority of C. jejuni in the PNL collection and submitted to GenomeTrakr have the potential to produce LOS that mimics human gangliosides.

  14. Teaching at the university and social and educational improvement

    Sara Ibarrola-García

    2015-04-01

    Full Text Available Higher Education contributes not only to the formation of skills for the world of today and tomorrow, but also to the training of socially responsible future professionals with ethical principles, who are committed to working for peace, human rights and the values of democracy (UNESCO, 2009. This work emphasizes service-learning as a methodology to integrate academic learning, along with community service solidarity as a method of improving it. Firstly, the spread of service-learning in the context of a Spanish university is analyzed. It delves into the positive impact it has on students. The evidence found in the literature is described. Secondly, a service-learning experience carried out in the Degree of Education from the University of Navarrais described and evaluated. Perceptions of the learning outcomes achieved by the students involved are collected. These results suggest that the experience has led to a high level of acquisition of the contents of the subject and its related skills, with particular emphasis on the social component.

  15. Issues in Learning About and Teaching Qualitative Research Methods and Methodology in the Social Sciences

    Franz Breuer

    2007-01-01

    Full Text Available For many qualitative researchers in the social sciences, learning about and teaching qualitative research methods and methodology raises a number of questions. This topic was the focus of a symposium held during the Second Berlin Summer School for Qualitative Research Methods in July 2006. In this contribution, some of the issues discussed during the symposium are taken up and extended, and some basic dimensions underlying these issues are summarized. How qualitative research methods and methodology are taught is closely linked to the ways in which qualitative researchers in the social sciences conceptualize themselves and their discipline. In the following, we distinguish between a paradigmatic and a pragmatic view. From a pragmatic point of view, qualitative research methods are considered research strategies or techniques and can be taught in the sense of recipes with specific steps to be carried out. According to a paradigmatic point of view (strongly inspired by constructivism, qualitative research methods and methodology are conceptualized as a craft to be practiced together by a "master" and an "apprentice." Moreover, the teaching of qualitative research methods also depends heavily on the institutional standing of qualitative compared to quantitative research method. Based on these considerations, five basic dimensions of learning about and teaching qualitative research methods are suggested: ways of teaching (ranging from the presentation of textbook knowledge to cognitive apprenticeship and instructors' experience with these; institutional contexts, including their development and the teaching of qualitative research methods in other than university contexts; the "fit" between personality and method, including relevant personal skills and talents; and, as a special type of instructional context that increasingly has gained importance, distance learning and its implications for learning about and teaching qualitative research methods

  16. May It Please the Court: Two Legal Cases to Teach Students about Social Media Based Terminations of Employment

    O'Connor, Kimberly W.; Schmidt, Gordon B.

    2015-01-01

    Recent data suggest that 83% of individuals, aged 18 to 29 years, frequent social media sites (Drouin et al., 2015). This statistic confirms the need for universities to teach important issues regarding personal social media usage to students. At the forefront of these issues is how personal social media usage can affect students' future…

  17. Social Media in Educational Practice: Faculty Present and Future Use of Social Media in Teaching

    Esteve Del Valle, Marc; Gruzd, Anatoliy; Haythornthwaite, Caroline; Paulin, Drew; Gilbert, Sarah

    2017-01-01

    This paper presents results from a questionnaire (n=333) designed to gain an understanding of instructor motivations and experience with social media use in educational practice. Data on overall use of social media, and instructors’ use of social media in classes are applied to assess factors

  18. Teaching about Faith-Based Organizations in the Social Work Curriculum: Perspectives of Social Work Educators

    Pandya, Samta P.

    2016-01-01

    Faith-based organizations (FBOs) have an important presence in contemporary civil society and have gained further prominence through their repertoire of social welfare and services. This study engaged social work educators (n = 316) across nine countries to examine their perceptions of including discourses on faith and FBOs in the social work…

  19. READING OUR SOCIAL WORDS: UTILIZING NOVELS IN TEACHING SOCIOLOGY COURSES

    Abd. Ghofur

    2012-05-01

    Full Text Available This paper discusses the assignments used to analyze the novel using sociological concepts as well as the general outcomes. Students report enjoying the book and they are less hesitant to dig into difficult issues such as alcoholism, violence, sexuality, racism, and other forms of inequality. The ability to examine events on both macro- and microlevels improves over the course of the semester and students often integrate examples from the novels into class discussion and other assignments. The use of cultural artifacts such as film, poetry, music, or novels in sociology courses is certainly not a new phenomenon. As with other instructors, one of my main goals of using these types of materials, including novels, is to encourage active learning by students, as they are often comfortable working with these materials and can relate them to their own lives. Students are able to use their creativity and enhance their critical thinking skills when using cultural artifacts as tools of understanding sociological concepts. Novels in particular, offer a unique means to cover a wider range of social issues than can often be addressed in an introduction to sociology course. Another challenge of the course itself is to explore the complexities of diversity in society. Due to the pace of the course, students often maintain some sort of emotional or intellectual distance from the issues we examine, often discussing social issues as being outside of or disconnected from their own reality. Novels help to humanize the topics we cover as students often feel a connection with one or more main characters, which then helps them to apply the characters’ experiences to their own lives.

  20. Status of Utilizing Social Media Networks in the Teaching-Learning Process at Public Jordanian Universities

    Muneera Abdalkareem Alshdefait; Mohammad . S. Alzboon

    2018-01-01

    This study aimed at finding out the status of utilizing social media networks in the teaching-learning process at public Jordanian Universities. To achieve the goal of the study, the descriptive developmental method was used and a questionnaire was developed, consisting of (35) statements. The questionnaire was checked for its validity and reliability. Then it was distributed to a sample of (382) male and female students from the undergraduate and graduate levels. The study results showed tha...

  1. Personality and professional commitment of students in nursing, social work, and teaching: A comparative survey.

    Nesje, Kjersti

    2016-01-01

    Nurses are often portrayed as possessing specific traits and dispositions associated with care and empathy. The assumption has been that possessing these traits makes nurses competent, engaged, and well suited to their job. This proposition has been mostly normative, and few studies have investigated how this plays out empirically. The aims of this study were to investigate (a) whether possessing a personality trait related to empathy and care was more common among nursing students than students in teaching and social work programs and (b) whether nursing students possessing an affirming personality trait judged themselves to be more suited to their future work - understood as commitment to the profession - than students in teaching and social work. A cross-sectional survey design was used. All first-year students attending seven Norwegian universities and university colleges were invited to participate in the study. Of the 1675 students who participated in the survey, 527 were nursing students, 668 were students in teaching, and 480 were social work students. A response rate of 65 percent was achieved. The survey was conducted by Oslo and Akershus University College in the autumn of 2012. Data collection methods included both a paper-and-pencil questionnaire and an online survey. Instruments used included Blau's Career Commitment Scale and Orlinsky and Rønnestad's Interpersonal Adjective Scale. Analysis of variance and regression analysis were performed on the data. Nursing students did not differ from students in teaching and social work programs in terms of the degree of affirming personality trait. Furthermore, the regression analysis revealed an equally strong association between having an affirming personality trait and being committed to the profession among all these student groups. The results of this study indicate that the narrative of nursing students as individuals who possess a special personality characteristic does not entirely reflect reality

  2. Teaching Science for Social Justice: An Examination of Elementary Preservice Teachers' Beliefs

    Eslinger, James C.

    This qualitative study examines the beliefs and belief changes of eleven elementary preservice teachers about teaching science for social justice. Using constructivist grounded theory, it forwards a new theory of belief change about teaching science for social justice. The theory posits that three teaching and learning conditions may facilitate belief change: preservice teachers need to recognize (1) the relationship between science and society; (2) the relationship between individuals and society; and (3) the importance of taking action on socioscientific issues. This research responds to calls by critical scholars of teacher education who contend that beliefs in relation to equity, diversity, and multiculturalism need to be explored. They have found that many preservice teachers hold beliefs that are antithetical to social justice tenets. Since beliefs are generally considered to be precursors to actions, identifying and promoting change in beliefs are important to teaching science for social justice. Such a move may lead to the advancement of curricular and pedagogical efforts to promote the academic participation and success in elementary science of Aboriginal and racialized minority students. The study was undertaken in a year-long science methods course taught by the researcher. It was centered on the preservice teachers -- their beliefs, their belief changes, and the course pedagogies that they identified as crucial to their changes. However, the course was based on the researcher-instructor's review of the scholarly literature on science education, teacher education, and social justice. It utilized a critical -- cultural theoretical framework, and was aligned to the three dimensions of critical nature of science, critical knowledge and pedagogy, and sociopolitical action. Findings indicate that, at the beginning of the year, preservice teachers held two types of beliefs (liberal and critical) and, by the end of the course, they experienced three kinds of

  3. Talking Physics: Can Social Media Teach HEP to Converse Again?

    CERN. Geneva

    2012-01-01

    Og, commonly recognized as one of the earliest contributors to experimental particle physics, began his career by smashing two rocks together, then turning to his friend Zog and stating those famous words “oogh oogh”. It was not the rock-smashing that marked HEP’s origins, but rather the sharing of information, which then allowed Zog to confirm the important discovery, that rocks are indeed made of smaller rocks. Over the years, Socrates and other great teachers developed the methodology of this practice. Yet, as small groups of friends morphed into large classrooms of students, readers of journals, and audiences of television viewers, science conversation evolved into lecturing and broadcasting. While information is still conveyed in this manner, the invaluable, iterative nature of question/response is often lost or limited in duration. The birth of Web 2.0 and the development of Social Media tools, such as Facebook, Twitter and Google +, are allowing iterative conversation to reappear in nearly ever...

  4. Where We Fall Down: Tensions in Teaching Social Medicine and Global Health.

    Finnegan, Amy; Morse, Michelle; Nadas, Marisa; Westerhaus, Michael

    As global health interest has risen, so too has the relevance of education on the social determinants of health and health equity. Social medicine offers a particularly salient framework for educating on the social determinants of health, health disparities, and health equity. SocMed and EqualHealth, 2 unique but related organizations, offer annual global health courses in Uganda, Haiti, and the United States, which train students to understand and respond to the social determinants of health through praxis, self-reflection and self-awareness, and building collaborative partnerships across difference. The aim of this paper is to describe an innovative pedagogical approach to teaching social medicine and global health. We draw on the notion of praxis, which illuminates the value of iterative reflection and action, to critically examine our points of weakness as educators in order to derive lessons with broad applicability for those engaged in global health work. The data for this paper were collected through an autoethnography of teaching 10 global health social medicine courses in Uganda and Haiti since 2010. It draws on revealing descriptions from participant observation, student feedback collected in anonymous course evaluations, and ongoing relationships with alumni. Critical analysis reveals 3 significant and complicated tensions raised by our courses. The first point of weakness pertains to issues of course ownership by North American outsiders. The second tension emerges from explicit acknowledgment of social and economic inequities among our students and faculty. Finally, there are ongoing challenges of sustaining positive momentum toward social change after transformative course experiences. Although successful in generating transformative learning experiences, these courses expose significant fracture points worth interrogating as educators, activists, and global health practitioners. Ultimately, we have identified a need for building equitable

  5. THE USAGE OF SOCIAL MEDIA FOR LEARNING AND TEACHING PURPOSES: AN IMPLEMENTATION OF EXTENDED THEORY OF REASONED ACTION MODEL

    AKMAN, İbrahim; TURHAN, Çiğdem

    2014-01-01

    The growing popularity of the social networking siteshas presented new options for the development of learning and teachingenvironments to provide informal learning. In this study, the usage of socialnetworking sites for the purpose of learning and teaching has been analyzedusing the extended Theory of Reasoned Action (TRA) model. A survey has beenconducted to analyze the behavior in regard to the acceptance of social mediafor learning and teaching and the results were systematically analyzed...

  6. Interview: Mr. Stephen Chee, team leader, UNFPA country support team (CST) for the South Pacific.

    1993-09-01

    The UNFPA country support team (CST) for the South Pacific is the action-arm at the regional level of the new Technical Support Services arrangement introduced by the agency. Operational since April 1993, the CST currently covers the following Pacific island countries or territories: the Cook Islands, the Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Nauru, Niue, Palau, Papua New Guinea, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu, and Vanuatu. The CST office is located in Suva, Fiji, with the main goal of strengthening national capacity and building self-reliance in the countries of the region. The office in Suva is currently staffed by six highly qualified advisors with extensive experience in the population and related fields; two more advisors are expected to join the Team in early 1994. The Team is well equipped to provide countries and territories of the region with a wide range of technical support services ranging from ad hoc technical advisory services to the conceptualization and development of comprehensive population policies and programs. Services are offered in the areas of basic data collection, processing, and research in population dynamics; population policy formulation, evaluation, and implementation; family planning and maternal-child health; information, education, and communication; women in population and development; and population program management. The team also plays an advocacy role in mainstreaming population concerns into the programs and activities of international, regional, and national organizations. The team leader responds to questions about population problems experienced by the countries served, the scope of UNFPA assistance to country governments in the subregion, the importance of population information in the subregion, and how Asia-Pacific POPIN may help the team and countries served.

  7. Teaching for social justice education: the intersection between identity, critical agency, and social justice education

    Dennis Francis; Adré le Roux

    2011-01-01

    In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating a vision for a more socially just future, teacher education has the responsibility to capacitate pre-service teachers to work in areas of social justice education. It is, howe...

  8. CST simulations of THz Smith–Purcell radiation from a lamellar grating with vacuum gaps

    Lekomtsev, K.; Karataev, P.; Tishchenko, A.A.; Urakawa, J.

    2015-01-01

    Smith–Purcell radiation (SPR) from a lamellar grating with vacuum gaps was calculated using Computer Simulation Technology (CST) Particle In Cell (PIC) solver. The shapes of the radiation distributions were compared with those of Resonant Diffraction Radiation theory. Study of calculation domain meshing was performed. Influence of a transverse bunch size on the calculation accuracy and an SPR intensity distribution was investigated. Dependencies of the SPR yield on Lorentz factor and grating strip depth were calculated and compared with previously reported theoretical and experimental studies

  9. A Tuned Value Chain Model for University Based Public Research Organisation. Case Lut Cst.

    Vesa Karvonen

    2012-12-01

    Full Text Available The Porter´s value chain model was introduced for strategic business purposes. During the last decades also Universities and University based institutes have started to use actions similar to private business concepts. A University based institute is not independent actor like company but there are interest groups who are expecting them to act like they would be. This article discusses about the possibility of utilize tuned value chain to public research organizations (PRO. Also the interactions of tuned value chain model to existing industrial network are discussed. The case study object is the Centre for Separation Technology (CST at Lappeenranta University of Technology (LUT in Finland.

  10. INVESTIGATING SUSPENSION OF MST, CST, AND SIMULATED SLUDGE SLURRIES IN A PILOT-SCALE WASTE TANK

    Poirier, M.; Qureshi, Z.; Restivo, M.; Steeper, T.; Williams, M.

    2011-05-24

    The Small Column Ion Exchange (SCIX) process is being developed to remove cesium, strontium, and actinides from Savannah River Site (SRS) Liquid Waste using an existing waste tank (i.e., Tank 41H) to house the process. Savannah River National Laboratory (SRNL) is conducting pilot-scale mixing tests to determine the pump requirements for suspending and resuspending monosodium titanate (MST), crystalline silicotitanate (CST), and simulated sludge. The purpose of this pilot scale testing is for the pumps to resuspend the MST, CST, and simulated sludge particles so that they can be removed from the tank, and to suspend the MST so it can contact strontium and actinides. The pilot-scale tank is a 1/10.85 linear scaled model of Tank 41H. The tank diameter, tank liquid level, pump nozzle diameter, pump elevation, and cooling coil diameter are all 1/10.85 of their dimensions in Tank 41H. The pump locations correspond to the proposed locations in Tank 41H by the SCIX program (Risers B5, B3, and B1). Previous testing showed that three Submersible Mixer Pumps (SMPs) will provide sufficient power to initially suspend MST in an SRS waste tank, and to resuspend MST that has settled in a waste tank at nominal 45 C for four weeks. The conclusions from this analysis are: (1) Three SMPs will be able to resuspend more than 99.9% of the MST and CST that has settled for four weeks at nominal 45 C. The testing shows the required pump discharge velocity is 84% of the maximum discharge velocity of the pump. (2) Three SMPs will be able to resuspend more than 99.9% of the MST, CST, and simulated sludge that has settled for four weeks at nominal 45 C. The testing shows the required pump discharge velocity is 82% of the maximum discharge velocity of the pump. (3) A contact time of 6-12 hours is needed for strontium sorption by MST in a jet mixed tank with cooling coils, which is consistent with bench-scale testing and actinide removal process (ARP) operation.

  11. Signature Pedagogies for Social Foundations: Negotiating Social Foundations Teaching Practices in the Field of Education

    Schneider, Sandra B.

    2010-01-01

    The conflicts arising between the pedagogical preferences of the fields of instructional design and technology (IDT) and social foundations of education are substantial. This conflict is primarily one of pedagogical values separating the Social Foundations with its emphasis on critical and creative thinking and the presumption of value and theory…

  12. The Attitudes of Teacher Trainees Towards Life Knowledge and Social Studies Teaching Course

    S. Gulec

    2009-06-01

    Full Text Available In Turkey, Social Studies programme basically aims to raise active and productive citizens. This means that teachers are going to inject philosophy of life to the students by means of social studies course. In order to carry out this responsibility, teachers and teachers-to-be should be accustomed to comprehension and learning processes of children and adolescents. By continuous self-improvement, the teachers should try to get more information on methods, materials and tools that can be used in the classroom. A course “Social Studies” gives importance to social behaviour in primary and high schools. This course is given to 1st, 2nd, 3rd grades as “General Life Knowledge” and 4th to 8th grades as “Social Studies”. This study aims to investigate the expectations and attitudes of social studies teachers-to-be towards General Life Knowledge and Social Studies Courses in Primary School Teaching Department. 185 students who had taken General Life Knowledge and Social Studies I and II are included in the study. A questionnaire consisting of 40 questions was used as an instrument. In order for this instrument to reflect the real thoughts and feelings of the students, the students are told not to indicate their names in the questionnaire. The students who had taken the questionnaire do not have any anxiety over failing or passing this course because they had already taken and done with these courses for two semesters. The gathered data were analysed in three dimensions: (i the content and method of General Life Knowledge and Social Studies Course; (ii the contribution of this course to individuals’ being good citizens and socialisation; (iii Social Studies perception level of Teachers-to-be. It is concluded that teachers-to-be think that the present course is necessary and important, the methods used in teaching social studies are sufficient, materials are not of sufficient amount; it is also indicated they are able to relate their social

  13. Turkish Social Studies Teachers’ Thoughts About the Teaching of Controversial Issues

    Ahmet Copur

    2016-06-01

    Full Text Available In today’s world, one of the primary goals of education is to raise individuals as citizens equipped with the skills of communication, high-level thinking, problem solving and questioning as well as with a global viewpoint. Introducing controversial issues into the classroom environment may be among the steps to be taken to achieve these goals. In this context, this study has the primary goal of revealing Social Studies teachers’ thoughts about the teaching of controversial issues in the classroom environment. This study adopted mixed methods. The study participants consisted of Social Studies teachers working in Bursa, which is a large-scale province of Turkey, in the 2014-2015 school year. According to the study findings, while terror was the most controversial issue, faith in creation was the least controversial issue. In addition, teachers mainly preferred to introduce issues related to the Social Studies curriculum and that were appropriate for the students’ preparedness. However, another result is that controversial issues contributed to students’ acquisition of personal critical skills such as high-level thinking and communication. It was also observed that the teaching of controversial issues was related to the Social Studies lesson and was important for the achievement of the goals of the lesson.

  14. Human CST Facilitates Genome-wide RAD51 Recruitment to GC-Rich Repetitive Sequences in Response to Replication Stress.

    Chastain, Megan; Zhou, Qing; Shiva, Olga; Fadri-Moskwik, Maria; Whitmore, Leanne; Jia, Pingping; Dai, Xueyu; Huang, Chenhui; Ye, Ping; Chai, Weihang

    2016-08-02

    The telomeric CTC1/STN1/TEN1 (CST) complex has been implicated in promoting replication recovery under replication stress at genomic regions, yet its precise role is unclear. Here, we report that STN1 is enriched at GC-rich repetitive sequences genome-wide in response to hydroxyurea (HU)-induced replication stress. STN1 deficiency exacerbates the fragility of these sequences under replication stress, resulting in chromosome fragmentation. We find that upon fork stalling, CST proteins form distinct nuclear foci that colocalize with RAD51. Furthermore, replication stress induces physical association of CST with RAD51 in an ATR-dependent manner. Strikingly, CST deficiency diminishes HU-induced RAD51 foci formation and reduces RAD51 recruitment to telomeres and non-telomeric GC-rich fragile sequences. Collectively, our findings establish that CST promotes RAD51 recruitment to GC-rich repetitive sequences in response to replication stress to facilitate replication restart, thereby providing insights into the mechanism underlying genome stability maintenance. Copyright © 2016 The Author(s). Published by Elsevier Inc. All rights reserved.

  15. Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching

    Zowie Davy

    2015-06-01

    Full Text Available Increasingly, Lesbian, Gay, Bisexual, and Transgender (LGBT health care is becoming an important quality assurance feature of primary, secondary and tertiary healthcare in Britain. While acknowledging these very positive developments, teaching LGBT curricula content is contingent upon having educators understand the complexity of LGBT lives. The study adopted a qualitative mixed method approach. The study investigated how and in what ways barriers and facilitators of providing LGBT medical, health and social care curricula content figure in the accreditation policies and within undergraduate and postgraduate medical and healthcare teaching. This paper illustrates opposing views about curricula inclusion. The evidence presented suggests that LGBT content teaching is often challenged at various points in its delivery. In this respect, we will focus on a number of resistances that sometimes prevents teachers from engaging with and providing the complexities of LGBT curricula content. These include the lack of collegiate, colleague and student cooperation. By investing some time on these often neglected areas of resistance, the difficulties and good practice met by educators will be explored. This focus will make visible how to support medical, health and social care students become aware and confident in tackling contemporaneous health issues for LGBT patients.

  16. A History of the Sonocare CST-100: The First FDA-approved HIFU Device

    Muratore, Robert

    2006-05-01

    The Sonocare CST-100 Therapeutic Ultrasound System, designed for the treatment of glaucoma, was developed in the 1980s and became the first high intensity focused ultrasound (HIFU) device to receive Food and Drug Administration approval. The system arose from studies done by F.L. Lizzi, Eng.Sc.D., of Riverside Research Institute and D.J. Coleman, M.D., of Cornell Medical Center/New York Hospital on the safety of ultrasound diagnosis of the eye. As safety limits were probed, therapeutic regimes were discovered. Optimization of operational parameters, clinical experience, and engineering design came together through a spin-off company, Sonocare, Inc., formed to produce and market the ophthalmic device. Various precedents were set during the approval process, including the acceptance by the FDA of radiation momentum imparted to an absorber as a measure of acoustic power. Many devices were sold, but the laser industry, grandfathered into the therapeutic field, eventually out-marketed Sonocare. The CST-100 remains as a model of elegant industrial design, and existing units are used daily in HIFU laboratory experiments.

  17. Design and Simulation of Horn Antenna Using CST Software for GPR System

    Joret, Ariffuddin; Sulong, M. S.; Abdullah, M. F. L.; Madun, Aziman; Haimi Dahlan, Samsul

    2018-04-01

    Detection of underground object can be made using a GPR system. This system is classified as a non-destructive technique (NDT) where the ground areas need not to be excavated. The technique used by the GPR system is by measuring the reflection of electromagnetic wave signal produced and detected by antenna which is known as the transmitter and the receiver antenna. In this study, a GPR system was studied by means of simulation using a Horn antenna as a transceiver antenna. The electromagnetic wave signal in this simulation is produced by current signal of an antenna which having a shape of modulation of Gaussian pulse which is having spectrum from 8 GHz until 12 GHz. CST and MATLAB Software are used in this GPR system simulation. A model of a Horn antenna has been designed using the CST software before the GPR’s system simulation modeled by adding a model of background in front of the Horn antenna. The simulation results show that the output signal of the Horn antenna can be used in detecting embedded object which are made from material of wood and iron. In addition, the simulation result has successfully developed a 3D model image of the GPR system using output signal of the Horn antenna. The embedded iron object in the GPR system simulation can be seen clearly by using this 3D image.

  18. Design and Simulation of a Birdcage Coil using CST Studio Suite for Application at 7T

    Tomas, Bernat Palau; Li, Houmin; Anjum, M R

    2013-01-01

    This work describes the study of coils for Magnetic Resonance Imaging (MRI) applications. The principal objective is the design of a birdcage Radio Frequency (RF) coil to use in a 7 Tesla (7T) scanner. Higher strength field generates a better SNR and increased chemical shift effect, improving spectral fat suppression and spectroscopy. Moreover, a better SNR increases the spatial resolution or reduces the imaging time. This research work presented recent developments based on high field 7T design using CST studio. The birdcage coil achieves circular polarization and generates a high homogeneous radio frequency magnetic field under many conditions. Design of a Birdcage coil for a 7T to obtain the images from s mall animals (i.e. mouse). It opens the door to design and construct a Birdcage coil for a 7T to obtain human brain images. Firstly we design a birdcage coil then the results are obtained with simulator CST Wave Studio, creating a 3D model and generating a simulation. Finally the parameters are re adjusted to obtain our desired Larmor frequency 298.2 MHz for a correct operation in 7T. This research work demonstrates the theoretical results from our design and shows the designed antenna behavior

  19. Design and Simulation of a Birdcage Coil using CST Studio Suite for Application at 7T

    Palau Tomas, Bernat; Li, Houmin; Anjum, M. R.

    2013-12-01

    This work describes the study of coils for Magnetic Resonance Imaging (MRI) applications. The principal objective is the design of a birdcage Radio Frequency (RF) coil to use in a 7 Tesla (7T) scanner. Higher strength field generates a better SNR and increased chemical shift effect, improving spectral fat suppression and spectroscopy. Moreover, a better SNR increases the spatial resolution or reduces the imaging time. This research work presented recent developments based on high field 7T design using CST studio. The birdcage coil achieves circular polarization and generates a high homogeneous radio frequency magnetic field under many conditions. Design of a Birdcage coil for a 7T to obtain the images from s mall animals (i.e. mouse). It opens the door to design and construct a Birdcage coil for a 7T to obtain human brain images. Firstly we design a birdcage coil then the results are obtained with simulator CST Wave Studio, creating a 3D model and generating a simulation. Finally the parameters are re adjusted to obtain our desired Larmor frequency 298.2 MHz for a correct operation in 7T. This research work demonstrates the theoretical results from our design and shows the designed antenna behavior.

  20. OPTIMASI AIRFOIL MENGGUNAKAN PARTICLE SWARM DENGAN PARAMETERISASI CST (CLASS SHAPE TRANSFORMATION

    Eva Hertnacahyani Herraprastanti

    2017-11-01

    Full Text Available Airfoil merupakan profil penampang yang diaplikasikan pada sarana transportasi maupun pembangkit energi sebagai penampang sudu turbin. Airfoil yang dirancang diharapkan menghasilkan gaya angkat (lift maksimal namun gaya hambat (drag seminimal mungkin. Tujuan penelitian 1 Validasi aerodinamika metode panel dengan Interaksi Viskos-Tak Viskos; 2 Analisis aerodinamika airfoil untuk menentukan koefisien lift dan drag; 3 Menerapkan metode optimasi Particle Swarm Optimization untuk mendapatkan geometri airfoil dengan rasio koefisien lift dan drag maksimum (CL/CD maks. Tahap pertama menentukan profil airfoil Class Shape Transformation (CST. Airfoil akan dianalisis menggunakan metoda panel selanjutnya diterapkan model aliran singularitas source dan doublet. Solusi yang diperoleh dari metode panel merupakan kondisi aliran yang dianggap tak viskos. Apabila sudut serang cukup tinggi solusi yang diperoleh dengan pendekatan tersebut sudah tidak akurat lagi. Untuk memperbaiki hasil maka diterapkan metode interaksi viskos-tak viskos kuasi simultan. Proses ini diulang sampai konvergensi dan diperoleh koefisien lift, dan drag. Dengan menggunakan optimasi Particle Swarm Optimization (PSO akan didapat profil airfoil dengan  koefisien lift dan drag maksimum. Namun apabila prosedur optimasi belum optimal, akan dilakukan update geometri, sampai didapat konvergensi. Kesimpulan penelitian :1 Metode panel dengan interaksi viskos tak viskos memberikan hasil yang cukup baik dan akurat, dengan rata-rata kesalahan dibawah 9.5%;  2 Semakin besar bilangan Reynold maka nilai CL/CD maksimum akan semakin tinggi; 3 Ketebalan (thickness dan camber maksimum cenderung meningkat dengan peningkatan bilangan Reynold; 4 Untuk airfoil CST optimasi dengan PSO memberikan hasil yang lebih baik.

  1. Teaching and Learning Social Justice through Online Service-Learning Courses

    Kathy L. Guthrie

    2010-10-01

    Full Text Available Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice.

  2. Teaching Climate Social Science and Its Practices: A Two-Pronged Approach to Climate Literacy

    Shwom, R.; Isenhour, C.; McCright, A.; Robinson, J.; Jordan, R.

    2014-12-01

    The Essential Principles of Climate Science Literacy states that a climate-literate individual can: "understand the essential principles of Earth's climate system, assess scientifically credible information about climate change, communicate about climate and climate change in a meaningful way, and make informed and responsible decisions with regard to actions that may affect climate." We argue that further integration of the social science dimensions of climate change will advance the climate literacy goals of communication and responsible actions. The underlying rationale for this argues: 1) teaching the habits of mind and scientific practices that have synergies across the social and natural sciences can strengthen students ability to understand and assess science in general and that 2) understanding the empirical research on the social, political, and economic processes (including climate science itself) that are part of the climate system is an important step for enabling effective action and communication. For example, while climate literacy has often identified the public's faulty mental models of climate processes as a partial explanation of complacency, emerging research suggests that the public's mental models of the social world are equally or more important in leading to informed and responsible climate decisions. Building student's ability to think across the social and natural sciences by understanding "how we know what we know" through the sciences and a scientific understanding of the social world allows us to achieve climate literacy goals more systematically and completely. To enable this integration we first identify the robust social science insights for the climate science literacy principles that involve social systems. We then briefly identify significant social science contributions to climate science literacy that do not clearly fit within the seven climate literacy principles but arguably could advance climate literacy goals. We conclude

  3. Teaching social perception skills to adolescents with autism and intellectual disabilities using video-based group instruction.

    Stauch, Tiffany A; Plavnick, Joshua B; Sankar, Sudha; Gallagher, Annie C

    2018-05-17

    Few interventions focus on teaching social skills to adolescents with autism spectrum disorder (ASD) and intellectual disabilities (ID) that are consistently used during interactions with peers ( Carter et al., 2014). The present study evaluated the effects of video-based group instruction (VGI) on the acquisition of social perception skills of five adolescents with ASD or ID in a public school setting. Social perception involves observing affective behaviors of others, discriminating relevant environmental stimuli, and differentially reinforcing the affective behavior of another person. Typically developing peers supported VGI implementation as social partners for participants. A multiple probe design across behaviors demonstrated the effectiveness of VGI for teaching social perception skills. Four of five participants acquired and maintained the targeted social perception skills, and we observed some transfer to a nontreatment setting. Results of this study suggest VGI may support the acquisition of social perception among adolescents with ASD or ID. © 2018 Society for the Experimental Analysis of Behavior.

  4. The teaching of Social Sciences in Argentina and Colombia: cartographies of a “pre-future”

    Ferney Quintero Ramírez

    2015-07-01

    Full Text Available The teaching of history and social sciences in Latin America has been closely linked to the corresponding research that emerged in the decade of the 1980s —being more detailed the production of this tendency than the one of the school institutions’ experience—. In the context of the historical particularities of Argentina and other Latin-American countries, the traumatic events and the Human Rights violations these countries experienced at the end of the last century, emerged a strong school of thought in the teaching of recent history, but in Colombia the memories of politics have emerged as pedagogical experiences cut off from school. In this sense, we think it’s necessary to think of some cartographies of a “pre-future” —an educational challenge— in order to enter into the potential present in which we live.

  5. Getting it right in the mix: Teaching social work practice skills inclusively to diverse student groups

    Sophie Jennifer Goldingay

    2012-06-01

    Full Text Available Social work has traditionally attracted a diverse mix of students with varying levels of academic preparedness and practice skill experience. Current trends in higher education indicate the possibility of further challenges for academic staff in social work as universities seek to both widen participation from university graduates and, at the same time, prioritise practice and academic excellence among students. Drawing on reflective journal entries by the author, this paper examines the challenges that social work academics might face in teaching social work practice skills effectively to the increasingly diverse student cohorts enrolled across Bachelor and Masters of Social Work (Qualifying degrees. The reflective process adopted in this study explores the gaps between the author’s intentions and the reality of the classroom experience. Key observations included language barriers impeding engagement with the material and cultural differences in relating to others and conceptualising practice. These problems were apparent in both the process of delivery (pedagogy and content (curriculum. The reflective process highlighted the need for further research in order to optimally respond to the diversity in social work education.

  6. Preparing for the Educational Black Hole? Teachers' Learning in Two Pathways into Middle School Social Studies Teaching

    Conklin, Hilary G.

    2010-01-01

    The author presents findings from the first phase of a longitudinal, comparative case study that investigates what teachers learn about intellectually demanding social studies teaching at the middle school level from two distinctive teacher education pathways: a specialized middle school teacher education program and a secondary social studies…

  7. Teaching Reading Comprehension to Students with Autism Spectrum Disorders in Social Studies Classrooms: Middle School Teacher Perceptions

    Burke, Lisa; Hsieh, Wu-Ying; Lopez-Reyna, Norma; Servilio, Kathryn

    2016-01-01

    The purpose of this qualitative study was to describe the perceptions of general education middle school social studies teachers related to their teaching practices and the inclusion of students with Autism Spectrum Disorder (ASD) in their classrooms. More specifically, an in-depth exploration of general education social studies teachers'…

  8. The role of the teaching staff at present. Its educational and social function

    Esther Prieto Jiménez

    2008-12-01

    Full Text Available Especially the mission to educate to our minors and young people falls, directly, on two essential pillars: the family and the school. Although in the family the essential figure that is going to carry out educative and social the workings is the parents; in the case of the school, the subject key of formation is the teaching staff. In order to be able to analyze the situation that the educational ones are living at present, it is precise that we realise an approach to the essential functions that is to ful- fils and that it develops at present, as well as similarly it is precise that we pay a special attention to those factors that of a way or another one are conditioning the educa- tional practice and bursting in into the good development of the formation.But we do not have to forget that the educational one is not a mere transmitter of knowledge, but also that is a strong socializing agent and who, through its teaching, transmits a series of values that are going to pierce, directly or indirectly, in the forma- tion of youngest. Key words: Education, Professors, Socialization, Values, Educational practice. 

  9. Mexican high school students' social representations of mathematics, its teaching and learning

    Martínez-Sierra, Gustavo; Miranda-Tirado, Marisa

    2015-07-01

    This paper reports a qualitative research that identifies Mexican high school students' social representations of mathematics. For this purpose, the social representations of 'mathematics', 'learning mathematics' and 'teaching mathematics' were identified in a group of 50 students. Focus group interviews were carried out in order to obtain the data. The constant comparative style was the strategy used for the data analysis because it allowed the categories to emerge from the data. The students' social representations are: (A) Mathematics is…(1) important for daily life, (2) important for careers and for life, (3) important because it is in everything that surrounds us, (4) a way to solve problems of daily life, (5) calculations and operations with numbers, (6) complex and difficult, (7) exact and (6) a subject that develops thinking skills; (B) To learn mathematics is…(1) to possess knowledge to solve problems, (2) to be able to solve everyday problems, (3) to be able to make calculations and operations, and (4) to think logically to be able to solve problems; and (C) To teach mathematics is…(1) to transmit knowledge, (2) to know to share it, (3) to transmit the reasoning ability, and (4) to show how to solve problems.

  10. Use of images in Social Studies and Science lessons: Teaching through visual semiotic potential

    Valentina Haas Prieto

    2015-07-01

    Full Text Available Learners access the school curriculum through meanings created among a variety of semiotic modes (diagrams, photographs, drawings, writing, etc., this learning enables them to join a worldview as they do in each curricular discipline. From a pedagogical and semiotic gaze to classroom interaction, we focus on the use of images in teaching, in relation to their potential to create meaning in social studies and science lessons. This article is part of Fondecyt 1130684 and systematizes methodological tools from Social Semiotics and multimodality used to explore the semiotic potential of a set images used by teachers of elementary and secondary in a public school. From an audiovisual corpus of lessons of a complete curricular unit, we analyze Social Studies and Science videos from the two subjects in 3rd, 6th grade of elementary and 1st grade of secondary school. Through a Multimodal Discourse Analysis using the concepts of ideational or representational metafunction and the categories of Visual Grammar Design, we show examples of situated images anylisis. The results show how the meaning in the image is modified when teachers use them in face to face interaction. This analysis should help teachers to select and deploy images in terms of improving the learning process and teaching materials they prepare for students.

  11. Teaching for Social Justice Education: The Intersection between Identity, Critical Agency, and Social Justice Education

    Francis, Dennis; le Roux, Adré

    2011-01-01

    In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating a vision for a more…

  12. Enterovirus 71 3C protease cleaves a novel target CstF-64 and inhibits cellular polyadenylation.

    Kuo-Feng Weng

    2009-09-01

    Full Text Available Identification of novel cellular proteins as substrates to viral proteases would provide a new insight into the mechanism of cell-virus interplay. Eight nuclear proteins as potential targets for enterovirus 71 (EV71 3C protease (3C(pro cleavages were identified by 2D electrophoresis and MALDI-TOF analysis. Of these proteins, CstF-64, which is a critical factor for 3' pre-mRNA processing in a cell nucleus, was selected for further study. A time-course study to monitor the expression levels of CstF-64 in EV71-infected cells also revealed that the reduction of CstF-64 during virus infection was correlated with the production of viral 3C(pro. CstF-64 was cleaved in vitro by 3C(pro but neither by mutant 3C(pro (in which the catalytic site was inactivated nor by another EV71 protease 2A(pro. Serial mutagenesis was performed in CstF-64, revealing that the 3C(pro cleavage sites are located at position 251 in the N-terminal P/G-rich domain and at multiple positions close to the C-terminus of CstF-64 (around position 500. An accumulation of unprocessed pre-mRNA and the depression of mature mRNA were observed in EV71-infected cells. An in vitro assay revealed the inhibition of the 3'-end pre-mRNA processing and polyadenylation in 3C(pro-treated nuclear extract, and this impairment was rescued by adding purified recombinant CstF-64 protein. In summing up the above results, we suggest that 3C(pro cleavage inactivates CstF-64 and impairs the host cell polyadenylation in vitro, as well as in virus-infected cells. This finding is, to our knowledge, the first to demonstrate that a picornavirus protein affects the polyadenylation of host mRNA.

  13. Development of accurate UWB dielectric properties dispersion at CST simulation tool for modeling microwave interactions with numerical breast phantoms

    Maher, A.; Quboa, K. M.

    2011-01-01

    In this paper, a reformulation for the recently published dielectric properties dispersion models of the breast tissues is carried out to be used by CST simulation tool. The reformulation includes tabulation of the real and imaginary parts versus frequency on ultra-wideband (UWB) for these models by MATLAB programs. The tables are imported and fitted by CST simulation tool to second or first order general equations. The results have shown good agreement between the original and the imported data. The MATLAB programs written in MATLAB code are included in the appendix.

  14. The role of the teaching staff at present. Its educational and social function

    Esther Prieto Jiménez

    2008-01-01

    Especially the mission to educate to our minors and young people falls, directly, on two essential pillars: the family and the school. Although in the family the essential figure that is going to carry out educative and social the workings is the parents; in the case of the school, the subject key of formation is the teaching staff. In order to be able to analyze the situation that the educational ones are living at present, it is precise that we realise an approach to the essential functions...

  15. Managing Stigma Effectively: What Social Psychology and Social Neuroscience Can Teach Us

    Griffith, James L.; Kohrt, Brandon A.

    2016-01-01

    Psychiatric education is confronted with three barriers to managing stigma associated with mental health treatment. First, there are limited evidence-based practices for stigma reduction, and interventions to deal with stigma against mental health care providers are especially lacking. Second, there is a scarcity of training models for mental health professionals on how to reduce stigma in clinical services. Third, there is a lack of conceptual models for neuroscience approaches to stigma reduction, which are a requirement for high-tier competency in the ACGME Milestones for Psychiatry. The George Washington University (GWU) psychiatry residency program has developed an eight-week course on managing stigma that is based on social psychology and social neuroscience research. The course draws upon social neuroscience research demonstrating that stigma is a normal function of normal brains resulting from evolutionary processes in human group behavior. Based on these processes, stigma can be categorized according to different threats that include peril stigma, disruption stigma, empathy fatigue, moral stigma, and courtesy stigma. Grounded in social neuroscience mechanisms, residents are taught to develop interventions to manage stigma. Case examples illustrate application to common clinical challenges: (1) helping patients anticipate and manage stigma encountered in the family, community, or workplace; (2) ameliorating internalized stigma among patients; (3) conducting effective treatment from a stigmatized position due to prejudice from medical colleagues or patients’ family members; and (4) facilitating patient treatment plans when stigma precludes engagement with mental health professionals. This curriculum addresses the need for educating trainees to manage stigma in clinical settings. Future studies are needed to evaluate changes in clinical practices and patient outcomes as a result of social neuroscience-based training on managing stigma. PMID:26162463

  16. Managing Stigma Effectively: What Social Psychology and Social Neuroscience Can Teach Us.

    Griffith, James L; Kohrt, Brandon A

    2016-04-01

    Psychiatric education is confronted with three barriers to managing stigma associated with mental health treatment. First, there are limited evidence-based practices for stigma reduction, and interventions to deal with stigma against mental health care providers are especially lacking. Second, there is a scarcity of training models for mental health professionals on how to reduce stigma in clinical services. Third, there is a lack of conceptual models for neuroscience approaches to stigma reduction, which are a requirement for high-tier competency in the ACGME Milestones for Psychiatry. The George Washington University (GWU) psychiatry residency program has developed an eight-week course on managing stigma that is based on social psychology and social neuroscience research. The course draws upon social neuroscience research demonstrating that stigma is a normal function of normal brains resulting from evolutionary processes in human group behavior. Based on these processes, stigma can be categorized according to different threats that include peril stigma, disruption stigma, empathy fatigue, moral stigma, and courtesy stigma. Grounded in social neuroscience mechanisms, residents are taught to develop interventions to manage stigma. Case examples illustrate application to common clinical challenges: (1) helping patients anticipate and manage stigma encountered in the family, community, or workplace; (2) ameliorating internalized stigma among patients; (3) conducting effective treatment from a stigmatized position due to prejudice from medical colleagues or patients' family members; and (4) facilitating patient treatment plans when stigma precludes engagement with mental health professionals. This curriculum addresses the need for educating trainees to manage stigma in clinical settings. Future studies are needed to evaluate changes in clinical practices and patient outcomes as a result of social neuroscience-based training on managing stigma.

  17. Different habitus: different strategies in teaching physics? Relationships between teachers' social, economic and cultural capital and strategies in teaching physics in upper secondary school

    Engström, Susanne; Carlhed, Carina

    2014-09-01

    With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu's sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n = 268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed

  18. Teaching the Social Determinants of Health: A Path to Equity or a Road to Nowhere?

    Sharma, Malika; Pinto, Andrew D; Kumagai, Arno K

    2018-01-01

    Medical schools are increasingly called to include social responsibility in their mandates. As such, they are focusing their attention on the social determinants of health (SDOH) as key drivers in the health of the patients and communities they serve. However, underlying this emphasis on the SDOH is the assumption that teaching medical students about the SDOH will lead future physicians to take action to help achieve health equity. There is little evidence to support this belief. In many ways, the current approach to the SDOH within medical education positions them as "facts to be known" rather than as "conditions to be challenged and changed." Educators talk about poverty but not oppression, race but not racism, sex but not sexism, and homosexuality but not homophobia. The current approach to the SDOH may constrain or even incapacitate the ability of medical education to achieve the very goals it lauds, and in fact perpetuate inequity. In this article, the authors explore how "critical consciousness" and a recentering of the SDOH around justice and inequity can be used to deepen collective understanding of power, privilege, and the inequities embedded in social relationships in order to foster an active commitment to social justice among medical trainees. Rather than calling for minor curricular modifications, the authors argue that major structural and cultural transformations within medical education need to occur to make educational institutions truly socially responsible.

  19. Attitudes of Health Professional Educators Toward the Use of Social Media as a Teaching Tool: Global Cross-Sectional Study

    Henningham, Lucy; Zou, Runyu; Huang, Jessica; O'Sullivan, Elizabeth; Last, Jason; Ho, Kendall

    2017-01-01

    Background The use of social media in health education has witnessed a revolution within the past decade. Students have already adopted social media informally to share information and supplement their lecture-based learning. Although studies show comparable efficacy and improved engagement when social media is used as a teaching tool, broad-based adoption has been slow and the data on barriers to uptake have not been well documented. Objective The objective of this study was to assess attitudes of health educators toward social media use in education, examine differences between faculty members who do and do not use social media in teaching practice, and determine contributing factors for an increase in the uptake of social media. Methods A cross-sectional Web-based survey was disseminated to the faculty of health professional education departments at 8 global institutions. Respondents were categorized based on the frequency of social media use in teaching as “users” and “nonusers.” Users sometimes, often, or always used social media, whereas nonusers never or rarely used social media. Results A total of 270 health educators (52.9%, n=143 users and 47.0%, n=127 nonusers) were included in the survey. Users and nonusers demonstrated significant differences on perceived barriers and potential benefits to the use of social media. Users were more motivated by learner satisfaction and deterred by lack of technology compatibility, whereas nonusers reported the need for departmental and skill development support. Both shared concerns of professionalism and lack of evidence showing enhanced learning. Conclusions The majority of educators are open-minded to incorporating social media into their teaching practice. However, both users and nonusers have unique perceived challenges and needs, and engaging them to adapt social media into their educational practice will require previously unreported approaches. Identification of these differences and areas of overlap

  20. Teaching Human Rights from Below: Towards Solidarity, Resistance and Social Justice

    Melissa Canlas

    2015-10-01

    Full Text Available In this article, we discuss our approaches, pedagogies, and practices for a weekly human rights club that serves immigrant and refugee youth.  The research team is involved in a research collaboration with a public high school in a large urban area on the West Coast.  In this article, we discuss some of our curricular and pedagogical strategies and students’ responses to lesson plans and activities that aimed to build solidarity, resistance to dominant and assimilative narratives, and action towards social justice.  Our approach focuses on intersecting a transforamtive human rights perspective with the praxes of critical pedagogies and social justice.  This article discusses a radical approach to teaching Human Rights along three key themes: student-centered human rights pedagogy, cultural wealth and HRE, and students’ articulation of human rights language into action.

  1. Precision hfs of 126Cs(T1/2=1.63 m) by ABMR

    Pinard, J.; Duong, H.T.; Marescaux, D.; Stroke, H.H.; Redi, O.; Gustafsson, M.; Nilsson, T.; Matsuki, S.; Kishimoto, Y.; Kominato, K.; Ogawa, I.; Shibata, M.; Tada, M.; Persson, J.R.; Nojiri, Y.; Momota, S.; Inamura, T.T.; Wakasugi, M.; Juncar, P.; Murayama, T.; Nomura, T.; Koizumi, M.

    2005-01-01

    The hfs separation Δν of 126 Cs(T1/2=1.63 m) in the 6s S1/22 ground state was obtained in a precision measurement near zero magnetic field by means of atomic beam magnetic resonance with laser optical pumping on-line with the CERN-PSB-ISOLDE mass separator. The result, Δν=3629.514 (0.001) MHz, corrects significantly a previous published value from a high-field experiment. With our result, the precision of the nuclear magnetic moment, μ(Cs126)∼0.776μN, is now limited by the influence of extended nuclear structure on the hfs (the Bohr-Weisskopf effect)

  2. Position map calculations of BPMs by CST particle studio for non-relativistic energies

    Forck, Peter; Almalki, Mohammed; Kester, Oliver [GSI, Darmstadt (Germany); Goethe Universitaet Frankfurt (Germany); He, Jun [Institute of High Energy Physics, CAS Beijing (China); Kaufmann, Wolfgang; Sieber, Thomas; Singh, Rahul [GSI, Darmstadt (Germany)

    2016-07-01

    Beam positon monitors BPM at LINACs serve as the basic instrument for non-destructive position determination as yield from the difference-over-sum of signal of opposite electrodes. The time evolution of the signals, and consequently their Fourier-transformations, depend on the particle velocity and the distance from the electrodes. Position maps, i.e. electrodes difference-over-sum signal versus beam offset, were calculated using the wake-field solver CST Particle Studio in the velocity range from 0.05c to 0.5c for two BPM types. For the planned proton LINAC at FAIR, four separated button BPM electrodes are foreseen. The BPMs installed in the GSI UNILAC are made of a ceramic ring with four metallized sectors installed in a special housing. For the latter type resonances and capacitive coupling between the sectors modify the position map. The general findings and peculiarities of both types are presented.

  3. The Effect of Job Demand-Control-Social Support Model on Nurses' Job Satisfaction in Specialized Teaching Hospitals, Ethiopia

    Negussie, Nebiat; Kaur, Geetinder

    2016-01-01

    Background The job demand-control-social support model has been widely studied in western countries but has not been theoretically addressed on health workers of sub-Saharan African countries. Therefore, this study investigates the relationship between Job Demand-Control-Support Model and job satisfaction in specialized teaching hospitals in Ethiopia. Method A cross-sectional survey was conducted from September 2014 to May 2015 in three public specialized teaching hospitals in Ethiopia. Among...

  4. The Social Construction of Place Meaning: Exploring Multiple Meanings of Place as an Outdoor Teaching and Learning Environment

    Gkoutis, Georgios

    2014-01-01

    This investigation explores the meanings primary school teachers who apply outdoor learning and teaching methods associate withthe places that encompass their teaching practices. A symbolic interactionist framework coupled with a social constructionistorientation was employed to analyze data collected from semi-structured interviews and photo elicitation techniques. The findingsillustrated that meaning ascribed to place derived from the interactional processes between the study’s respondents ...

  5. Science & education: Genetic analysis of winter social structure and social traits in a migratory sparrow & teaching argumentation in STEM education

    Arnberg, Nina N.

    Stable social organization in a wide variety of organisms has been linked to kinship, which can minimize conflict due to the indirect fitness benefits from cooperating with relatives. In birds, kin selection has been mostly studied in the context of reproduction or in species that are social year round. Many birds however are migratory and the role of kinship in the winter societies of these species is virtually unexplored. A previous study detected striking social complexity and stability in wintering populations of migratory golden-crowned sparrows (Zonotrichia atricapilla)---individuals repeatedly form close associations with the same social partners, including across multiple winters. In chapter one I test the possibility that kinship might be involved in these close and stable social affiliations. I examine the relationship between kinship and social structure for two of the consecutive wintering seasons from the previous study. I found no evidence that social structure was influenced by kinship---relatedness between most pairs of individuals was at most that of first cousins (and mostly far lower) and Mantel tests revealed no relationship between kinship and pairwise interaction frequency. Kinship also failed to predict social structure in more fine-grained analyses, including analyses of each sex separately (in the event that sex-biased migration might limit kin selection to one sex) and separate analyses for each social community. The complex winter societies of golden-crowned sparrows appear to be based on cooperative benefits unrelated to kin selection. Although the complex social structure detected in wintering golden-crowned sparrows is not predicted by kinship, genetic variation may play a role in variation of winter social traits. In chapter two, I investigate the genetic causes of variation in fitness-related traits in a winter population of golden-crowned sparrows. Individuals show great variation in morphological and behavioral traits that may play

  6. Partners at work. Catholic social teaching demands that managers respect workers' rights.

    Hanley, K V

    1990-01-01

    For almost 100 years Catholic social teaching has demanded that workers be treated in accord with their dignity as persons created and loved by God. Numerous papal encyclicals, a statement by the 1971 Roman Synod of Bishops, and the U.S. bishops' 1986 pastoral letter all insist on workers' rights to just wages, healthful working conditions, appropriate ways of participation and freedom to form or join unions. Throughout this century the Church has taught that a just wage should provide workers and their families "a standard of living in keeping with the dignity of the human person." Just compensation should also include provisions for adequate healthcare, security for old age or disability, unemployment compensation, and other benefits. Workers should also be able to participate as fully as possible in the enterprise they are a part of. "Each person," Pope John Paul II has written, "is fully entitled to consider himself a part owner of the great workbench at which he is working with everyone else." Finally, Catholic social teaching has consistently defended the rights of all people to form or join unions. Although the existence of this right does not oblige Catholic institutions to give up what they perceive to be their own interests, it does oblige them to avoid adopting an adversarial stance toward unions and to openly acknowledge their employees' right to unionize.

  7. Hydrogen generation and foaming during tests in the GFPS simulating DWPF operations with Tank 42 sludge and CST

    Koopman, D.C.

    1999-12-08

    This report summarizes the pilot-scale research requested by the salt disposition team to examine the effect of crystalline silicotitanate (CST) resin with adsorbed noble metals on the maximum hydrogen generation rate produced during the DWPF melter feed preparation processes.

  8. Hydrogen generation and foaming during tests in the GFPS simulating DWPF operations with Tank 42 sludge and CST

    Koopman, D.C.

    1999-01-01

    This report summarizes the pilot-scale research requested by the salt disposition team to examine the effect of crystalline silicotitanate (CST) resin with adsorbed noble metals on the maximum hydrogen generation rate produced during the DWPF melter feed preparation processes

  9. Multipacting Simulations of Tuner-adjustable waveguide coupler (TaCo) with CST Particle Studio®

    Shafqat, N; Wegner, R

    2014-01-01

    Tuner-adjustable waveguide couplers (TaCo) are used to feed microwave power to different RF structures of LINAC4. This paper studies the multipacting phenomenon for TaCo using the PIC solver of CST PS. Simulations are performed for complete field sweeps and results are analysed.

  10. Activating a Teaching Philosophy in Social Work Education: Articulation, Implementation, and Evaluation

    Owens, Larry W.; Miller, J. Jay; Grise-Owens, Erlene

    2014-01-01

    This article describes how to develop a comprehensive teaching philosophy from articulation through implementation to evaluation. Using literature and teaching-learning experiences, we discuss pragmatic steps for using a teaching philosophy to inform, engage, and evaluate teaching-learning. We promote an integrated teaching philosophy to ensure…

  11. Catholic social teaching and America's suboptimal breastfeeding rate: Where faith and policy should meet to combat injustice.

    Stark, Grace Emily

    2017-11-01

    Despite the numerous health benefits of breastfeeding, few American women breastfeed for the optimal duration of time. Reasons given for not following national and global institutional breastfeeding recommendations are various and multi-faceted. However, for many American women who would like to breastfeed, unjust historical, social, economic, cultural, and environmental factors negatively impact their ability to breastfeed. Catholic social teaching seeks to protect the poor and the vulnerable by working for social and economic justice, encourages stewardship of the environment, and uplifts the family as the most important unit in society. As such, Catholic social teaching has clear implications for individuals and institutions seeking to make breastfeeding a more widespread, accepted practice. In response to the crisis in American rates of breastfeeding, American Catholic healthcare institutions should work to promote the just economic and social conditions necessary for American women to breastfeed their children, starting by implementing breastfeeding-friendly policies for patients and employees in their own institutions. For many American women who would like to breastfeed, unjust historical, social, economic, cultural, and environmental factors negatively impact their ability to breastfeed. Catholic social teaching has clear implications for individuals and institutions seeking to make breastfeeding a more widespread, accepted practice. Therefore, American Catholic healthcare institutions should work particularly hard to promote the just economic and social conditions necessary for American women to breastfeed their children, starting by implementing breastfeeding-friendly policies for patients and employees in their own institutions.

  12. A Study of an Architecture Design Learning Process Based on Social Learning, Course Teaching, Interaction, and Analogical Thinking

    Yun-Wu Wu

    2014-01-01

    Full Text Available The students in the vocational education of architecture design in Taiwan often face many learning obstacles, such as no problem solving ability and lack of creativity. Therefore, this study used a social learning model as a learning strategy in the architecture design learning process to solve related learning difficulties. Firstly, this study used cognitive development teaching activities and a learning process based on analogical thinking and analogical reasoning to build the social learning model. Secondly, the social learning model of this study was implemented in the teaching of a required course of architecture design for 120 freshmen in China University of Technology. The questionnaire survey results were then statically analyzed and compared to measure the differences in the students’ knowledge about architecture designs before and after the teaching in this study. In this study, the social learning model is proven helpful in inspiring the students’ creativity by converting new knowledge of architecture design into schemas and hence retaining the new knowledge for future application. The social learning model can be applied in the teaching of architecture design in other schools, while more research can be conducted in the future to further confirm its feasibility to promote effective learning.

  13. Where Do We Go from Here? Making Sense of Prospective Social Studies Teachers' Memories, Conceptions, and Visions of Social Studies Teaching and Learning

    Hawley, Todd S.; Crowe, Alicia R.; Brooks, Elizabeth W.

    2012-01-01

    Like most teacher educators, the authors are aware that prospective teachers enter programs with many experiences in schools, and social studies classrooms in particular, that influence their beliefs about schooling, what it means to teach, their subject, and students. These experiences and beliefs inform how they then experience their program…

  14. Social and Emotional Learning through a Teaching Personal and Social Responsibility Based After-School Program for Disengaged Middle-School Boys

    Gordon, Barrie; Jacobs, Jenn M.; Wright, Paul M.

    2016-01-01

    This study examined a long-term afterschool leadership program situated in a Midwestern university town in the US. The activity-based program for boys considered to be disengaged with school and at risk for dropping out of education, was based on the Teaching Personal and Social Responsibility (TPSR) model. The program curriculum was strongly…

  15. Teaching a Model of Social Skills Training to Child Care Workers at a Group Home for Adolescents, for Improvement of Treatment Planning.

    Gramling, Lyle T.

    This practicum study implemented a training program in the teaching of social skills for 4 child care workers at a group home for 12 adolescents having moderate to severe emotional and behavioral problems. The inservice training program involved teaching concepts, techniques, and social skills terminology during the first four sessions, with…

  16. Use of Jigsaw Technique to Teach the Unit "Science within Time" in Secondary 7th Grade Social Sciences Course and Students' Views on This Technique

    Yapici, Hakki

    2016-01-01

    The aim of this study is to apply the jigsaw technique in Social Sciences teaching and to unroll the effects of this technique on learning. The unit "Science within Time" in the secondary 7th grade Social Sciences text book was chosen for the research. It is aimed to compare the jigsaw technique with the traditional teaching method in…

  17. A Comparative Study of the Quality of Teaching Learning Process at Post Graduate Level in the Faculty of Science and Social Science

    Shahzadi, Uzma; Shaheen, Gulnaz; Shah, Ashfaque Ahmed

    2012-01-01

    The study was intended to compare the quality of teaching learning process in the faculty of social science and science at University of Sargodha. This study was descriptive and quantitative in nature. The objectives of the study were to compare the quality of teaching learning process in the faculty of social science and science at University of…

  18. Reality of Educational Technology Use in Primary Level Social Studies Teaching in North West Badiya Education District Schools in Mafraq Governorate

    Menazel, Basil H.

    2016-01-01

    The study aimed to identify the use of educational technology in social studies teaching and the obstacles to availability and use of educational technology in teaching social studies at schools in the North West Badiya Education Directorate in Mafraq governorate, the Hashemite Kingdom of Jordan. The study population comprised of 137 male and…

  19. Some personal notes on role plays as an excellent teaching tool : commentary on "using and developing role plays in teaching aimed at preparing for social responsibility".

    Hunger, Iris

    2013-12-01

    Role plays are extremely valuable tools to address different aspects of teaching social responsibility, because they allow students to "live through" complex ethical decision making dilemmas. While role plays are getting high marks from students because their entertainment value is high, their educational value depends on their closeness to students' work experience and the skills of the teacher in helping students comprehend the lessons they are meant to convey.

  20. Social - Ethical Commitment of Teaching Personnel from the Paradigm of Complexity

    Marilú del Valle Parra Rojas

    2016-11-01

    Full Text Available The aim of this study is ethically social compromise and teachers from the perspective of complexity in educational institutions. In principle, the researchers turn to the literature review framed in socio-critical theories that permeate teaching action from its social commitment with authors like Garcia and Martinez; also cites Rodrigo Morin and from an ethical perspective. Then perform the recognition of the scenario that allows them to contextual and geographical description where the "Hero Nigale" National Basic School, likewise made the approach to the context in which the investigation was carried out and subsequently socio-political aspects of the municipality Valmore Rodriguez described; then selected in the research process community is involved, which allows collecting information through conversations and interviews with key informants; thus generating awareness spaces for reflection and discussion with stakeholders. the qualitative paradigm is inserted under the participatory action research method IAP according Latorre (2010, applying the interview technique for teachers who work in the institution. The results of this research reveal in educational interest to overcome the weaknesses in the educational process, likewise strengthen oriented social transformation practices, which involves being responsible, equitable, fair, focused on building citizens capable of being, apprehend, live and coexist with others in the same society.

  1. EFFICIENCY OF EDUCATIONAL INNOVATIVE TECHNIQUES IN TEACHING FINANCIAL AND ECONOMIC DISCIPLINES (BASED ON SOCIAL RESEARCH

    Irina Konstantinovna Bitkina

    2013-11-01

    Full Text Available Importance of the presented study consists in need of the introduction innovation educational technology when teaching in high educational institutions. Objectivity specified need you-is the Russian system of the higher education called by turning on standards within the framework of Bolognaagreement. Existing in persisting time scientific studies and practical developments in incomplete measure touch in-ask, concerning using educational innovation technology in the field of teaching social-humanitarian sciences, including coursesfinancial-economic profile. Considering aforesaid, purpose persisting studies is a development of the methodical approach to estimation of efficiency of the using educational innovation and proving of the directions on improvement of their use in high school thrifty persons of the profile when learning student discipline to specialization. In the course of undertaking the study were used methods of the collection and processing statistical and sociological information, summeries and groups got data, quantitative estimation to efficiency applicable technology. The Results of the study touch the methodical questions of the estimation to efficiency educational innovation in high school financial-economic profile and practical aspects of their use when teaching of discipline to specialization beside student.Purpose: development methodical approach educational innovation estimation and proving ways of improving using educational innovation in the economical universities.Methodology: statistical summary, statistical grouping, sociological questioning, effectivity estimation, comparative analyses.Results:1 ways of effectivity estimation educational innovation using were revealed;2 the practical recommendation for improving using educational innovation  were proved.Practical implications: educational activity in the socio-economical higher institutions.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-37

  2. Teaching microbiology to undergraduate students in the humanities and the social sciences.

    Oren, Aharon

    2015-10-01

    This paper summarizes my experiences teaching a 28-hour course on the bacterial world for undergraduate students in the humanities and the social sciences at the Hebrew University of Jerusalem. This course was offered in the framework of a program in which students must obtain credit points for courses offered by other faculties to broaden their education. Most students had little biology in high school and had never been exposed to the basics of chemistry. Using a historical approach, highlighting the work of pioneers such as van Leeuwenhoek, Koch, Fleming, Pasteur, Winogradsky and Woese, I covered a broad area of general, medical, environmental and evolutionary microbiology. The lectures included basic concepts of organic and inorganic chemistry necessary to understand the principles of fermentations and chemoautotrophy, and basic molecular biology to explain biotechnology using transgenic microorganisms and molecular phylogeny. Teaching the basics of microbiology to intelligent students lacking any background in the natural sciences was a rewarding experience. Some students complained that, in spite of my efforts, basic concepts of chemistry remained beyond their understanding. But overall the students' evaluation showed that the course had achieved its goal. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  3. Relevant teaching in higher education: an exercise from complexity theory in the social work profession

    Maribel Molina Correa

    2013-12-01

    Full Text Available The requirements of our globalized world and the advancement of the teaching science show didactics as a fundamental category defined as the scientific discipline with principles, laws, theoretical and methodological frameworks, creatively modeling the pedagogical intervention in the academic environment.The implementation of the research "Teaching focused on the development of superior thinking and meaningful learning in students of first semester of Social Work Program", set the goal: Qualify the personal life and student projects from the acknowledgement of potentials of the subjects, for the development of competences meaningful to life. This is a research experience that has been developed since 2009 at Simon Bolivar University in the District of Barranquilla.The didactics was based on the development of superior thinking cognitive-process-centered, for the processing of information, creativity, readings of the reality of contexts, expounded/voiced subjectivities of life projects of students, the incorporation of TIC, in order to approach a humanizing and contextualized pedagogical practice. The critical theory was used in this research as a part of its epistemological basis for understanding and building a new academic scenario.The methodology used is the action with techniques such as mind mapping, dialogues, and stories of life, field works, and contents analysis, among others. The data analysis was guided by the hermeneutics as a possibility for the understanding and interpretation of the events that occurred in the classroom.

  4. Building a Society of Solidarity through Critical Pedagogy: Group Teaching as a Social and Democratic Tool

    Nikolakaki, Maria

    2012-01-01

    Against the menacing shadow of neoliberalism, which promotes individualism and competition, the author illustrates in this paper the need for group teaching. Group teaching as a method of instruction and learning fosters community bonds, solidarity, and is more effective teaching. Group teaching is a democratic tool necessary for society to…

  5. The Effect of Cooperative Learning Method and Systematic Teaching on Students' Achievement and Retention of Knowledge in Social Studies Lesson

    Korkmaz Toklucu, Selma; Tay, Bayram

    2016-01-01

    Problem Statement: Many effective instructional strategies, methods, and techniques, which were developed in accordance with constructivist approach, can be used together in social studies lessons. Constructivist education comprises active learning processes. Two active learning approaches are cooperative learning and systematic teaching. Purpose…

  6. Effect of Ability Grouping in Reciprocal Teaching Technique of Collaborative Learning on Individual Achievements and Social Skills

    Sumadi; Degeng, I Nyoman S.; Sulthon; Waras

    2017-01-01

    This research focused on effects of ability grouping in reciprocal teaching technique of collaborative learning on individual achievements dan social skills. The results research showed that (1) there are differences in individual achievement significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous,…

  7. Teaching Theory of Mind: A Curriculum for Children with High Functioning Autism, Asperger's Syndrome, and Related Social Challenges

    Ordetx, Kirstina

    2012-01-01

    This book provides teachers and other professionals with a highly effective, easy-to-follow curriculum for teaching children with high-functioning autism, Asperger syndrome and related social challenges to relate to and interact with others successfully by developing a solid, basic foundation in Theory of Mind (ToM). Dr. Kirstina Ordetx provides…

  8. Getting around the Impasse: A Grounded Approach to Teaching Ethics and Social Responsibility in International Business Education.

    Jones, Marc T.; Lok, Peter

    1999-01-01

    Considers the dilemma of teaching ethics and social responsibility in international business courses with either an ethnocentric absolutist or an unengaged relativistic approach. Suggests a strategy that focuses on a grounded understanding of the elements, processes, and properties of capitalism that would serve as a common understanding upon…

  9. Teachers and Students' Perceptions of a Hybrid Sport Education and Teaching for Personal and Social Responsibility Learning Unit

    Fernandez-Rio, Javier; Menendez-Santurio, Jose Ignacio

    2017-01-01

    Purpose: The purpose of this study was to assess students and teachers' perceptions concerning their participation in an educational kickboxing learning unit based on a hybridization of two pedagogical models: Sport Education and Teaching for Personal and Social Responsibility. Method: Seventy-one students and three physical education teachers…

  10. Kinesiology Career Club: Undergraduate Student Mentors' Perspectives on a Physical Activity-Based Teaching Personal and Social Responsibility Program

    Walsh, David S.; Veri, Maria J.; Willard, Jason J.

    2015-01-01

    The purpose of this article is to present university student mentors' perspectives on the impact of a teaching personal and social responsibility (TPSR) model youth program called the Kinesiology Career Club. Data sources in this qualitative case study included program observations, mentoring reflections, and semistructured interviews. Data…

  11. An Analysis of Social Network Websites for Language Learning: Implications for Teaching and Learning English as a Second Language

    Liu, M.; Abe, K.; Cao, M. W.; Liu, S.; Ok, D. U.; Park, J.; Parrish, C.; Sardegna, V. G.

    2015-01-01

    Although educators are excited about the potential of social network sites for language learning (SNSLL), there is a lack of understanding of how SNSLL can be used to facilitate teaching and learning for English as Second language (ESL) instructors and students. The purpose of this study was to examine the affordances of four selected SNSLL…

  12. Virtual Learning Environments in Social Psychology: Using "The SIMs[superscript 3]" to Teach Self-Related Processes

    Stansbury, Jessica A.

    2017-01-01

    An interactive learning module was developed and implemented in a social psychology course to teach concepts of the "self" via self-exploration and game play using "The SIMS[superscript 3]." Students volunteered to play the computer video game throughout a 5-week summer session as a supplement to reading the chapter in the…

  13. Prevention of School Bullying: The Important Role of Autonomy-Supportive Teaching and Internalization of Pro-Social Values

    Roth, Guy; Kanat-Maymon, Yaniv; Bibi, Uri

    2011-01-01

    Background: This study examined students' perceptions of autonomy-supportive teaching (AST) and its relations to internalization of pro-social values and bullying in class. Aims: We hypothesized that: (1) teachers' AST, which involves provision of rationale and taking the student's perspective, would relate positively to students' identified…

  14. Korean American Social Studies Teachers' Perceptions and Experiences of Teaching Profession in Multicultural Urban High Schools

    Choi, Yoonjung

    2018-01-01

    This study explores two Korean American social studies teachers' perceptions and experiences of the teaching profession in multicultural, urban public high schools. Drawing upon critical race theory (CRT) and its interconnection to the model minority myth, the most dominant form of racism against Asians as theoretical underpinnings, this study…

  15. Rational Behavior Training: A Seven Lesson Sequence for Teaching Rational Behavior Skills to Students with Social and Emotional Disabilities.

    Patton, Patricia Lucey

    This seven lesson curriculum sequence is designed to help teachers teach principles of Rational Behavior Training (RBT) which targets thinking behaviors, feeling behaviors, and behavioral responses to the environment. The program is appropriate for students with social and emotional disabilities and also develops reading, writing, spelling,…

  16. Teaching Self- and Social Competencies in the Retail Sector: Findings from Vocational Schools in Germany, Italy and Poland

    Edeling, Sabrina; Pilz, Matthias

    2016-01-01

    Purpose: The purpose of this paper is to use teaching and learning units specially devised for development of self-competencies and social competencies in the retail sector to explore how learners assess these units in relation to acceptance, quality and self-assessment of improvement in their own performance. Design/methodology/approach: The…

  17. The State of the Art of Teaching Research Methods in the Social Sciences: Towards a Pedagogical Culture

    Wagner, Claire; Garner, Mark; Kawulich, Barbara

    2011-01-01

    No formal pedagogical culture for research methods in the social sciences seems to exist and, as part of the authors' endeavour to establish such a culture, this article reviews current literature about teaching research methods and identifies the gaps in the research. Articles in academic journals spanning a 10-year period were collected by…

  18. Social Justice Is in the Air: Teaching Climate Change and Air Pollution with Scientific and Social Inquiry

    Hahnenberger, M.

    2014-12-01

    The intersection of environmental with social problems is a growing area of concern for scientists, policy makers, and citizens. Climate change and air pollution are two current environmental issues holding the public's attention which require collaboration of all stakeholders to create meaningful solutions. General education science courses are critical venues to engage students in the intersection of science with society. Effective teaching methods for these intersections include case studies, gallery walks, and town hall meetings. A case study from California explores how air quality has greatly improved in Los Angeles in the past 20 years, however residents of neighborhoods with lower socioeconomic status are still exposed to high levels of air pollutants. Students analyze scientific and health data to develop understanding and expertise in the problem, and are then tasked with developing a cost-benefit analysis of solutions. Gallery walks can be used to connect natural phenomena, such as hurricanes and severe weather, with their human impacts. Students bring their personal experiences with disasters and recovery to analyze how societies should deal with the changing climate and weather risks in their region, the country, or across the world. Town hall meetings allow students to gain expertise and perspective while embodying a role as a particular stakeholder in a climate mitigation or adaptation issue. A successful application of this method is a discussion of whether a resort community should be rebuilt on a barrier island after being destroyed in a category 3 hurricane. Stakeholders which students take on as roles have included climate scientists, homeowners, emergency managers, meteorologists, and others. Including distinct connections to social issues in introductory science courses helps students to not only engage with the material in a deeper way, but also helps to create critical thinkers who will become better citizens for tomorrow.

  19. Science and Social Studies Teachers’ Beliefs and Practices about Teaching Controversial Issues: Certain Comparisons

    Zafer Kuş

    2015-09-01

    -class observations showed that they mainly adopted the 2nd position. Results of observations in social studies classes show that teachers definitely stated their positions about the discussed issue as a priority; they tried to teach the students their positions about the issue; and occasionally about some issues, they told just their positions.

  20. Simulation of cold magnetized plasmas with the 3D electromagnetic software CST Microwave Studio®

    Louche Fabrice

    2017-01-01

    Full Text Available Detailed designs of ICRF antennas were made possible by the development of sophisticated commercial 3D codes like CST Microwave Studio® (MWS. This program allows for very detailed geometries of the radiating structures, but was only considering simple materials like equivalent isotropic dielectrics to simulate the reflection and the refraction of RF waves at the vacuum/plasma interface. The code was nevertheless used intensively, notably for computing the coupling properties of the ITER ICRF antenna. Until recently it was not possible to simulate gyrotropic medias like magnetized plasmas, but recent improvements have allowed programming any material described by a general dielectric or/and diamagnetic tensor. A Visual Basic macro was developed to exploit this feature and was tested for the specific case of a monochromatic plane wave propagating longitudinally with respect to the magnetic field direction. For specific cases the exact solution can be expressed in 1D as the sum of two circularly polarized waves connected by a reflection coefficient that can be analytically computed. Solutions for stratified media can also be derived. This allows for a direct comparison with MWS results. The agreement is excellent but accurate simulations for realistic geometries require large memory resources that could significantly restrict the possibility of simulating cold plasmas to small-scale machines.

  1. Simulation of cold magnetized plasmas with the 3D electromagnetic software CST Microwave Studio®

    Louche, Fabrice; Křivská, Alena; Messiaen, André; Wauters, Tom

    2017-10-01

    Detailed designs of ICRF antennas were made possible by the development of sophisticated commercial 3D codes like CST Microwave Studio® (MWS). This program allows for very detailed geometries of the radiating structures, but was only considering simple materials like equivalent isotropic dielectrics to simulate the reflection and the refraction of RF waves at the vacuum/plasma interface. The code was nevertheless used intensively, notably for computing the coupling properties of the ITER ICRF antenna. Until recently it was not possible to simulate gyrotropic medias like magnetized plasmas, but recent improvements have allowed programming any material described by a general dielectric or/and diamagnetic tensor. A Visual Basic macro was developed to exploit this feature and was tested for the specific case of a monochromatic plane wave propagating longitudinally with respect to the magnetic field direction. For specific cases the exact solution can be expressed in 1D as the sum of two circularly polarized waves connected by a reflection coefficient that can be analytically computed. Solutions for stratified media can also be derived. This allows for a direct comparison with MWS results. The agreement is excellent but accurate simulations for realistic geometries require large memory resources that could significantly restrict the possibility of simulating cold plasmas to small-scale machines.

  2. The ABC's of teaching social skills to adolescents with autism spectrum disorder in the classroom: the UCLA PEERS (®) Program.

    Laugeson, Elizabeth A; Ellingsen, Ruth; Sanderson, Jennifer; Tucci, Lara; Bates, Shannon

    2014-09-01

    Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines change in social functioning for adolescents with high-functioning ASD following the implementation of a school-based, teacher-facilitated social skills intervention known as Program for the Education and Enrichment of Relational Skills (PEERS (®) ). Seventy-three middle school students with ASD along with their parents and teachers participated in the study. Participants were assigned to the PEERS (®) treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for 14-weeks. Results reveal that in comparison to an active treatment control group, participants in the PEERS (®) treatment group significantly improved in social functioning in the areas of teacher-reported social responsiveness, social communication, social motivation, social awareness, and decreased autistic mannerisms, with a trend toward improved social cognition on the Social Responsiveness Scale. Adolescent self-reports indicate significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends, and parent-reports suggest a decrease in teen social anxiety on the Social Anxiety Scale at a trend level. This research represents one of the few teacher-facilitated treatment intervention studies demonstrating effectiveness in improving the social skills of adolescents with ASD in the classroom: arguably the most natural social setting of all.

  3. Creative Science Teaching Labs: New Dimensions in CPD

    Chappell, Kerry; Craft, Anna

    2009-01-01

    This paper offers analysis and evaluation of "Creative Science Teaching (CST) Labs III", a unique and immersive approach to science teachers' continuing professional development (CPD) designed and run by a London-based organisation, Performing Arts Labs (PAL), involving specialists from the arts, science and technology as integral. Articulating…

  4. Teaching Map Concepts in Social Science Education; an Evaluation with Undergraduate Students

    Bugdayci, Ilkay; Zahit Selvi, H.

    2017-12-01

    One of the most important aim of the geography and social science courses is to gain the ability of reading, analysing and understanding maps. There are a lot of themes related with maps and map concepts in social studies education. Geographical location is one of the most important theme. Geographical location is specified by geographical coordinates called latitude and longitude. The geographical coordinate system is the primary spatial reference system of the earth. It is always used in cartography, in geography, in basic location calculations such as navigation and surveying. It’s important to support teacher candidates, to teach maps and related concepts. Cartographers also have important missions and responsibilities in this context. The purpose of this study is to evaluate the knowledge of undergraduate students, about the geographical location. For this purpose, a research has been carried out on questions and activities related to geographical location and related concepts. The details and results of the research conducted by the students in the study are explained.

  5. RUSSIAN LANGUAGE EDUCATION STRATEGY HOW TO TEACH CHINESE STUDENTS IN THE SOCIAL AND CULTURAL SPACE OF REPUBLIC OF SAKHA (YAKUTIA

    Sakhaya Nurgunovna Alexandrova

    2015-12-01

    Full Text Available This article presents main problems of the studying Russian as foreign to Chinese students in the social and cultural space of republic of Sakha (Yakutia. There are specific difficulties of learning Chinese students and ways of solving problems. The conclusion is that we need to have a deeper understanding of Chinese education, national culture and mentality in the Russian language teaching system. We also search for the new methods as a way of better training Chinese students in the Republic of Sakha (Yakutia.Purpose. By researching trends and features in the method of Russian as foreign teaching and based on the study of theoretical literature develop our own system of forms of training Russian as foreign in the social and cultural space of republic of Sakha (Yakutia.Methodology. The main methods we used: theoretic-linguistic method, sociological and pedagogical method and also methods of analysis, comparisons, generalizations, system approach.Results. There have been made a conclusion that at the present of development Russian as foreign teaching system we need some new approaches of teaching Chinese students in the region. There is necessary to know individual and ethno-psychological features of Chinese students. The main prerequisite is competence approach as a necessary part of educational process.Practical implications. These studies can be used in the teaching process at the North-Eastern Federal University in Department of Russian as foreign or in other national regions of Russian Federation.

  6. Attitudes of Health Professional Educators Toward the Use of Social Media as a Teaching Tool: Global Cross-Sectional Study.

    D'Souza, Karan; Henningham, Lucy; Zou, Runyu; Huang, Jessica; O'Sullivan, Elizabeth; Last, Jason; Ho, Kendall

    2017-08-04

    The use of social media in health education has witnessed a revolution within the past decade. Students have already adopted social media informally to share information and supplement their lecture-based learning. Although studies show comparable efficacy and improved engagement when social media is used as a teaching tool, broad-based adoption has been slow and the data on barriers to uptake have not been well documented. The objective of this study was to assess attitudes of health educators toward social media use in education, examine differences between faculty members who do and do not use social media in teaching practice, and determine contributing factors for an increase in the uptake of social media. A cross-sectional Web-based survey was disseminated to the faculty of health professional education departments at 8 global institutions. Respondents were categorized based on the frequency of social media use in teaching as "users" and "nonusers." Users sometimes, often, or always used social media, whereas nonusers never or rarely used social media. A total of 270 health educators (52.9%, n=143 users and 47.0%, n=127 nonusers) were included in the survey. Users and nonusers demonstrated significant differences on perceived barriers and potential benefits to the use of social media. Users were more motivated by learner satisfaction and deterred by lack of technology compatibility, whereas nonusers reported the need for departmental and skill development support. Both shared concerns of professionalism and lack of evidence showing enhanced learning. The majority of educators are open-minded to incorporating social media into their teaching practice. However, both users and nonusers have unique perceived challenges and needs, and engaging them to adapt social media into their educational practice will require previously unreported approaches. Identification of these differences and areas of overlap presents opportunities to determine a strategy to increase

  7. La certificación de sostenibilidad turistica (CST: facilita la certificacion ISO 9000: el caso del HPL

    Kattia Lizzett Vasconcelos Vásquez

    2011-01-01

    Full Text Available The value of this paper lies in the fact that it provides a comparative analysis between ISO 90001:2000 standards and the Costa Rica CST sustainability standard. It aims to obtain differences and similarities between both certification systems from this comparison and to analyze how they contribute to business management and sustainability. The analysis highlights which organizational changes a company must develop in order to achieve efficiency and ensure customer satisfaction.

  8. PILOT-SCALE TESTING OF THE SUSPENSION OF MST, CST, AND SIMULATED SLUDGE SLURRIES IN A SLUDGE TANK

    Poirier, M.; Qureshi, Z.; Restivo, M.; Steeper, T.; Williams, M.; Herman, D.

    2011-08-02

    The Small Column Ion Exchange (SCIX) process is being developed to remove cesium, strontium, and actinides from Savannah River Site (SRS) Liquid Waste using an existing waste tank (i.e., Tank 41H) to house the process. Following strontium, actinide, and cesium removal, the concentrated solids will be transported to a sludge tank (i.e., monosodium titanate (MST)/sludge solids to Tank 42H or Tank 51H and crystalline silicotitanate (CST) to Tank 40H) for eventual transfer to the Defense Waste Processing Facility (DWPF). Savannah River National Laboratory (SRNL) is conducting pilot-scale mixing tests to determine the pump requirements for mixing MST, CST, and simulated sludge. The purpose of this pilot scale testing is to determine the pump requirements for mixing MST and CST with sludge in a sludge tank and to determine whether segregation of particles occurs during settling. Tank 40H and Tank 51H have four Quad Volute pumps; Tank 42H has four standard pumps. The pilot-scale tank is a 1/10.85 linear scaled model of Tank 40H. The tank diameter, tank liquid level, pump nozzle diameter, pump elevation, and cooling coil diameter are all 1/10.85 of their dimensions in Tank 40H. The pump locations correspond to the current locations in Tank 40H (Risers B2, H, B6, and G). The pumps are pilot-scale Quad Volute pumps. Additional settling tests were conducted in a 30 foot tall, 4 inch inner diameter clear column to investigate segregation of MST, CST, and simulated sludge particles during settling.

  9. The BARD1 C-Terminal Domain Structure and Interactions with Polyadenylation Factor CstF-50

    Edwards, Ross A.; Lee, Megan S.; Tsutakawa, Susan E.; Williams, R. Scott; Tainer, John A.; Glover, J. N. Mark

    2009-07-13

    The BARD1 N-terminal RING domain binds BRCA1 while the BARD1 C-terminal ankyrin and tandem BRCT repeat domains bind CstF-50 to modulate mRNA processing and RNAP II stability in response to DNA damage. Here we characterize the BARD1 structural biochemistry responsible for CstF- 50 binding. The crystal structure of the BARD1 BRCT domain uncovers a degenerate phosphopeptide binding pocket lacking the key arginine required for phosphopeptide interactions in other BRCT proteins.Small angle X-ray scattering together with limited proteolysis results indicates that ankyrin and BRCT domains are linked by a flexible tether and do not adopt a fixed orientation relative to one another. Protein pull-down experiments utilizing a series of purified BARD1 deletion mutants indicate that interactions between the CstF-50 WD-40 domain and BARD1 involve the ankyrin-BRCT linker but do not require ankyrin or BRCT domains. The structural plasticity imparted by the ANK-BRCT linker helps to explain the regulated assembly of different protein BARD1 complexes with distinct functions in DNA damage signaling including BARD1-dependent induction of apoptosis plus p53 stabilization and interactions. BARD1 architecture and plasticity imparted by the ANK-BRCT linker are suitable to allow the BARD1 C-terminus to act as a hub with multiple binding sites to integrate diverse DNA damage signals directly to RNA polymerase.

  10. Risk assessment of CST-7 proposed waste treatment and storage facilities Volume I: Limited-scope probabilistic risk assessment (PRA) of proposed CST-7 waste treatment ampersand storage facilities. Volume II: Preliminary hazards analysis of proposed CST-7 waste storage ampersand treatment facilities

    Sasser, K.

    1994-06-01

    In FY 1993, the Los Alamos National Laboratory Waste Management Group [CST-7 (formerly EM-7)] requested the Probabilistic Risk and Hazards Analysis Group [TSA-11 (formerly N-6)] to conduct a study of the hazards associated with several CST-7 facilities. Among these facilities are the Hazardous Waste Treatment Facility (HWTF), the HWTF Drum Storage Building (DSB), and the Mixed Waste Receiving and Storage Facility (MWRSF), which are proposed for construction beginning in 1996. These facilities are needed to upgrade the Laboratory's storage capability for hazardous and mixed wastes and to provide treatment capabilities for wastes in cases where offsite treatment is not available or desirable. These facilities will assist Los Alamos in complying with federal and state requlations

  11. Risk assessment of CST-7 proposed waste treatment and storage facilities Volume I: Limited-scope probabilistic risk assessment (PRA) of proposed CST-7 waste treatment & storage facilities. Volume II: Preliminary hazards analysis of proposed CST-7 waste storage & treatment facilities

    Sasser, K.

    1994-06-01

    In FY 1993, the Los Alamos National Laboratory Waste Management Group [CST-7 (formerly EM-7)] requested the Probabilistic Risk and Hazards Analysis Group [TSA-11 (formerly N-6)] to conduct a study of the hazards associated with several CST-7 facilities. Among these facilities are the Hazardous Waste Treatment Facility (HWTF), the HWTF Drum Storage Building (DSB), and the Mixed Waste Receiving and Storage Facility (MWRSF), which are proposed for construction beginning in 1996. These facilities are needed to upgrade the Laboratory`s storage capability for hazardous and mixed wastes and to provide treatment capabilities for wastes in cases where offsite treatment is not available or desirable. These facilities will assist Los Alamos in complying with federal and state requlations.

  12. Development and properties of crystalline silicotitanate (CST) ion exchangers for radioactive waste applications

    Miller, J.E.; Brown, N.E.

    1997-04-01

    Crystalline silicotitanates (CSTs) are a new class of ion exchangers that were jointly invented by researchers at Sandia National Laboratories and Texas A ampersand M University. One particular CST, known as TAM-5, is remarkable for its ability to separate parts-per-million concentrations of cesium from highly alkaline solutions (pH> 14) containing high sodium concentrations (>5M). It is also highly effective for removing cesium from neutral and acidic solutions, and for removing strontium from basic and neutral solutions. Cesium isotopes are fission products that account for a large portion of the radioactivity in waste streams generated during weapons material production. Tests performed at numerous locations with early lab-scale TAM-5 samples established the material as a leading candidate for treating radioactive waste volumes such as those found at the Hanford site in Washington. Thus Sandia developed a Cooperative Research and Development Agreement (CRADA) partnership with UOP, a world leader in developing, commercializing, and supplying adsorbents and associated process technology to commercialize and further develop the material. CSTs are now commercially available from UOP in a powder (UOP IONSIV reg-sign IE-910 ion exchanger) and granular form suitable for column ion exchange operations (UOP IONSIV reg-sign IE-911 ion exchanger). These materials exhibit a high capacity for cesium in a wide variety of solutions of interest to the Department of Energy, and they are chemically, thermally, and radiation stable. They have performed well in tests at numerous sites with actual radioactive waste solutions, and are being demonstrated in the 100,000 liter Cesium Removal Demonstration taking place at Oak Ridge National Laboratory with Melton Valley Storage Tank waste. It has been estimated that applying CSTs to the Hanford cleanup alone will result in a savings of more than $300 million over baseline technologies

  13. Development and properties of crystalline silicotitanate (CST) ion exchangers for radioactive waste applications

    Miller, J.E.; Brown, N.E.

    1997-04-01

    Crystalline silicotitanates (CSTs) are a new class of ion exchangers that were jointly invented by researchers at Sandia National Laboratories and Texas A&M University. One particular CST, known as TAM-5, is remarkable for its ability to separate parts-per-million concentrations of cesium from highly alkaline solutions (pH> 14) containing high sodium concentrations (>5M). It is also highly effective for removing cesium from neutral and acidic solutions, and for removing strontium from basic and neutral solutions. Cesium isotopes are fission products that account for a large portion of the radioactivity in waste streams generated during weapons material production. Tests performed at numerous locations with early lab-scale TAM-5 samples established the material as a leading candidate for treating radioactive waste volumes such as those found at the Hanford site in Washington. Thus Sandia developed a Cooperative Research and Development Agreement (CRADA) partnership with UOP, a world leader in developing, commercializing, and supplying adsorbents and associated process technology to commercialize and further develop the material. CSTs are now commercially available from UOP in a powder (UOP IONSIV{reg_sign} IE-910 ion exchanger) and granular form suitable for column ion exchange operations (UOP IONSIV{reg_sign} IE-911 ion exchanger). These materials exhibit a high capacity for cesium in a wide variety of solutions of interest to the Department of Energy, and they are chemically, thermally, and radiation stable. They have performed well in tests at numerous sites with actual radioactive waste solutions, and are being demonstrated in the 100,000 liter Cesium Removal Demonstration taking place at Oak Ridge National Laboratory with Melton Valley Storage Tank waste. It has been estimated that applying CSTs to the Hanford cleanup alone will result in a savings of more than $300 million over baseline technologies.

  14. The ABC's of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA "PEERS®" Program

    Laugeson, Elizabeth A.; Ellingsen, Ruth; Sanderson, Jennifer; Tucci, Lara; Bates, Shannon

    2014-01-01

    Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines…

  15. Social cultural and situative perspective of studying emotions in teaching and learning: characteristics, challenges and opportunities

    Tan, Seng-Chee

    2013-09-01

    In this forum, I take a learning sciences perspective to examine the paper by Bellocchi, Ritchie, Tobin, Sandhu and Sandhu ( Cultural Studies of Science Education, doi: 10.1007/s11422-013-9526-3 , 2013) titled "Examining emotional climate of preservice science teacher education." I characterize their approach as a social cultural and situative perspective of studying emotions in teaching and learning. Such an approach overcomes the limitations of examining emotions as individual psychological constructs, but it also incurs other methodological challenges. I suggest an alternative approach of examining the individual's emotions, as well as their aggregates as a group measure. This approach allows us to study variations in emotional outcomes at an individual level or at a group level. I also suggest examining interplay of emotions with other aspects of learning outcomes, for example, cognitive learning outcomes. Finally, I suggest studying development of meta-emotional knowledge among teachers as another fertile area of research that could benefit the teachers in their classroom practices.

  16. Social is special: A normative framework for teaching with and learning from evaluative feedback.

    Ho, Mark K; MacGlashan, James; Littman, Michael L; Cushman, Fiery

    2017-10-01

    Humans often attempt to influence one another's behavior using rewards and punishments. How does this work? Psychologists have often assumed that "evaluative feedback" influences behavior via standard learning mechanisms that learn from environmental contingencies. On this view, teaching with evaluative feedback involves leveraging learning systems designed to maximize an organism's positive outcomes. Yet, despite its parsimony, programs of research predicated on this assumption, such as ones in developmental psychology, animal behavior, and human-robot interaction, have had limited success. We offer an explanation by analyzing the logic of evaluative feedback and show that specialized learning mechanisms are uniquely favored in the case of evaluative feedback from a social partner. Specifically, evaluative feedback works best when it is treated as communicating information about the value of an action rather than as a form of reward to be maximized. This account suggests that human learning from evaluative feedback depends on inferences about communicative intent, goals and other mental states-much like learning from other sources, such as demonstration, observation and instruction. Because these abilities are especially developed in humans, the present account also explains why evaluative feedback is far more widespread in humans than non-human animals. Copyright © 2017 Elsevier B.V. All rights reserved.

  17. SOCIAL PROJECT IN FOREIGN LANGUAGE TEACHING AS A TOOL FOR EFFECTIVE MOTIVATION

    Юлия Леонидовна Гончарова

    2013-09-01

    Full Text Available Subject and purpose of the researchThis paper describes an experiment on the use of social projects as a kind of extra-curricular collaboration in order to increase students' motivation to learn English, to overcome the psychological barrier of communication in a foreign language, and for the purpose of evaluating the skills of independent learning in the process of solving practical problems or tasks.Design of the experimentThe origin of the problem and the development of learning and cognitive activity during the preparation of students for the project is being described; the expected positive result and the organizational algorithm of the project are proposed.Progress and findingsA phased description of the work of students with emphasis on unexpected and interesting findings is presented; an evaluation system of the individual contribution of each of the students on the project and the ability to work on a team is offered.Practical implicationsConclusions are made about the relevance of the use of group projects in teaching foreign languages as an effective tool to stimulate learning motivation and overcoming socio-psychological and communication problems within the training group and the community as a whole.DOI: http://dx.doi.org/10.12731/2218-7405-2013-6-44

  18. An Improved Teaching-Learning-Based Optimization with the Social Character of PSO for Global Optimization

    Feng Zou

    2016-01-01

    Full Text Available An improved teaching-learning-based optimization with combining of the social character of PSO (TLBO-PSO, which is considering the teacher’s behavior influence on the students and the mean grade of the class, is proposed in the paper to find the global solutions of function optimization problems. In this method, the teacher phase of TLBO is modified; the new position of the individual is determined by the old position, the mean position, and the best position of current generation. The method overcomes disadvantage that the evolution of the original TLBO might stop when the mean position of students equals the position of the teacher. To decrease the computation cost of the algorithm, the process of removing the duplicate individual in original TLBO is not adopted in the improved algorithm. Moreover, the probability of local convergence of the improved method is decreased by the mutation operator. The effectiveness of the proposed method is tested on some benchmark functions, and the results are competitive with respect to some other methods.

  19. Health and social care teachers’ descriptions of challenges in their teaching at upper secondary school

    Eva Eliasson

    2017-06-01

    Full Text Available Since vocational teachers not only mediate theoretical and practical knowledge, but also ideals concerning the professionals’ personalities and actions, the aim of this study is to analyse if and how these ideals influence the highlighted challenges of teaching. The study is drawing on a social constructionist perspective; the method used involves 17 qualitative interviews. The challenges mentioned were as follows: lack of motivation, language and cultural factors, low status of the occupation and plagiarism. Underlying ideals rooted in the health care sector were that students should become a carer because of an inner desire. Moral and ethical values were other ideals that underpinned themes such as dealing with plagiarism and the problems experienced with non-native Swedes. An underlying fact is also the low traditional status of the nursing assistants, a challenge the teachers try to handle without effective tools. In the order to understand the challenges and handle them, the teachers construct categories of differences. This is visible when the categorisation of students is made based on motivation and ethnicity. The findings highlight the importance of courses

  20. Students' Adoption of Social Networks as Environments for Learning and Teaching: The Case of the Facebook

    Wajeeh M. Daher

    2014-06-01

    Full Text Available Little is known about the conditions and consequences of using the Facebook in learning. This research attempts to describe such conditions and consequences when teachers experiment using it as students in a second degree course. Fifteen students/teachers aged from 24 to 53 years old participated in the course in which they were required to attend mathematical Facebook sites. The research findings arrived at using the grounded theory show that the conditions which affected the teachers/students' work in the Facebook were: (1 causal conditions: the course's requirement; (2 intervening conditions: the participant's image of the Facebook, the participant's work characteristics and the participant's competence in computers and the internet; (3 contextual conditions: The site's subject and the environment's characteristics or conditions. These conditions influenced students' learning actions and interactions in the Facebook, especially their level of participation. The actions/interactions of the participants, together with the various conditions influenced the consequences of students' educational work in the social networking site. These consequences varied, starting from discovering how to utilize the Facebook for teaching and being aware of the advantages/ disadvantages of doing so, to proceeding with the use of the Facebook in contexts other than those being suggested in the course.

  1. Students’ perception on teaching competences of teachers of the branch of social science and law of the University of Valencia

    Cruz PÉREZ PÉREZ

    2013-12-01

    Full Text Available This paper presents data from research conducted at the University of Valencia in order to analyse students' perception on teaching competences of teachers in the area of Social and legal Sciences. The study included a total of 389 university students from 10 different degrees of the University of Valencia. In general, the subjects in the sample rated the 32 competencies as very important in the teaching / learning process. Students assess personal skills as the most important competences, followed by scientific, methodological and social ones.Overall the two most valued competences refer to “the proper and respectful treatment of students”, as well as “creating a classroom atmosphere based on dialogue and communication”. This data is a constant that is repeated in all degrees tested, with minor variations. The competences which are less valued are "Maintaining a careful personal image" and "keep update on new information and communication technologies”.

  2. Teaching experience on learning to research in social education: design and development of socio-educational research projects

    Sonia MORALES CALVO

    2013-01-01

    Full Text Available With the introduction of the competency-based approach, university teaching has to face new challenges into the convergence process by the European Higher Education Area (EHEA. This situation involves a series of pedagogical implications related to: the emphasis on student learning, the changing role of the teacher as manager of the learning process, and the development of the ECTS methodology of «Other Teaching Spaces» such as teaching small groups (seminars or group works in the same classroom. The intention is to harness the educational potential of other teaching tools than those of lectures, for two reasons: better development in the acquisition of competence and greater concern for the quality of teaching, where ECTS credits, the competency as one of the axes of the curriculum, independent learning as aim and mean of higher education, learning throughout life as a synthesis of student learning and creating teaching materials as means of access to knowledge, are the benchmark in the construction of a university adapted to the EHEA. Similarly, we analyze the perceptions of students leading to curriculum development and methodology of the subject, comprising the high degree of satisfaction with the objectives, methodology and resources used in the subject, highlighting the tutorial and teamwork for effective learning. In this context, the aim of this paper is to show a teaching experience in the subject of Research Methods in Education, adapted to the requirements of the EHEA within the degree of Social Education in Talavera de la Reina (Toledo Campus of the University of Castilla-La Mancha. Likewise, we analyze the perceptions of students on the curricula and methodological development of the subject.

  3. Impact of Interactive Video Communication Versus Text-Based Feedback on Teaching, Social, and Cognitive Presence in Online Learning Communities.

    Seckman, Charlotte

    A key element to online learning is the ability to create a sense of presence to improve learning outcomes. This quasi-experimental study evaluated the impact of interactive video communication versus text-based feedback and found a significant difference between the 2 groups related to teaching, social, and cognitive presence. Recommendations to enhance presence should focus on providing timely feedback, interactive learning experiences, and opportunities for students to establish relationships with peers and faculty.

  4. The Importance of Strategies of Social Language Learning and Cooperative Learning in the Process of Teaching Turkish as a Foreign Language

    Varisoglu, Mehmet Celal

    2016-01-01

    In order to implement the teaching of a foreign language at a desired level and quality, and to offer some practical arrangements, which stand for to the best use of time, efforts, and cost, there is a need for a road map. The road map in teaching is a learning strategy. This article shows how strategies of social language learning and cooperative…

  5. Assessing the Implementation Fidelity of a School-Based Teaching Personal and Social Responsibility Program in Physical Education and Other Subject Areas

    Escartí, Amparo; Liops-Goig, Ramon; Wright, Paul M.

    2018-01-01

    Purpose: The Teaching Personal and Social Responsibility (TPSR) model was developed to foster responsibility and teach life skills that transfer to various settings. The purpose of this study was to assess the implementation fidelity of a school-based TPSR program in physical education and other subject areas. Method: Systematic observation was…

  6. A Test of Personal and Social Utility Values and the Appeal of a Career in Teaching

    Giersch, Jason

    2016-01-01

    An effective education system depends upon attracting college students into the teaching profession, but most of the research on what motivates individuals to pursue teaching merely surveys individuals who have already entered a teacher education program. This study employs an experimental design to test the effects of exposure to randomly…

  7. Canadian Teaching and Learning Centres on Facebook and Twitter: An Exploration through Social Media

    Atkins, Bridgette; Koroluk, Jaymie; Stranach, Matthew

    2017-01-01

    Teaching and Learning Centres (TLCs) play a role in the professional development of faculty, staff and teaching assistants in higher education institutions. One of the functions of many TLCs is that of outreach, not only to the individuals within their institutions who are their primary clientele but also to the greater higher education community.…

  8. Development and Evaluation of Ning Social Network for Teaching Training Online Surveillance

    Mohd Nawi, Mohd Aliff; Jamsari, Ezad Azraai; Sulaiman, Adibah; Hamzah, Mohd Isa

    2013-01-01

    Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and…

  9. Giving up Technology and Social Media: Why University Lecturers Stop Using Technology in Teaching

    Shelton, Chris

    2017-01-01

    University lecturers use a wide range of technologies when teaching and there has been much research into how particular technologies are adopted. However, there are also many technologies that, despite early promise, are no longer being used in university teaching and have been abandoned by institutions or individuals. This article presents the…

  10. Teaching Yugoslavia the Cooperative Way: An Upper Elementary/Middle School Social Studies Unit.

    Hilke, Eileen Veronica

    1992-01-01

    Suggests methods for teaching about Yugoslavia. Recommends assigning students to maintain journals of news clippings about developments in Yugoslavia. Proposes forming cooperative-learning groups for researching the country's various regions. Offers activities for teaching about language arts, fine arts, reading and literature, religion,…

  11. Teaching about Contemporary Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts, Content and Skills.

    Blankenship, Glen

    This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional…

  12. Developing Writing Skill of Language Students by Applying Innovative Teaching Strategy Model Based on Social and Local Wisdom Contexts

    Syarifuddin Achmad

    2017-12-01

    Full Text Available The aim of this study is to build up students’ writing skills through Innovation Teaching Strategy Model (ITSM. This study was conducted in Letters and Culture Faculty of Universitas Negeri Gorontalo (UNG, with the students of English and Indonesian department as the participants. The current study is based on the social culture and local wisdom context utilizing Information Computer Technology (ICT. This model supports the students to have a high level of thinking and performance in writing skills in English and Indonesian language. This study utilized Research and Development (R &D approach using Focus Group Discussion (FGD and Reflection method with the strategy of one group pre-test and post-test design. This study reaches two target achievements; firstly creating the effective innovation teaching strategy model after statistic examining through one group pre-test and post-test design, and secondly improving the students’ competencies and writing skill through learning and teaching process treatment of writing course as an effect of applying Innovation teaching strategy model application.

  13. The impact of individual Cognitive Stimulation Therapy (iCST) on cognition, quality of life, caregiver health, and family relationships in dementia: A randomised controlled trial

    Leung, Phuong; Whitaker, Chris; Burns, Alistair; Knapp, Martin; Leroi, Iracema; Spector, Aimee; Roberts, Steven; de Waal, Hugo; Orgeta, Vasiliki

    2017-01-01

    Background Cognitive stimulation therapy (CST) is a well-established group psychosocial intervention for people with dementia. There is evidence that home-based programmes of cognitive stimulation delivered by family caregivers may benefit both the person and the caregiver. However, no previous studies have evaluated caregiver-delivered CST. This study aimed to evaluate the effectiveness of a home-based, caregiver-led individual cognitive stimulation therapy (iCST) program in (i) improving cognition and quality of life (QoL) for the person with dementia and (ii) mental and physical health (well-being) for the caregiver. Methods and findings A single-blind, pragmatic randomised controlled trial (RCT) was conducted at eight study sites across the United Kingdom. The intervention and blinded assessment of outcomes were conducted in participants’ homes. Three hundred fifty-six people with mild to moderate dementia and their caregivers were recruited from memory services and community mental health teams (CMHTs). Participants were randomly assigned to iCST (75, 30-min sessions) or treatment as usual (TAU) control over 25 wk. iCST sessions consisted of themed activities designed to be mentally stimulating and enjoyable. Caregivers delivering iCST received training and support from an unblind researcher. Primary outcomes were cognition (Alzheimer’s Disease Assessment Scale–cognitive [ADAS-Cog]) and self-reported QoL (Quality of Life Alzheimer’s Disease [QoL-AD]) for the person with dementia and general health status (Short Form-12 health survey [SF-12]) for the caregiver. Secondary outcomes included quality of the caregiving relationship from the perspectives of the person and of the caregiver (Quality of the Carer Patient Relationship Scale) and health-related QoL (European Quality of Life–5 Dimensions [EQ-5D]) for the caregiver. Intention to treat (ITT) analyses were conducted. At the post-test (26 wk), there were no differences between the iCST and TAU groups

  14. The impact of individual Cognitive Stimulation Therapy (iCST on cognition, quality of life, caregiver health, and family relationships in dementia: A randomised controlled trial.

    Martin Orrell

    2017-03-01

    Full Text Available Cognitive stimulation therapy (CST is a well-established group psychosocial intervention for people with dementia. There is evidence that home-based programmes of cognitive stimulation delivered by family caregivers may benefit both the person and the caregiver. However, no previous studies have evaluated caregiver-delivered CST. This study aimed to evaluate the effectiveness of a home-based, caregiver-led individual cognitive stimulation therapy (iCST program in (i improving cognition and quality of life (QoL for the person with dementia and (ii mental and physical health (well-being for the caregiver.A single-blind, pragmatic randomised controlled trial (RCT was conducted at eight study sites across the United Kingdom. The intervention and blinded assessment of outcomes were conducted in participants' homes. Three hundred fifty-six people with mild to moderate dementia and their caregivers were recruited from memory services and community mental health teams (CMHTs. Participants were randomly assigned to iCST (75, 30-min sessions or treatment as usual (TAU control over 25 wk. iCST sessions consisted of themed activities designed to be mentally stimulating and enjoyable. Caregivers delivering iCST received training and support from an unblind researcher. Primary outcomes were cognition (Alzheimer's Disease Assessment Scale-cognitive [ADAS-Cog] and self-reported QoL (Quality of Life Alzheimer's Disease [QoL-AD] for the person with dementia and general health status (Short Form-12 health survey [SF-12] for the caregiver. Secondary outcomes included quality of the caregiving relationship from the perspectives of the person and of the caregiver (Quality of the Carer Patient Relationship Scale and health-related QoL (European Quality of Life-5 Dimensions [EQ-5D] for the caregiver. Intention to treat (ITT analyses were conducted. At the post-test (26 wk, there were no differences between the iCST and TAU groups in the outcomes of cognition (mean

  15. A Therapeutic Approach to Teaching Poetry: Individual Development, Psychology, and Social Reparation. Psychoanalysis, Education and Social Transformation

    Williams, Todd O.

    2012-01-01

    A Therapeutic Approach to Teaching Poetry develops a poetry pedagogy that offers significant benefits to students by helping them to achieve a sense of renewal (a deeper awareness of self and potentials) and reparation (a realistic, but positive and proactive worldview). Todd O. Williams offers a thorough examination of the therapeutic potential…

  16. Towards an Understanding of the Social Aspects of Sustainability in Product Design: Teaching HE Students in the UK and Ireland through Reflection and Peer Learning

    Watkins, Matthew

    2014-01-01

    This paper presents findings from a doctoral study, which investigated effective methods for teaching social sustainability within product design courses in British and Irish universities. This paper explores approaches for encouraging students to explore the social aspects of sustainable product design through workshops specifically designed to…

  17. Using Standardized Clients in the Classroom: An Evaluation of a Training Module to Teach Active Listening Skills to Social Work Students

    Rogers, Anissa; Welch, Benjamin

    2009-01-01

    This article describes the implementation of a module that utilizes drama students to teach social work students how to use active listening skills in an interview environment. The module was implemented during a semester-long micro skills practice course taught to 13 undergraduate social work seniors in a western liberal arts university. Four…

  18. An Experiential Learning Approach to Teaching Social Entrepreneurship, Triple Bottom Line, and Sustainability: Modifying and Extending Practical Organizational Behavior Education (PROBE)

    Gundlach, Michael J.; Zivnuska, Suzanne

    2010-01-01

    When teaching social entrepreneurship and sustainability, using an experiential learning approach can be more effective than a traditional lecture approach. Social and environmental entrepreneurs often have a deep passion for their work that is important for students to develop early in their careers. Experiential learning enables students to…

  19. Field assessment of social learning approach to teaching adolescents about alcohol and driving

    1987-04-01

    This report discusses the development and test of a comprehensive intervention program for teaching adolescents about alcohol and its effect on driving. It examines such influences on adolescent drinking as parents and peers, environmental factors, p...

  20. How Many "Friends" Do You Need? Teaching Students How to Network Using Social Media

    Sacks, Michael Alan; Graves, Nikki

    2012-01-01

    Student reliance on social media is undeniable. However, while we largely regard social media as a new phenomena, the concepts underlying it come directly from social network theory in sociology and organizational behavior. In this article, the authors examine how the social network concepts of size, quality, complexity, diffusion, and distance…

  1. Teaching English Using Social Media for the First Year of University Students

    Taufiq, Wahyu

    2015-01-01

    It is reasonable that technology has already become part of people‟s daily life. The number of young learners who are literate with new technologies as new means of communication is growing. Therefore, the use of current Information Communication Technology (ICT) along with its internet and web-based tools in classroom and teaching learning activities becomes increasingly reasonable and demanding. Facebook is chosen for this teaching and learning design since some studies suggest that this IC...

  2. El Teatro Social como herramienta docente para el desarrollo de competencias interculturales = The Social Theater as a teaching tool for the development of intercultural competences

    Rocio Cárdenas-Rodríguez

    2017-05-01

    Full Text Available Resumen: El presente artículo recoge el proceso de implementación del Teatro Social como metodología participativa para el desarrollo de competencias interculturales en el ámbito universitario. A su vez, presentamos los resultados de la evaluación llevada a cabo a través del cuestionario y del grupo de discusión, para determinar si se han alcanzado los objetivos propuestos. Los resultados nos muestran que el Teatro Social fomenta las competencias interculturales, desarrolla en el alumnado una actitud crítica ante las desigualdades sociales, favorece la empatía, la sensibilidad, la escucha activa, la comunicación verbal y no verbal, y a la vez crea conciencia social tanto en los/as actores/actrices como en los/as espectadores/as. Es importante llevar a cabo metodologías docentes que fomenten la creatividad y conviertan al alumnado en agentes de cambio, y el Teatro Social es una herramienta pedagógica que favorece la participación social a partir de experiencias vividas por el alumnado en primera persona.Abstract: This article presents the process of implementing Social Theater as a participatory methodology for the development of intercultural competences in the University. We present the results of the evaluation carried out through the questionnaire and the discussion group, in order to determine if the proposed objectives have been achieved. The results show that Social Theater foment intercultural competences, develops in students a critical attitude to social inequalities, favors empathy, sensitivity, active listening, verbal and non-verbal communication, and at the same time creates social conscience in the actors and actresses as in the spectators. It is important to carry out teaching methodologies that foment creativity and convert students to agents of change, and Social Theater is a pedagogical tool that favors social participation based on experiences lived by students in first person. 

  3. Jesuit Promotion of Social Justice. Social Justice Action at Jesuit Universities in Spain, as Assessed by Teaching and Research Staff

    Vivanco, Borja

    2018-01-01

    A substantive and differentiating element of the Jesuits' university paradigm is the promotion of social justice. The results of a telephone poll conducted amongst professors and researchers convey the initiatives to further social justice that Jesuit universities in Spain have been carrying out primarily since the 1990s. Although still a limited…

  4. Social impact of HIV/AIDS on clients attending a teaching hospital in Southern Nigeria.

    Johnson, Ofonime E

    2012-01-01

    People living with human immunodeficiency virus and acquired immune deficiency syndrome (PLWHA) face numerous social challenges. The objectives of this study were to assess the level of self-disclosure of status by PLWHA, to describe the level and patterns of stigma and discrimination, if any, experienced by the PLWHA and to assess the effect of sero-positivity on the attitude of friends, family members, health workers, colleagues and community. This was a cross-sectional descriptive study carried out among PLWHA attending the University of Uyo Teaching Hospital, Uyo, Southern Nigeria. Information was obtained using an interviewer-administered semi-structured questionnaire, which was analysed using the Epi 6 software. A total of 331 respondents were interviewed. A majority, 256 (77.3%), of the respondents were within the age range of 25-44 years. A total of 121 (36.6%) PLWHA were single and 151 (46.6%) were married, while the rest were widowed, divorced or separated. A majority, 129 (85.4%), of the married respondents disclosed their status to their spouses and 65 (50.4%) were supportive. Apart from spouses, disclosure to mothers (39.9%) was highest. Most clients (57.7%) did not disclose their status to people outside their immediate families for fear of stigmatization. Up to 111 (80.4%) of the respondents working for others did not disclose their status to their employers. Among those whose status was known, discrimination was reported to be highest among friends (23.2%) and at the workplace (20.2%). Attitudes such as hostility (14.5%), withdrawal (11.7%) and neglect (6.8%) were reported from the private hospitals. Apart from disclosure to spouses, the level of disclosure to others was very low. Those whose status was known mainly received acceptance from their families but faced discriminatory attitudes such as hostility, neglect and withdrawal from friends, colleagues and hospital workers. There is a need for more enlightenment campaigns on HIV/AIDS by

  5. A case study: the effectiveness of social media and online resources in the teaching of junior science

    Doherty, Michael

    2013-01-01

    non-peer-reviewed The purpose of this research, in the form of a case study, is to attempt to utilize both social media and online materials in order to motivate student learning and reduce dependency on the teacher-led model of teaching and learning which is still prevalent in schools. The setting will be that of a second level rural school in North West Ireland and the context will be that of a junior cycle student cohort being taught sections of the current junior certificate science...

  6. Level of Immersion in Virtual Environments Impacts the Ability to Assess and Teach Social Skills in Autism Spectrum Disorder

    Bugnariu, Nicoleta L.

    2016-01-01

    Abstract Virtual environments (VEs) may be useful for delivering social skills interventions to individuals with autism spectrum disorder (ASD). Immersive VEs provide opportunities for individuals with ASD to learn and practice skills in a controlled replicable setting. However, not all VEs are delivered using the same technology, and the level of immersion differs across settings. We group studies into low-, moderate-, and high-immersion categories by examining five aspects of immersion. In doing so, we draw conclusions regarding the influence of this technical manipulation on the efficacy of VEs as a tool for assessing and teaching social skills. We also highlight ways in which future studies can advance our understanding of how manipulating aspects of immersion may impact intervention success. PMID:26919157

  7. Teaching Social Media Analytics: An Assessment Based on Natural Disaster Postings

    Goh, Tiong T.; Sun, Pei-Chen

    2015-01-01

    Unstructured data in social media is as part of the "big data" spectrum. Unstructured data in Social media can provide useful insights into social phenomena and citizen opinions, both of which are critical to government policy and businesses decisions. Teachers of business intelligence and analytics commonly use quantitative data from…

  8. Explicitly Teaching Social Skills Schoolwide: Using a Matrix to Guide Instruction

    Simonsen, Brandi; Myers, Diane; Everett, Susannah; Sugai, George; Spencer, Rebecca; LaBreck, Chris

    2012-01-01

    Socially skilled students are more successful in school. Just like academic skills, social skills need to be explicitly taught. Students, including students who display at-risk behavior, benefit when social skills instruction is delivered schoolwide as part of a comprehensive intervention approach. This article presents a seven-step action…

  9. An Investigation of High School Social Studies Teachers' Understandings of Vocabulary Teaching and Learning

    Harmon, Janis; Antuna, Marcos; Juarez, Lucinda; Wood, Karen D.; Vintinner, Jean

    2018-01-01

    This qualitative study focused on high school social studies teachers' understandings of and perspectives about vocabulary acquisition and instruction. The research questions were the following: (1) What do high school social studies teachers understand about vocabulary instruction? and (2) How do high school social studies teachers support…

  10. A Social Network Analysis of Teaching and Research Collaboration in a Teachers' Virtual Learning Community

    Lin, Xiaofan; Hu, Xiaoyong; Hu, Qintai; Liu, Zhichun

    2016-01-01

    Analysing the structure of a social network can help us understand the key factors influencing interaction and collaboration in a virtual learning community (VLC). Here, we describe the mechanisms used in social network analysis (SNA) to analyse the social network structure of a VLC for teachers and discuss the relationship between face-to-face…

  11. Why Teach Social Entrepreneurship: Enhance Learning and University-Community Relations through Service-Learning Outreach

    Wessel, Stacy; Godshalk, Veronica M.

    2004-01-01

    This article focuses on providing a convincing argument for incorporating social entrepreneurship into the business professor's classroom. The outreach provided by social entrepreneurship enhances learning and promotes university-community relations. Service-learning engagement activities, in the form of social entrepreneurship, create a three-way…

  12. Making Curveball: Working with students to produce a game that can ‘liven up’ research methods and ethics teaching in the social sciences

    Gerodetti, N; Nixon, D

    2016-01-01

    In this paper we explore our experiences of a staff-student collaborative project that sought to design games and learning resources that could be used to “liven-up” research methods and ethics teaching in the social sciences. The paper highlights the benefits of staff-student collaboration in the design and production of game resources, and in particular, the potential for harnessing students’ experiences of teaching and learning through feeding it into curriculum development. The paper also...

  13. Using Problem-based learning (PBL) in teaching law to social work students

    Schultz, Trine

    legal problems in small groups and the group-work is complemented by a web-based learning space, where the students have the opportunity to ask questions to the teacher. In this paper the motivation, challenges and experiences of introducing a new teaching strategy and pedagogical approach is presented.......In Aalborg, the law teachers have chosen to supply traditional lectures with case-based instruction focused on problem-based learning. The inspiration comes from the "seven jump step" of the Maastricht model, but it has been modified for the purpose of teaching law. The students work with specific...

  14. Comparison of Measured and Calculated Coupling between a Waveguide and an RF Cavity Using CST Microwave Studio

    J. Shi; H. Chen; S. Zheng; D. Li; R.A. Rimmer; H. Wang

    2006-06-26

    Accurate predications of RF coupling between an RF cavity and ports attached to it have been an important study subject for years for RF coupler and higher order modes (HOM) damping design. We report recent progress and a method on the RF coupling simulations between waveguide ports and RF cavities using CST Microwave Studio in time domain (Transit Solver). Comparisons of the measured and calculated couplings are presented. The simulated couplings and frequencies agree within {approx} 10% and {approx} 0.1% with the measurements, respectively. We have simulated couplings with external Qs ranging from {approx} 100 to {approx} 100,000, and confirmed with measurements. The method should also work well for higher Qs, and can be easily applied in RF power coupler designs and HOM damping for normal-conducting and superconducting cavities.

  15. Comparison of Measured and Calculated Coupling between a Waveguide and an RF Cavity Using CST Microwave Studio

    J. Shi; H. Chen; S. Zheng; D. Li; R.A. Rimmer; H. Wang

    2006-01-01

    Accurate predications of RF coupling between an RF cavity and ports attached to it have been an important study subject for years for RF coupler and higher order modes (HOM) damping design. We report recent progress and a method on the RF coupling simulations between waveguide ports and RF cavities using CST Microwave Studio in time domain (Transit Solver). Comparisons of the measured and calculated couplings are presented. The simulated couplings and frequencies agree within ∼ 10% and ∼ 0.1% with the measurements, respectively. We have simulated couplings with external Qs ranging from ∼ 100 to ∼ 100,000, and confirmed with measurements. The method should also work well for higher Qs, and can be easily applied in RF power coupler designs and HOM damping for normal-conducting and superconducting cavities

  16. Teaching for Historical Understanding: Perspectives from a High School Social Studies Department

    Jones, Christopher S.

    2013-01-01

    This qualitative study examined the issue of history education and its failure to understand and implement the most effective teaching and learning strategies for the discipline. It did this by conducting interviews, observations, and a focus group with a group of history teachers in a suburban high school in New England. While aiming to explain…

  17. Teaching Local History Using Social Studies Models for Turkish Middle School Students

    Oguzhan, Karadeniz

    2015-01-01

    Local history teaching provides students the opportunity to gain first-hand experience by improving awareness of history. Students having active communication with their neighbourhood are given the opportunity to learn about themselves and their past, words and concepts about the past and they can make easier connection between history and other…

  18. Blogs and Wikis as Instructional Tools: A Social Software Adaptation of Just-in-Time Teaching

    Higdon, Jude; Topaz, Chad

    2009-01-01

    Just-in-Time Teaching (JiTT) methodology uses Web-based tools to gather student responses to questions on preclass reading assignments. However, the technological requirements of JiTT and the content-specific nature of the questions may prevent some instructors from implementing it. Our own JiTT implementation uses publicly and freely available…

  19. Social Media for Learning and Teaching Undergraduate Sciences: Good Practice Guidelines from Intervention

    Thalluri, Jyothi; Penman, Joy

    2015-01-01

    In 2013, Facebook was used in learning and teaching clinical problem solving in a Pathology and a Clinical Sciences course delivered at a South Australian university. It involved first- and second-year Medical Radiation students and second-year Nursing students, Of the 152 students enrolled in the Pathology course, there were 148 students who…

  20. When Moral Awareness Isn't Enough: Teaching Our Students to Recognize Social Influence

    Baker, Diane F.

    2014-01-01

    The traditional case-based method used to teach ethics in business classrooms gives students valuable practice identifying and applying key moral principles. This approach builds on a rational model of decision making and emphasizes moral awareness and moral judgment, encouraging students to describe moral dilemmas and assess the consequences of…

  1. A Social Work Program's Experience in Teaching about Race in the Curriculum

    Phan, Phu; Vugia, Holly; Wright, Paul; Woods, Dianne Rush; Chu, Mayling; Jones, Terry

    2009-01-01

    Teaching about race, racism, and oppression presents higher education programs with complex challenges. This article reports on the experiences of a new MSW program in designing a gateway "race, gender, and inequality" course. Embracing a theoretical base of culturally competent practice and solutions to the inherent difficulties of discussing…

  2. Victorian High Society and Social Duty: The Promotion of "Recreative Learning and Voluntary Teaching."

    Anderson, Anne

    2002-01-01

    Examines the 1880s era of female volunteer instructors who made it their mission to teach art to the poor. Focuses on the contributions of the Home Arts and Industries Association as an example. Describes multiple benefits that this organization provided. (KDR)

  3. The Power of Colombian Mathematics Teachers' Conceptions of Social/Institutional Factors of Teaching

    Agudelo-Valderrama, Cecilia

    2008-01-01

    In this paper I shall discuss data from a study on Colombian mathematics teachers' conceptions of their own teaching practices of beginning algebra, which led to the development of a theoretical model of teachers' thought structures designed as a thinking tool at the initial stage of the study. With a focus on the perspectives of teachers, the…

  4. Teachers' Trust in Role Partners, Intention to Continue in Teaching, and Schools Social Composition in Israel

    Addi-Raccah, Audrey

    2012-01-01

    The study examines teachers' trust in their role partners and its relation to their intention to continue teaching at schools with high and low socioeconomic composition. Based on a questionnaire completed by 149 Israeli teachers in in-service training programs, and interviews with 10 teachers, it was found that teachers attribute different social…

  5. Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching

    Davy, Zowie; Amsler, Sarah; Duncombe, Karen

    2015-01-01

    Increasingly, Lesbian, Gay, Bisexual, and Transgender (LGBT) health care is becoming an important quality assurance feature of primary, secondary and tertiary healthcare in Britain. While acknowledging these very positive developments, teaching LGBT curricula content is contingent upon having educators understand the complexity of LGBT lives. The…

  6. Reflective Journal Writing as a Tool to Teach Aspects of Social Studies

    Al-karasneh, Samih M.

    2014-01-01

    This article analyses the impact of a constructivist approach to learning in Jordan, where a traditional context of passive/receptive philosophy of teaching prevails. Student teachers were introduced to journal writing. It was expected that their experiences with journal writing would afford them a better understanding of how it would affect their…

  7. Hydrogen generation during melter feed preparation of Tank 42 sludge and salt washed loaded CST in the Defense Waste Processing Facility

    Daniel, W.E.

    1999-01-01

    The main objective of these scoping tests was to measure the rate of hydrogen generation in a series of experiments designed to duplicate the expected SRAT and SME processing conditions in laboratory scale vessels. This document details the testing performed to determine the maximum hydrogen generation expected with a coupled flowsheet of sludge, loaded CST [crystalline silicotitanate], and frit

  8. Linking the teaching of professionalism to the social contract: a call for cultural humility.

    Cruess, Sylvia R; Cruess, Richard L; Steinert, Yvonne

    2010-01-01

    Professionalism, which is fundamental to medical practice, must be taught explicitly. It is the basis of medicine's relationship to society, which most observers call a "social contract." The social contract serves as the basis for society's expectations of medicine and medicine's of society. It therefore directly influences professionalism. The role of the healer is universal, but how professionalism is expressed will differ between countries and cultures due to differences in their social contracts. When professionalism is taught, it should be related to the different cultures and social contracts, respecting local customs and values.

  9. Review Essay: The Dialectic of the General and Particular in Social Science Research and Teaching Praxis

    Wolff-Michael Roth

    2003-05-01

    Full Text Available Cross-Cultural Research Methods pretends to be a primer on the "how to" of conducting cross-cultural research, but focuses only on quantitative methods that use secondary data in the service of generating knowledge. The book is caught twice in the dialectic of the general and the specific, by putting all its eggs into the former basket and failing to recognize the role of the latter both in research itself and in the teaching of research methods to its readers. Because I know that the students in my graduate research methods course would fail to appreciate the book, I would neither select nor recommend it to others as a resource in teaching (quantitative research methods or research designs courses. URN: urn:nbn:de:0114-fqs030268

  10. Teaching Online Social Skills to Students with Emotional and Behavioral Disorders

    Morgan, Joseph John; Higgins, Kyle; Miller, Susan; Pierce, Thomas B.; Boone, Randall; Tandy, Richard

    2016-01-01

    Students with emotional and behavioral disorders (EBDs) often lack appropriate social skills. Participation in direct and explicit instruction related to social skills is common in their educational programming. For these interventions to be effective, it is important that students have the opportunity to apply them in the natural environment.…

  11. An Old Fad of Great Promise: Reverse Chronology History Teaching in Social Studies Classes

    Misco, Thomas; Patterson, Nancy C.

    2009-01-01

    This article revisits and explores the promises and challenges of reverse chronology history instruction within the social studies. In response to student disinterest in social studies, changes in our educational culture that often value content knowledge exclusively, and marginalization of instructional time stemming from testing burdens, reverse…

  12. Realities of War: Using Picture Books to Teach the Social Effects of Armed Conflicts

    Suzuki, Tadayuki; Huss, Jeanine; Fiehn, Barbara; Spencer, Roxanne Myers

    2015-01-01

    Teachers regularly evaluate children's literature for literary quality and age-appropriate information. Today's picture books address issues such as world population, homelessness, climate change, and other socially important themes, but when faced with social studies lessons on sensitive topics such as war and its reality, elementary teachers may…

  13. Open Source Learning Streams in Social Media in Year 11 Math Teaching

    Kjærgaard, Thomas; Sorensen, Elsebeth Korsgaard

    2015-01-01

    Abstract The students’ use of social media during lessons and in group work is a general concern amongst teachers especially from secondary school and onwards. The blurred ecotones between private, social and academic life brought on by the always present online mobile technology makes utilizatio...

  14. Teaching Ethics and Social Responsibility: An Evaluation of Undergraduate Business Education at the Discipline Level

    Nicholson, Carolyn Y.; DeMoss, Michelle

    2009-01-01

    Organizations and society at large recognize that ethically and socially responsible behavior plays a crucial role in good business practices. This realization has led employers to expect and demand that business schools facilitate the training of students in ethics and social responsibility. However, research is mixed on how well business schools…

  15. Increasing Social Interaction Using Prelinguistic Milieu Teaching with Nonverbal School-Age Children with Autism

    Franco, Jessica H.; Davis, Barbara L.; Davis, John L.

    2013-01-01

    Purpose: Children with autism display marked deficits in initiating and maintaining social interaction. Intervention using play routines can create a framework for developing and maintaining social interaction between these children and their communication partners. Method: Six nonverbal 5- to 8-year-olds with autism were taught to engage in…

  16. Action Research in Preservice Teachers' Arts-Integration Pedagogies for Social Justice Teaching and Learning

    Felleman-Fattal, Laura Rachel

    2017-01-01

    Age-appropriate children's books can be an effective way to introduce and discuss issues of social justice with young students. These books can be the anchor for interdisciplinary lessons that integrate core content areas, such as language arts, science, and/or social studies with the visual and performing arts to enrich students' learning…

  17. Teaching about the "Economic Crisis" Today. The Example of French "Economic and Social Sciences"

    Coléno, Yves-Patrick; Blanchard, Hervé

    2017-01-01

    Purpose: In France at the high school the subject matter "Sciences Économiques et Sociales" (economic and social sciences) deals with the present economic crisis. We study the ways it is taught about: words, and explanatory patterns. Design/methodology/approach: We use a specific approach, that we call "semantic holism",…

  18. AxeCorp's "Team Challenge": Teaching Teamwork via 3D Social Networking Platforms

    Carmichael, Kendra

    2011-01-01

    To prepare business communication undergraduates for a changing work world and to engage today's tech-savvy students, many instructors have embraced social media by incorporating its use in the classroom. This article describes AxeCorp, a fictional company headquartered on the immersive social networking platform, Second Life, and one particular…

  19. University Teaching and Social Cohesion in the Age of AIDS: A South African Case Study

    Lesko, Nancy

    2007-01-01

    In the context of ongoing social divisions, lack of coherent leadership by government, and even divisiveness over medical advances and public health mandates, how might universities respond? What university actions can support "social cohesion" in a society splintered by class, race, gender, colonial legacies, the history of apartheid,…

  20. Skirting around Critical Feminist Rationales for Teaching Women in Social Studies

    Schmeichel, Mardi

    2015-01-01

    Feminist practices can provide firm theoretical grounding for the kind of social studies that scholars promote, especially in relation to efforts to include women in the curriculum. However, in P-12 social studies education, neither women nor feminism receive much attention. The study described in this article was a discourse analysis of 16…

  1. Social Media Pedagogy: Applying an Interdisciplinary Approach to Teach Multimodal Critical Digital Literacy

    Talib, Saman

    2018-01-01

    Social media permeates the daily lives of millennials, as they use it constantly for a variety of reasons. A significant contributing factor is the availability of social media through smartphones and mobile apps. This kind of immersive and complex media environment calls for a literacy pedagogy that prepares students to understand, engage with,…

  2. Theory through Application: A Study in the Use of Social Media for Teaching

    Gammon, Mark A.; McGranahan, Carole

    2015-01-01

    Despite the growing integration of social media in their personal and professional lives, many faculty remain uncertain about its application to the classroom. One barrier for the adoption of social media as a learning tool is continued uncertainty about effective practices and successful use cases. Anchored in a specific course implementation and…

  3. Technological Utopia, Dystopia and Ambivalence: Teaching with Social Media at a South African University

    Rambe, Patient; Nel, Liezel

    2015-01-01

    The discourse of social media adoption in higher education has often been funnelled through utopian and dystopian perspectives, which are polarised but determinist theorisations of human engagement with educational technologies. Consequently, these determinist approaches have obscured a broadened grasp of the situated, socially constructed nature…

  4. Hard to Teach: Inclusive Pedagogy in Social Science Research Methods Education

    Nind, Melanie; Lewthwaite, Sarah

    2018-01-01

    Amidst major new initiatives in research that are beginning to address the pedagogic dimension of building capacity in social science research methods, this paper makes the first move to apply the lens of inclusive pedagogy to research methods pedagogy. The paper explores the ways in which learning social science research methods is hard and may…

  5. Greening Social Work Education: Teaching Environmental Rights and Sustainability in Community Practice

    Androff, David; Fike, Chris; Rorke, John

    2017-01-01

    Green issues such as protecting environmental rights and promoting sustainability are growing in importance to social work practice but are largely ignored in social work curricula. This article uses comparative case studies of three student-led community practice projects to demonstrate how environmental rights can be incorporated into social…

  6. Social aspects of teaching and training Special Olympics football in Ukraine

    Irina Kohut

    2015-04-01

    Full Text Available Purpose: definition social effect of sports for footballers with abnormal mental development. Material and Methods: the study was conducted based on a survey of parents of players of Special Olympics (n=45. Results: there were analyzed the importance of joint with healthy peers training sessions for players with disabilities mental development. Football training sessions are seen as a means of social integration for this contingent. There were identified social relationships in the system: «athlete – an athlete», «athlete – coach». Conclusions: the necessity of implementing «Unified Sports» program in training process for people with disabilities mental development, which significantly contributes to the social integration of persons with disabilities. Develop social skills and relationships in the team are due to mutual understanding and cohesion of the team.

  7. The Attitudes of Teacher Trainees Towards Life Knowledge and Social Studies Teaching Course

    S. Gulec; S. Alkis

    2009-01-01

    In Turkey, Social Studies programme basically aims to raise active and productive citizens. This means that teachers are going to inject philosophy of life to the students by means of social studies course. In order to carry out this responsibility, teachers and teachers-to-be should be accustomed to comprehension and learning processes of children and adolescents. By continuous self-improvement, the teachers should try to get more information on methods, materials and tools that can be used ...

  8. How we enhanced medical academics skills and reduced social inequities using an academic teaching program.

    Martins, Antonio Camargo; Oliveira, Felipe Renê Alves; Delfino, Breno Matos; Pereira, Thasciany Moraes; de Moraes, Fabio Henrique Pinto; Barbosa, Guilherme Viana; de Macedo, Lucas Felipe; Domingos, Tayna Da Silva; Da Silva, Dyemisson Pinheiro; Menezes, Charlene Cristine Rodrigues; Oliveira Filho, Edmar Santana; Pereira, Thales Augusto Da Silva; Piccirilli, Elizabeth Souza; Pinto, Wagner De Jesus

    2015-01-01

    The training of future physicians should be concurrent with the development of different skills and attitudes. This warrants the need to regularly provide students with opportunities for self-development throughout their academic career. This approach was exemplified in a medical school in the Brazilian Amazon, where students were allowed to play the role of high school teachers. As part of this exercise, they conducted reinforcement classes for high school students to increase the number of university admissions. The medical students were solely responsible for organizing and implementing this project, giving them the opportunity to develop teaching and leadership skills, enhance their understanding of communication and administration and contribute toward the society.

  9. Counselling Implications of Teachers' Digital Competencies in the Use of Social Networking Sites (SNSs) in the Teaching-Learning Process in Calabar, Nigeria

    Eyo, Mfon

    2016-01-01

    The study investigated teachers' digital competencies in the use of Social Networking Sites (SNSs) in the teaching-learning process. It had five research questions and two hypotheses. Adopting a survey design, it used a sample of 250 teachers from 10 out of 16 secondary schools in Calabar Municipal Local Government. A researcher-developed…

  10. Innovative Methodologies for 21st Century Learning, Teaching and Assessment: A Convenience Sampling Investigation into the Use of Social Media Technologies in Higher Education

    Kivunja, Charles

    2015-01-01

    The advent of the Web as a social technology has created opportunities for the creation of informal learning environments, which have potential for innovative methodologies in learning, teaching and assessment. However, as Wolfe (2001) admonishes, "contrary to the rhetoric of cheerleaders, the Web places greater demands on students than…

  11. Are Our Special Education Students Ready for Work? An Investigation of the Teaching of Job-Related Social Skills in Northern Taiwan

    Chu, Yin-An; Zhang, Liang-Cheng

    2015-01-01

    This study is concerned with the current job preparation programmes for special education students in Taiwan. Two hundred and three randomly selected special education teachers in Northern Taiwan responded to a questionnaire about job-related social skills. The relationship between teachers' demographic characteristics and their teaching of…

  12. Effectiveness of Using the iPad in Learning to Acquire the Mental and Performance Skills in Teaching Social Studies Curriculum

    Alajmi, Maadi Mahdi; Al-Hadiah, Hanan Abdullah

    2017-01-01

    This study aims to examine the effectiveness of using the iPad in learning to acquire the mental and performance skills in teaching the social studies. Using experimental design method, the study compared two groups: (a) experimental, taught using the iPad, and (b) control group, taught using the traditional learning without iPad. A total of 48…

  13. Games To Enhance Social and Emotional Skills: Sixty-Six Games That Teach Children, Adolescents, and Adults Skills Crucial to Success in Life.

    Malouff, John; Schutte, Nicola S.

    By using a game-centered approach, mental health professionals can help teach social and emotional skills to their clients. The 66 games described in this book are presented using a standard format that includes suggestions for how to help players use their skills in daily life. The games were field tested using an evaluation strategy that focused…

  14. Using a Social Science--Fictional Play to Teach about Global Capitalism and Macro-Structural Systems in Introduction to Sociology

    Pelak, Cynthia Fabrizio; Duncan, Stacey

    2017-01-01

    This article explores the use of a social science-fictional play to teach macro-structural concepts related to global capitalism and surplus labor in a small and large Introduction to Sociology course. Relying on a cross-disciplinary and critical pedagogical approach that combines theory and practice to empower students to develop a critical…

  15. Teaching social responsibility through community service-learning in predoctoral dental education.

    Brondani, Mario A

    2012-05-01

    Social responsibility refers to one's sense of duty to the society in which he or she lives. The Professionalism and Community Service (PACS) dental module at the University of British Columbia is based upon community service-learning and helps dental students to understand the challenges faced by vulnerable segments of the population as they actively reflect on experiences gathered from didactic and experiential activities. This article aims to illustrate the extent to which PACS has fostered awareness of social responsibility through the British Columbia Ministry of Education's Performance Standards Framework for Social Responsibility. Reflections were gathered from students in all four years of the D.M.D. program and were analyzed thematically in three categories of the framework: Contribution to the Classroom and Community, Value of Diversity in the Community, and Exercise of Responsibilities. The constant comparison analysis of the reflective qualitative data revealed that the students directly or indirectly addressed these three categories in their reflections as they synthesized their understanding of community issues and their collaborative roles as socially responsible members of the dental profession. Follow-up studies are needed to explore the impact of community-based dental education upon students' perceptions and understanding of social responsibility and professionalism regarding underserved communities.

  16. Design and simulation study of high frequency response for surface acoustic wave device by using CST software

    Zakaria, M. R.; Hashim, U.; Amin, Mohd Hasrul I. M.; Ayub, R. Mat; Hashim, M. N.; Adam, T.

    2015-05-01

    This paper focuses on the enhancement and improvement of the Surface Acoustic Wave (SAW) device performance. Due to increased demand in the international market for biosensor product, the product must be emphasized in terms of quality. However, within the technological advances, demand for device with low cost, high efficiency and friendly-user preferred. Surface Acoustic Wave (SAW) device with the combination of pair electrode know as Interdigital Transducer (IDT) was fabricated on a piezoelectric substrate. The design of Interdigital Transducer (IDT) parameter is changes in several sizes and values for which it is able to provide greater efficiency in sensing sensitivity by using process simulation with CST STUDIO Suite software. In addition, Interdigital Transducer (IDT) parameters also changed to be created the products with a smaller size and easy to handle where it also reduces the cost of this product. Parameter values of an Interdigital Transducer (IDT) will be changed in the design is the total number of fingers pair, finger length, finger width and spacing, aperture and also the thickness of the Interdigital Transducer (IDT). From the result, the performance of the sensor is improved significantly after modification is done.

  17. On-Line Resources for Teaching an Introductory Social Justice Course

    Jacqueline Keil

    2007-01-01

    It is often difficult to interest students in a course in social justice using just textbooks. It is now possible to use free, on-line resources that positively affect student interest, comprehension, and participation in a course. Such a course is described. Links to suggested materials are provided.

  18. Teaching and Learning Social Justice through Online Service-Learning Courses

    Guthrie, Kathy L.; McCracken, Holly

    2010-01-01

    Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding…

  19. On-Line Resources for Teaching an Introductory Social Justice Course

    Jacqueline Keil

    2007-05-01

    Full Text Available It is often difficult to interest students in a course in social justice using just textbooks. It is now possible to use free, on-line resources that positively affect student interest, comprehension, and participation in a course. Such a course is described. Links to suggested materials are provided.

  20. Media Culture 2020: Collaborative Teaching and Blended Learning Using Social Media and Cloud-Based Technologies

    Vickers, Richard; Field, James; Melakoski, Cai

    2015-01-01

    In 2013 five universities from across Europe undertook an innovative project "Media Culture 2020", combining skills and forces to develop new practices that would face the challenge of the convergence of digital media, taking full advantage of social media and cloud-based technologies. The aim of the Media Culture 2020 project was to…

  1. The Problem of Dead Letters: Social Perspectives on the Teaching of Writing. Research Series No. 34.

    Florio, Susan

    Comments of experienced teachers suggest that writing may be avoided in school not simply because of its inherent difficulty, but because its undertaking typically lacks connection to anything else in the lives of students or teachers. It is possible that teachers can best serve the acquisition of writing skills by structuring the social occasions…

  2. An Elective Seminar to Teach First-Year Students the Social and Medical Aspects of AIDS.

    Goldman, Jonathon D.

    1987-01-01

    A seven-week seminar Northwestern University introduces medical students to a comprehensive approach to biological, psychological, and social aspects of AIDS. The course includes: a television movie and documentary film; roundtable discussions with AIDS patients, volunteers, and health care professionals; reading materials and lectures; and…

  3. Teaching Economics to Business Students through the Lens of Corporate Social Responsibility and Sustainability

    Maxfield, Sylvia

    2011-01-01

    Corporate "social-issues management" courses are often taught without in-depth reference to economics, but they afford an opportunity both to review ground-level microeconomics issues including pricing and profit maximization under different market structures and to introduce more advanced topics such as externalities, introductory game theory,…

  4. University Teachers' Conceptions of "Changemaker": A Starting Point for Embedding Social Innovation in Learning and Teaching

    Alden Rivers, Bethany; Nie, Ming; Armellini, Alejandro

    2015-01-01

    Purpose: The purpose of this paper is to report on a study aimed at understanding the different conceptions that University of Northampton teachers hold of "Changemaker", an institutional initiative to develop capacities for social innovation. Design/methodology/approach: The study took a phenomenographic approach to identify a small…

  5. Gender Gaps in Group Listening and Speaking: Issues in Social Constructivist Approaches to Teaching and Learning

    Hunter, Darryl; Gambell, Trevor; Randhawa, Bikkar

    2005-01-01

    Because of its centrality to school success, social status, and workplace effectiveness, oral and aural skills development has been increasingly emphasized in Canadian curricula, classrooms and, very recently, large-scale assessment. The corresponding emphasis on group processes and collaborative learning has aimed to address equity issues in…

  6. University ESL Teachers' Socialization in School Workplace toward Teaching Culturally Diverse Students

    Huang, Hsiang-Ling

    2011-01-01

    Employing interpretive theory, this study investigated 331 university ESL teachers' socialization in language programs for international students. Looking beyond teacher preparatory education, in-service teachers' workplace experiences are essential to study because experience is instrumental in the shaping of belief systems (Wu and Shaffer,…

  7. Teaching for Social Justice and Equity: The Journey of a Teacher Educator

    Kelly-Jackson, Charlease

    2015-01-01

    Teacher-education programs continue to face the challenge of improving the preparation of teachers for diversity in particular racially diverse and low-income students. Certain factors such as dispositions, self-reflection, and prior experiences contribute to preservice teachers' attitudes and beliefs toward diversity and social justice issues.…

  8. Combining Community-Based Learning and Catholic Social Teaching in Educating for Democratic Citizenship

    Sullivan, Susan Crawford; Post, Margaret A.

    2011-01-01

    College students are in a key developmental stage for cultivating their civic identities. This article draws on a case example to show how courses focused on educating students for democratic citizenship--courses on leadership, community organizing, social movements, or other related topics--prove to be excellent venues for integrating Catholic…

  9. Teaching Social Work Students to Resolve Ethical Dilemmas in Domestic Violence

    Bent-Goodley, Tricia B.

    2007-01-01

    This article examines findings from three focus groups conducted about resolving ethical dilemmas in the area of domestic violence. The study's findings point to the need to increase content on domestic violence throughout the social work curriculum and provide educational opportunities for field instructors and local professionals. Helping…

  10. Extraterrestrials and Generic Social Processes: Minimizing Resistance in Teaching the Reproduction of Inequality

    Parrotta, Kylie L.; Rusche, Sarah Nell

    2011-01-01

    In this article, the authors describe a class activity that uses a combination of strategies to overcome obstacles students face when learning about the reproduction of inequality in everyday life. Based on Schwalbe et al.'s (2000) piece on "generic social processes," and following the idea of "making the strange familiar and the familiar…

  11. Social Impact "Buycotts": A Tool for Innovation, Impact, and Engagement to Teach Integrated Marketing Communications

    Holland, Jonna

    2016-01-01

    A novel concept for an integrated marketing communications (IMC) semester project succeeded in meeting or exceeding course learning objectives while increasing social impact and community engagement. Partnering with a selected business and a synergistic community cause, student teams developed and implemented an IMC plan to motivate consumers to…

  12. Navigating Contradictory Communities of Practice in Learning to Teach for Social Justice

    Flores, Maria Timmons

    2007-01-01

    In this article, I explore the contradictions that four new teachers experienced as their commitments to social justice collide with urban school culture. Framed within Jean Lave and Etienne Wenger's (1999) theory of situated learning and development concepts of identity, practice, and relationships illustrate how teachers' ideals are challenged…

  13. Social and Cultural Contexts of Chinese Learners: Teaching Strategies for American Educators

    Thakkar, Darshan

    2011-01-01

    This article seeks to evaluate the social and cultural context of education among Chinese learners in order to identify ways through which American educators can best serve such students. It is intended that such efforts will create multiple pathways to knowledge for Chinese learners by accommodating their varying learning needs. Several common…

  14. Teaching Social Skills to Enhance Work Performance in a Child Care Setting

    Gear, Sabra; Bobzien, Jonna; Judge, Sharon; Raver, Sharon A.

    2011-01-01

    Adults with intellectual disabilities face difficulty seeking employment in the community workforce. Using a single-subject design, this study examined the utility of role playing and self-management strategies to enhance work performance by promoting the social skills of a young woman with Down syndrome working in a community child care setting.…

  15. What Do Teacher Candidates Think about the Teaching Education? The Example of Social Studies Teacher Candidates

    Tonga, Deniz

    2016-01-01

    In this research, it is aimed to reveal the opinions and observations of social studies teacher candidate about the courses they have taken during their 4-year university education. The focus group interview was used as the data collecting tool, and the content analyses were performed on the data obtained. The criterion sampling approach was used…

  16. Digital Citizenship with Social Media: Participatory Practices of Teaching and Learning in Secondary Education

    Gleason, Benjamin; von Gillern, Sam

    2018-01-01

    This article explores how social media use in formal and informal learning spaces can support the development of digital citizenship for secondary school students. As students increasingly spend large amounts of time online (e.g., an average of six hours of screen time per day, excluding school and homework), it is critical that they are…

  17. Teaching Note--Evaluation of an Avoiding Plagiarism Workshop for Social Work Students

    Fenster, Judy

    2016-01-01

    A 1-hour workshop on how to avoid plagiarizing when writing academic papers was developed and delivered at an orientation session for BSW and MSW students at a university in the northeast United States. Six social work instructors led the workshops at the university's main campus and two extension centers. Before and after the workshop, students…

  18. Concierge or Information Desk: Teaching Social Stratification through the Malling of America.

    Manning, Robert D.; Price, Derek V.; Rich, Henry J.

    1997-01-01

    Describes an undergraduate sociology project in which students conducted research at working class and upper-middle class shopping malls. The research focused on social stratification and its manifestation in architectural character, spatial relationships, advertising, and consumer behavior. Includes an appendix that reproduces the fieldwork…

  19. Learning-by-Doing as an Approach to Teaching Social Entrepreneurship

    Chang, Jane; Benamraoui, Abdelhafid; Rieple, Alison

    2014-01-01

    Many studies have explored the use of learning-by-doing in higher education, but few have applied this to social entrepreneurship contexts and applications: this paper addresses this gap in the literature. Our programme involved students working with different stakeholders in an interactive learning environment to generate real revenue for social…

  20. Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice

    Lewthwaite, Sarah; Nind, Melanie

    2016-01-01

    Capacity building in social science research methods is positioned by research councils as crucial to global competitiveness. The pedagogies involved, however, remain under-researched and the pedagogical culture under-developed. This paper builds upon recent thematic reviews of the literature to report new research that shifts the focus from…

  1. Why We Teach: Autobiographies of Traditionally and Alternatively Certified Pre-Service Social Studies Teachers

    Santoli, Susan

    2009-01-01

    This study describes the analysis of the social studies autobiographies of 46 students compiled over a 15 month period. Two major questions were addressed: (1) what motivational patterns are revealed in these autobiographies and (2) what differences and similarities exist in the autobiographies of students seeking alternative and traditional…

  2. A Framework for Teaching Social and Environmental Sustainability to Undergraduate Business Majors

    Brumagim, Alan L.; Cann, Cynthia W.

    2012-01-01

    The authors outline an undergraduate exercise to help students more fully understand the environmental and social justice aspects of business sustainability activities. A simple hierarchical framework, based on Maslow's (1943) work, was utilized to help the students understand, analyze, and judge the vast amount of corporate sustainability…

  3. Social Justice Teaching: Adopting a Critical Pedagogy to Negotiate Old and New Literacies

    Bender-Slack, Delane

    2009-01-01

    Literacy is intricately linked to social justice, and it can shape the learning that occurs in our English language arts (ELA) classrooms. Challenging the notion of the traditional secondary ELA classroom--as centered on literature and old literacies--I advocate utilizing a critical pedagogy with a new literacy approach that employs texts to teach…

  4. "Keeping the Vision": Collaborative Support for Social Justice Teaching and Transformational Resistance

    Henning, Nicholas Simon

    2009-01-01

    Little is known about new teachers who graduate from social justice-oriented teacher education programs (SJOTEPs) and go into urban schools as full-time teachers. How does their training translate into conceptual understandings and classroom practices? Moreover, what types of supports are needed for the attainment of such a lofty goal as social…

  5. Shaped Goals: Teaching Undergraduates the Effects of Social Stratification on the Formulation of Goals

    Touzard, Giselle

    2009-01-01

    This article describes an in-class activity that helps undergraduate students to understand the effects of their socio-economic position on the formulation, pursuit, and achievement of goals. Social stratification and inequality have an initial impact on the formulation of goals. Through this exercise students will perceive the effects of having a…

  6. Teaching African American Youth: Learning from the Lives of Three African American Social Studies Teachers

    McBride, Chantee Earl

    2010-01-01

    This study examines the life histories of three African American social studies teachers, focusing on the evolution and changes in their identities, perspectives, and attitudes related to their profession and instructional practice. In addition, the study addresses the significance of the teachers' racialized experiences as African Americans and…

  7. Participative Teaching with Mobile Devices and Social Networks for K-12 Children

    Livia Stefan

    2016-08-01

    Full Text Available This article details a set of participatory pedagogical experiments conducted within a research grant PN II IDEI (”Time Maps. Real communities, virtual worlds, experimented pasts” performed with the purpose of helping rural communities in identifying their cultural heritage andtransmitting it to the younger generations by means of modern IT technologies, including web 2.0. In a Danubian rural community, several points of archaeological interest (POIs were identified, which were then included in a geographic Augmented Reality application for smartphones and tablets. Subsequently, the geographic data were collected from the archaeological site by the K-12 children, under the coordination of an academic staff member of the National University of Arts in Bucharest, and stored on their devices using Google Maps. The augmented information provided onthe site was annotated and shared with other K-12 children, through different social networks sites (SNS and content postings. This first stage experiment was extended to the development of a social learning environment complementary to the educational site (www.timemaps.net to support thetransmission of several traditional technologies (textile, ceramic, glass in a collaborative manner. We consider that our experiments can significantly increase the visibility of the information pertaining to the identity of target places and communities among the younger generation. A mobile-learning paradigm, in combination with web 2.0 technologies, was the support for a distributed and low-cost platform for communication and collaboration. Social networks linked thearchaeological heritage and the academic research with the larger community of rural K-12 children. The article analyzes this platform as a solution for creating, collecting and sharingeducational content, and presents conclusions on using social media for effective blended learning and transmittal of the cultural heritage.

  8. A case study of teaching social responsibility to doctoral students in the climate sciences.

    Børsen, Tom; Antia, Avan N; Glessmer, Mirjam Sophia

    2013-12-01

    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled "Prepared for social responsibility?" attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to manage ethical dilemmas that emerge when climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences.

  9. Teaching Web 2.0 beyond the library: adventures in social media, the class.

    Farrell, Ann M; Mayer, Susan H; Rethlefsen, Melissa L

    2011-01-01

    Librarians at the Mayo Clinic developed customized Web 2.0 courses for library staff, health science faculty, and nurse educators. As demand for this type of training spread across the institution, a single, self-paced class was developed for all employees. The content covered the typical Web 2.0 and social media tools (e.g., blogs, really simple syndication [RSS], wikis, social networking tools) emphasizing the organization's social media guidelines. The team consulted with the public affairs department to develop the class and coordinate marketing and advertising. The eight-module, blog-based course was introduced to all employees in 2010. Employees completing each module and passing a brief assessment receive credit on their employee transcript. Libraries staff provided support to participants throughout the duration of the course through chat widgets, e-mail, and blog comments. The results show that even though a high number of learners accessed the course, the completion percentage was low since there was no requirement to complete the course. Deploying a single, self-paced course for a large institution is an enormous undertaking, requiring the support of high level administration, managers, and employees.

  10. Educate every day: time as teaching and social scenario in adolescence schooling

    José Antonio Caride Gómez

    2012-07-01

    Full Text Available Emphasizing in adolescent daily life during the high school period, the article show how the school times are important in their socialization process, with double perspective: on one hand it stress the meanings of the spatial, temporary and interrelated (family, groups, social networks, etc context; on the other hand, the one that asses the leisure time and the necessity of a leisure education to contribute to the overall development of their personality. In this sense, moreover, the text display part of an investigation project results which field work was done between 2009 and 2011, describing and interpreting the answers from more than 3.600 adolescents (12-17 years old to the questionnaire elaborated and applied “ad hoc” in educational establishments from the seventeen Autonomous Communities in Spain. Among other things, it allows the investigation about the activities that they do during school days and weekends, interests and expectations in their leisure time, without forgetting their specific problems and the alternatives that should be taken in social and pedagogical key.

  11. Improving student performance in an introductory biology majors course: A social action project in the scholarship of teaching

    Chambers, Sara Lang Ketchum

    This social action study followed an introductory biology course for a three-year period to determine whether changes in teaching personnel, instructional techniques and reorientation to student-centered learning would impact student performance. The course was redirected from a traditional lecture-laboratory format to one emphasizing active learning inquiry methods. Student retention, achievement, and failure were observed for three years in addition to one year prior, and one year following, the study. The study examined the two semester introductory biology course required of all biology majors and those intending a career in science, medicine or dentistry. During the first semester of the study, the dropout rate decreased from 46% to 21%. Prior to the study, 39% of the students completing the course received a grade of D or F while only 4% received a grade of B or above. During the first semester of the study 14% of the students received a grade of D or F while 46% received a B, B+ or A grade. Similar results were seen in other semesters of the study. A statistical comparison of student retention and performance was carried out using grade data for classes taught by the original faculty, the action study faculty and the post-study faculty. The differences between the original faculty and the action study faculty were statistically significant. Effect size calculations indicated large differences between the action study faculty and the two other faculty groups in terms of student retention, achievement and failure. The results are attributed to both the personnel change and, more significantly, the change in teaching methods and emphasis on student-active learning. Comparison between the pre- and post-study teams showed less dramatic effect sizes than when the action study data were compared with the data from either other team. Nevertheless, the post-study results showed that although the retention rate dropped during the year after the study, the improvement

  12. Professional and Social Media Sites (SMSs): Motives and Positive Values of Accommodating Social Media Sites (SMSs) in Teaching Practices according to Indonesian Professional Educators: A Case Study in Two Indonesian Higher Educational Institutions

    Luke, J. Y.; Billy, Y. L.

    2017-09-01

    In millennium era, the proliferating Social Media Sites (SMSs) has not only brought increasing demands for all humans, but also creates positive values, specifically for the professional educators or lecturers in any ages. This study envisages the positive values of accommodating Social Media Sites (SMSs) in teaching practices according to the professional educators. Thirty professional educators, i.e. the lecturers, from two universities (i.e. Multimedia Nusantara University and Bina Nusantara University) has participated in this study. The data was collected from the survey by means of questionnaires, analysed using percentages, and exposed the results descriptively. The findings reflected that the positive values of accommodating Social Media Sites in teaching practices were to develop social skills and improve academic skills. However among the two values, the latter was highly influencing the professional educators because of the four reasons: enabling to do tutorial lessons, providing online discussion space with experts or guest lecturers, assisting in doing peer-review and peer-editing, and enhancing the receptive skills, the productive skills, and also the critical thinking skills of the users in SMSs, especially the professional educators or lecturers. Thus, accommodating Social Media Sites (SMSs) in teaching practices is essential for professional educators in Indonesia.

  13. The Use of Computer-Assisted Instruction as an Instructional Tool to Teach Social Stories to Individuals Who Have Been Diagnosed on the Autism Spectrum

    Nanette Edeiken-Cooperman

    2014-10-01

    Full Text Available This article discusses the use of computer-assisted instruction (CAI to teach Social Stories as a method of positively affecting the social understanding and behaviors of learners who have been diagnosed on the autism spectrum. As the diagnosis rate for those with ASD continues to rise along with the practice of including these learners in the general education environment, there is an increasing need to identify evidence-based practices that focus on the acquisition and remediation of social-communication skills, social skills, and social competence. A variety of strategies have been developed and implemented to remediate deficits in these areas. The use of CAI is an approach that has been proven to accommodate both the needs and the visual learning styles of these learners.

  14. Teaching with Gender. European Women’s Studiesin International and Interdisciplinary Classrooms.A book series by ATHENA : Teaching Gender in Social Work

    2009-01-01

    How can educators (teachers, professors, trainers) address issues of gender, women, gender roles, feminism and gender equality? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘ Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilit...

  15. Characterization of substrate preference for Slc1p and Cst26p in Saccharomyces cerevisiae using lipidomic approaches and an LPAAT activity assay.

    Guanghou Shui

    Full Text Available BACKGROUND: Phosphatidic acid (PA is a key regulated intermediate and precursor for de novo biosynthesis of all glycerophospholipids. PA can be synthesized through the acylation of lysophosphatidic acid (LPA by 1-acyl-3-phosphate acyltransferase (also called lysophosphatidic acid acyltransferase, LPAAT. Recent findings have substantiated the essential roles of acyltransferases in various biological functions. METHODOLOGIES/PRINCIPAL FINDINGS: We used a flow-injection-based lipidomic approach with approximately 200 multiple reaction monitoring (MRM transitions to pre-screen fatty acyl composition of phospholipids in the yeast Saccharomyces cerevisiae mutants. Dramatic changes were observed in fatty acyl composition in some yeast mutants including Slc1p, a well-characterized LPAAT, and Cst26p, a recently characterized phosphatidylinositol stearoyl incorporating 1 protein and putative LPAAT in S. cerevisiae. A comprehensive high-performance liquid chromatography-based multi-stage MRM approach (more than 500 MRM transitions was developed and further applied to quantify individual phospholipids in both strains to confirm these changes. Our data suggest potential fatty acyl substrates as well as fatty acyls that compensate for defects in both Cst26p and Slc1p mutants. These results were consistent with those from a non-radioactive LPAAT enzymatic assay using C17-LPA and acyl-CoA donors as substrates. CONCLUSIONS: We found that Slc1p utilized fatty acid (FA 18:1 and FA 14:0 as substrates to synthesize corresponding PAs; moreover, it was probably the only acyltransferase responsible for acylation of saturated short-chain fatty acyls (12:0 and 10:0 in S. cerevisiae. We also identified FA 18:0, FA 16:0, FA 14:0 and exogenous FA 17:0 as preferred substrates for Cst26p because transformation with a GFP-tagged CST26 restored the phospholipid profile of a CST26 mutant. Our current findings expand the enzymes and existing scope of acyl-CoA donors for

  16. Defining a mismatch: differences in usage of social networking sites between medical students and the faculty who teach them.

    Brisson, Gregory E; Fisher, Matthew J; LaBelle, Mark W; Kozmic, Sarah E

    2015-01-01

    Use of social networking sites (SNS) by medical students is increasing, and some students lack awareness of pitfalls arising from the intersection of social networking and medicine. Many institutions have developed guidelines on using SNS, but they are insufficient for students. Educators need new methods to train students on the appropriate use of this technology, but more information is needed before implementing change. Differences in SNS usage between students and faculty were examined. The goal was to evaluate four content areas: SNS usage patterns, attitudes regarding activity on SNS, experience with patient interactions online, and awareness of institutional guidelines on use of SNS. A cross-sectional survey took place at Feinberg School of Medicine, Northwestern University, in 2012. Participants included all students and a cohort of faculty who teach them in a class on professionalism. The response rate was 42% by students (300/711) and 78% by faculty (31/40). Of the students, 94% use SNS, compared to 48% of faculty. Students were more likely than faculty to display content they would not want patients to see (57% vs. 27%), report seeing inappropriate content on colleagues' SNS profiles (64% vs. 42%), and ignore harmful postings by colleagues (25% vs. 7%). Faculty were more likely than students to have been approached by patients on SNS (53% vs. 3%). Most participants were unlikely to conduct Internet searches on patients. Students are more likely than faculty to use SNS and use it very differently than faculty. Students would benefit from training on appropriate use of SNS. Topics that should be addressed include editing one's online presence, managing friend requests from patients, dealing with colleagues who post harmful content, conducting Internet searches on patients, and discussion of boundaries to identify potential harms associated with SNS usage. Differences in usage between students and faculty raise questions if faculty are well suited to

  17. Twitter as a teaching tool in the Social Sciences faculties. A case study from the Economic History

    Misael Arturo López Zapico

    2013-08-01

    Full Text Available 0 0 1 127 701 USAL 5 1 827 14.0 Normal 0 21 false false false ES JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-ansi-language:ES; mso-fareast-language:EN-US;} The increasing use of social networking among university students ease the way for teachers to use these kinds of tools towards achieving the objectives set in the European Higher Education Area. In this sense, Twitter appears as a highly versatile learning tool that perfectly fits with the skill-based education approach, as evidenced by the literature. This paper describes the methodology, as well as, discusses the results of three experiments that took place during the 2011-2012 Academic Year at the School of Economics and Business of the University of Oviedo. Twitter was used during those experiments to debate the today’s economic crisis. The indicators obtained are used to conclude that microblogging services are a proper tool not only for teaching Economic History but also for doing so for any Social Sciences.

  18. A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences

    Børsen, Tom; Antia, Avan N.; Glessmer, Mirjam Sophia

    2013-01-01

    climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors......: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science......, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences....

  19. DeFrosting professional development: reconceptualising teaching using social learning technologies

    Vickel Narayan

    2011-02-01

    Full Text Available In this paper we discuss the impact of redesigning a lecturer professional development course with the aim of embedding a community of practice (COP model supported by the use of mobile web 2.0 technologies. This approach was based upon a model developed to support 30 mlearning projects between 2006 and 2010, which also informed the institutions' new elearning strategy developed in 2009. Participating lecturers were brought into the course as participants in an intentional COP investigating the pedagogical application of social learning theories and frameworks, facilitated by the course lecturers who took on the role of technology stewards guiding the COP in the appropriation of mobile web 2.0. Three examples of participants' journeys of discovery throughout the course are highlighted to illustrate the impact of this approach to professional development. Reflections on the first 2010 iteration of the course are then used to inform the following iterations in 2011.

  20. An elective seminar to teach first-year students the social and medical aspects of AIDS.

    Goldman, J D

    1987-07-01

    First-year students at a midwestern medical school are introduced to a comprehensive approach to the biological, psychological, and social aspects of acquired immune deficiency syndrome (AIDS). In a seven-week elective seminar (approximately 12 hours in length), the students view a television movie and a documentary film about persons with AIDS and their families and friends, and they participate in roundtable discussions with AIDS patients, volunteers who coordinate support and advocacy for persons with AIDS, and health care professionals involved in the care of AIDS patients. They receive reading materials and lectures on the pathology, epidemiology, and history of AIDS, and they monitor and discuss radio and television reporting on AIDS. In wrap-up sessions and evaluation questionnaires, the students have reported the seminar to be valuable in helping them overcome their fear of the disease, develop empathy for patients with catastrophic diseases, and understand a comprehensive approach to a complex disease.

  1. The two-brain approach: how can mutually interacting brains teach us something about social interaction?

    Ivana eKonvalinka

    2012-07-01

    Full Text Available Measuring brain activity simultaneously from two people interacting is intuitively appealing if one is interested in putative neural markers of social interaction. However, given the complex nature of two-person interactions, it has proven difficult to carry out two-person brain imaging experiments in a methodologically feasible and conceptually relevant way. Only a small number of recent studies have put this into practice, using fMRI, EEG, or NIRS. Here, we review two main two-brain methodological approaches, each with two conceptual strategies. The first group has employed simultaneous fMRI recordings, studying a turn-based interactions on the order of seconds, or b pseudo-interactive scenarios, where only one person is scanned at a time, investigating the flow of information between brains. The second group of studies has recorded dual EEG/NIRS from two people interacting, in a face-to-face turn-based interactions, investigating functional connectivity between theory-of-mind regions of interacting partners, or in b continuous mutual interactions on millisecond timescales, to measure coupling between the activity in one person’s brain and the activity in the other’s brain. We discuss the questions these approaches have addressed, and consider scenarios when simultaneous two-brain recordings are needed. Furthermore, we suggest that a quantification of inter-personal neural effects via measures of emergence, and b multivariate decoding models that generalize source-specific features of interaction, may provide novel tools to study brains in interaction. This may allow for a better understanding of social cognition as both representation and participation.

  2. Helping youth in underserved communities envision possible futures: an extension of the Teaching Personal and Social Responsibility model.

    Walsh, David

    2008-06-01

    Empowering youth through the exploration of their possible futures is afresh and innovative approach to the Teaching Personal and Social Responsibility model (TPSR). The purpose of this study was to examine the combination of TPSR with the theory of possible selves. This combination, called the Career Club, was a program specifically designed to better assist students in understanding and facilitating reflective discussions on their future decisions. Career Club was taught weekly for nine sessions, 90 min each, at an inner city elementary school in a large metropolitan city. Participants comprised 12 seventh- and eighth-grade boys and girls who had at least 1 year and up to 5 years of experience in a TPSR program. Data sources included document analysis, lesson observations, formal interviews, and observationalfield notes. Themes were classified into the following categories: hoped- for-selves and feared selves-a delicate balance, coaching as a necessary component, and coming to understand possible futures. These results indicated that Career Club was effective in providing the participants a meaningful career exploration in coaching. Data also suggested these coaching experiences facilitated reflective discussions on realizing their future orientation choices.

  3. Alternative teaching experiences: simulations and contact with local social actors developed with Federal University of Santa Catarina’s students

    Clarissa Franzoi Dri

    2017-09-01

    Full Text Available Este artigo discute experiências voltadas para a criação de ambientes inovadores de ensino e aprendizagem no curso de graduação em Relações Internacionais da Universidade Federal de Santa Catarina. As duas primeiras experiências referem-se a atividades de interação com atores sociais da região na qual a UFSC está inserida, enquanto as duas últimas dizem respeito à construção de papeis por parte dos estudantes em processos simulados de tomada de decisão internacional. This paper discusses innovative experiences of teaching and learning in the undergraduate course of International Relations at Federal University of Santa Catarina. The two first experiences are related to the construction, by students, of political roles in simulation practices of international decision-making, while the two last exercises go beyond laboratory practices by promoting interactions with social actors surrounding UFSC

  4. Prevention of school bullying: the important role of autonomy-supportive teaching and internalization of pro-social values.

    Roth, Guy; Kanat-Maymon, Yaniv; Bibi, Uri

    2011-12-01

    This study examined students' perceptions of autonomy-supportive teaching (AST) and its relations to internalization of pro-social values and bullying in class. We hypothesized that: (1) teachers' AST, which involves provision of rationale and taking the student's perspective, would relate positively to students' identified internalization of considerateness towards classmates, and would relate negatively to external regulation (considerateness to obtain rewards or avoid punishments); (2) students' identified regulation would relate negatively to self-reported bullying in class, whereas external regulation would relate positively to bullying; and (3) the relation between teachers' AST and student bullying would be mediated by students' identification with the value of considerateness towards others. The sample consisted of 725 junior high school students (50% females) in Grades 7 and 8 from 27 classes in four schools serving students from lower-middle to middle-class socioeconomic backgrounds.   The participants completed questionnaires assessing the variables of interest. Correlational analysis supported the hypotheses. Moreover, mediational analyses using hierarchical linear modelling (HLM) demonstrated that identified regulation mediates the negative relation between AST and self-reported bullying in class. The mediational hypothesis was supported at the between-class level and at the within-class level.   The findings suggest that school policy aimed at bullying reduction should go beyond external control that involves external rewards and sanctions and should help teachers acquire autonomy-supportive practices focusing on students' meaningful internalization. ©2010 The British Psychological Society.

  5. English Teaching in Mexico.

    Salazar, Denise

    2002-01-01

    Discusses teaching English in Mexico, a country with important social, cultural, and economic ties to the United States. Looks at the various English teaching situations as well as teacher education for teachers in Mexico. Concludes that the English teaching situation in Mexico reflects great diversity and growth, and that the knowledge of English…

  6. [(Inter)national and regional health goals in academic social-medical education conception for teaching medical students at the Eberhard Karls University Tuebingen].

    Simoes, E; Hildenbrand, S; Rieger, M A

    2012-07-01

    Social medicine deals with the specific interactions between medicine and society within a constantly changing social environment. The Institute of Occupational and Social Medicine, University Hospital Tuebingen, focuses on this relationship within the academic teaching of the Medical Faculty. Many of the issues thus directly affect the national health objectives and especially the health targets of the state of Baden-Württemberg, summarised in the Health Strategy Baden-Wuerttemberg. In addition to the recommendations of the German Society for Social Medicine and Prevention (DGSMP) for the social medicine curriculum and the specific definition of the content by the Tuebingen medical faculty, national and regional health-care goals are also taken into account in the teaching conception. Classes are increasingly offered as training courses in small groups (seminars, group work with practical training), instead of classic lectures. These teaching methods allow the students to take part more actively in social medicine issues and to think and act within a comprehensive understanding of health management based on societal goals and the needs of a good health system. The concept is supported by the curriculum design element "log-book skills" of the Medical Faculty of Tuebingen. Feedback elements for teachers and students shape the further development of the concept. In dealing with real system data, practical experience on site and case vignettes, the students experience the links between societal influences, political objectives and medical action as well as the importance of accessibility of medical services for equity in health chances. The fact that advice and expertise play a crucial role in accessibility is a component to which too little attention is paid and calls for emphasis in the teaching concept. This teaching approach will deepen the understanding of the influence of psychosocial context factors and the conditions of the structural framework on the medical

  7. Identification of the receptors for somatostatin (SST) and cortistatin (CST) in chickens and investigation of the roles of cSST28, cSST14, and cCST14 in inhibiting cGHRH1-27NH2-induced growth hormone secretion in cultured chicken pituitary cells.

    Meng, Fengyan; Huang, Guian; Gao, Shunyu; Li, Juan; Yan, Zhenxin; Wang, Yajun

    2014-03-25

    Somatostatin receptors (SSTRs) are proposed to mediate the actions of somatostatin (SST) and its related peptide, cortistatin (CST), in vertebrates. However, the identity, functionality, and tissue expression of these receptors remain largely unknown in most non-mammalian vertebrates including birds. In this study, five SSTRs (named cSSTR1, cSSTR2, cSSTR3, cSSTR4, cSSTR5) were cloned from chicken brain by RT-PCR. Using a pGL3-CRE-luciferase reporter system, we demonstrated that activation of each cSSTR expressed in CHO cells by cSST28, cSST14 and cCST14 treatment could inhibit forskolin-induced luciferase activity of CHO cells, indicating the functional coupling of all cSSTRs to Gi protein(s). Interestingly, cSSTR1-4 expressed in CHO cells could be activated by cSST28, cSST14 and cCST14 with high potencies, suggesting that they may function as the receptors common for these peptides. In contrast, cSSTR5 could be potently activated by cSST28 only, indicating that it is a cSST28-specific receptor. Using RT-PCR, wide expression of cSSTRs was detected in chicken tissues including pituitary. In accordance with their expression in pituitary, cSST28, cSST14, and cCST14 were demonstrated to inhibit basal and novel cGHRH1-27NH2-induced GH secretion in cultured chicken pituitary cells dose-dependently (0-10nM) by Western blot analysis, suggesting the involvement of cSSTR(s) common for these peptides in mediating their inhibitory actions. Collectively, our study establishes a molecular basis to elucidate the roles of SST/CST in birds and provide insights into the roles of SST/CST in vertebrates, such as their conserved actions on pituitary. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  8. Teaching Abroad: Why Teachers Prefer Teaching Overseas

    Mustafa Serbes

    2017-12-01

    Full Text Available Teaching overseas has always been a great opprotunity for academic and social development. Teachers who have international experiences stand a better chance of not only developing their teaching skills, communication skills and classroom management but also learning new languages and about other cultures. Teaching abroad can help teachers promote their skills for efficiency and effectiveness. It is important to stress that teachers with international experience can teach effectively and can contribute to the achievement of their students more. This paper focuses on five reasons why teachers prefer teaching overseas.

  9. Final Technical Report for the Energy Frontier Research Center Understanding Charge Separation and Transfer at Interfaces in Energy Materials (EFRC:CST)

    Vanden Bout, David A. [Univ. of Texas, Austin, TX (United States)

    2015-09-14

    Our EFRC was founded with the vision of creating a broadly collaborative and synergistic program that would lead to major breakthroughs in the molecular-level understanding of the critical interfacial charge separation and charge transfer (CST) processes that underpin the function of candidate materials for organic photovoltaic (OPV) and electrical-energy-storage (EES) applications. Research in these energy contexts shares an imposing challenge: How can we understand charge separation and transfer mechanisms in the presence of immense materials complexity that spans multiple length scales? To address this challenge, our 50-member Center undertook a total of 28 coordinated research projects aimed at unraveling the CST mechanisms that occur at interfaces in these nanostructured materials. This rigorous multi-year study of CST interfaces has greatly illuminated our understanding of early-timescale processes (e.g., exciton generation and dissociation dynamics at OPV heterojunctions; control of Li+-ion charging kinetics by surface chemistry) occurring in the immediate vicinity of interfaces. Program outcomes included: training of 72 graduate student and postdoctoral energy researchers at 5 institutions and spanning 7 academic disciplines in science and engineering; publication of 94 peer-reviewed journal articles; and dissemination of research outcomes via 340 conference, poster and other presentations. Major scientific outcomes included: implementation of a hierarchical strategy for understanding the electronic communication mechanisms and ultimate fate of charge carriers in bulk heterojunction OPV materials; systematic investigation of ion-coupled electron transfer processes in model Li-ion battery electrode/electrolyte systems; and the development and implementation of 14 unique technologies and instrumentation capabilities to aid in probing sub-ensemble charge separation and transfer mechanisms.

  10. Teaching to and beyond the Test: The Influence of Mandated Accountability Testing in One Social Studies Teacher's Classroom

    Neumann, Jacob

    2013-01-01

    Background/Context: The nature of the impact of state-mandated accountability testing on teachers' classroom practices remains contested. While many researchers argue that teachers change their teaching in response to mandated testing, others contend that the nature and degree of the impact of testing on teaching remains unclear. The research on…

  11. Research about social, curricular and geographical transversality of a teaching and learning history model based on ojbects as primary sources and classroom museums

    Glória Solé

    2017-01-01

    Full Text Available The article’s starting point is the problem of perception and understanding of history –which is essential to create a critical citizenship- by future citizens (primary school students as well as future educators (teachers training university students. The article proposes two models of teaching and learning history and its development in two case studies adapted to different ages and geographical contexts (case 1: teachers training degree students of a Spanish university and case 2: Portuguese primary education pupils. Results of the development of the teaching and learning model in both contexts are presented at the same time that the social, curricular and geographical transversality of the model proposed is exposed.

  12. Development of Teaching Materials Based Interactive Scientific Approach towards the Concept of Social Arithmetic For Junior High School Student

    Abadi, M. K.; Pujiastuti, H.; Assaat, L. D.

    2017-02-01

    The scientific approach is the characteristic of the curriculum 2013. In learning to use a scientific approach, learning process consists of five stages: observe, ask, try, reasoning and convey. In the curriculum 2013 the source of learning is a book, print media, electronic and about nature or relevant learning resources. Most of the print instructional materials on the market does not appropriate in the curriculum 2013. Teaching materials with a scientific approach, beside that to the teaching materials should motivate students to not be lazy, do not get bored, and more eager to learn mathematics. So the development of scientific-based interactive teaching materials that if this approach to answer the challenge. The purpose of this research is to create teaching materials appropriate to the curriculum 2013 that is based on scientific approach and interactive. This study used research and developed methodology. The results of this study are scientific based interactive teaching materials can be used by learners. That can be used by learners are then expected to study teaching materials can be used in android smartphone and be used portable.

  13. Aprendizaje colaborativo en red: el caso del Laboratorio de Telemedicina Social networks for teaching and learning: the case of the telemedicine laboratory

    Francesc Saigí Rubió

    2011-06-01

    Full Text Available Este trabajo analiza la posibilidad de utilizar las redes sociales para la enseñanza y el aprendizaje de la telemedicina. Se presenta el Laboratorio de Telemedicina como estudio de caso que ofrece un modo de aprendizaje emergente soportado en el desarrollo de una red social en un entorno de educación superior. Se realizó una investigación cualitativa mediante encuesta anónima y observación participante. Los resultados indican que el Laboratorio de Telemedicina permite generar nuevos conocimientos desde un planteamiento holístico de la realidad, a través de las tecnologías de la información y la comunicación, y soportado en el desarrollo de una red social. La presencia de los «invitados expertos» en el proceso de enseñanza y aprendizaje, y el hecho de que esté ligado a situaciones problemáticas que los integrantes pueden "reconocer" y percibir como auténtico para su dominio, contribuyen a un mayor grado de motivación y constituyen factores de éxito del proceso de enseñanza y aprendizaje.This article analyzes the possibility of using social networks for teaching and learning telemedicine. The Telemedicine Laboratory is presented as a case study that offers a learning model supported by the development of a social network in a higher education environment. We performed a qualitative research study through an anonymous survey and participant observation. The results show that the Telemedicine Laboratory allows the generation of new knowledge from a holistic approach to reality, through communication and information technology, supported by the development of a social network. The presence of "invited experts" in the teaching and learning process and the linking of this process to problematic situations that members can "recognize" and perceive as true for their domain increase motivation and constitute success factors in the learning and teaching process.

  14. Physical Education Pre-Service Teachers' Understanding of Teaching for Social Justice: The Impact of Teaching Kids' Tennis to Youth Living in Poverty

    Kreider, Carri Sue

    2013-01-01

    The purpose of this action research study was to better understand and improve my efforts as a Physical Education Teacher Education (PETE) instructor to transform the attitudes, beliefs, and understandings of preservice teachers (PSTs) with regard to issues of social justice, specifically by achieving equality by providing opportunities and…

  15. Counselling implications of teachers’ digital competencies in the use of Social Networking Sites (SNSs in the teaching-learning process in Calabar, Nigeria

    Mfon Eyo

    2016-12-01

    Full Text Available The study investigated teachers’ digital competencies in the use of Social Networking Sites (SNSs in the teaching-learning process. It had five research questions and two hypotheses. Adopting a survey design, it used a sample of 250 teachers from 10 out of 16 secondary schools in Calabar Municipal Local Government. A researcher-developed instrument called Digital Competency Questionnaire (DCQ was used in data gathering. The DCQ was validated by three experts, and its reliability was established to be 0.86. Findings of the study indicated that the levels of digital competencies of teachers in the use of SNSs and general usage of SNSs by teachers are moderate. It also revealed that the level of application of SNSs in the teaching-learning process is low. Results of the study also indicated significant differences in the level of digital competencies in the use of SNSs based on gender; and in the level of application of SNSs in the teaching-learning process based on age category of teachers. Recommendations were made to the guidance counsellor to improve these levels and bridge the established gaps based on gender and age category of the teachers.

  16. An Evaluation of Behavioral Skills Training for Teaching Caregivers How to Support Social Skill Development in Their Child with Autism Spectrum Disorder.

    Hassan, Mahfuz; Simpson, Andrea; Danaher, Katey; Haesen, James; Makela, Tanya; Thomson, Kendra

    2018-06-01

    Limited research has explored how to best train caregivers to support their child with autism spectrum disorder (ASD) despite caregivers being well suited to promote generalization and maintenance of their child's skills in the natural environment. Children with ASD have been shown to benefit from social skill training, which is not always conducted in the natural context. This research examined the efficacy of behavioral skills training (BST) with, and without in situ training (IST), for teaching caregivers how to also use BST to support their child's context-specific social skills. Although caregivers met mastery criterion within BST sessions, their skills did not generalize to the natural environment until IST was introduced. The implications of the findings are discussed.

  17. What Are We Teaching in Diversity and Social Justice Courses? A Qualitative Content Analysis of MSW Syllabi

    Mehrotra, Gita R.; Hudson, Kimberly D.; Self, Jen M.

    2017-01-01

    Diversity and social justice are central to social work and related curricular content is mandated by accreditation standards. However, research regarding diversity and social justice courses remains limited. This study aimed to better understand how these courses are conceptualized through a qualitative content analysis of course descriptions and…

  18. Effects of a Group Teaching Interaction Procedure on the Social Skills of Students with Autism Spectrum Disorders

    Peters, Brooks; Tullis, Christopher A.; Gallagher, Peggy A.

    2016-01-01

    One of the distinct characteristics of children with Autism Spectrum Disorders (ASD) is significant delays in socialization. Students with ASD often struggle to develop meaningful social relationships with their peers. Learning appropriate socialization skills is a necessary first step that is often taught using a systematic, direct instruction…

  19. Teaching College Students Communication Strategies for Effective Social Justice Advocacy. Black Studies and Critical Thinking. Volume 23

    Nash, Robert J., Ed.; Johnson, Richard Greggory, III, Ed.; Murray, Michele C., Ed.

    2012-01-01

    The book deals concretely with the most effective ways for educators to be social justice advocates, with questions about what it means to be a social justice advocate, and with the best communication strategies to advocate for a particular social justice view that might start and sustain an open dialogue. The book presents a number of practical…

  20. Teaching ESL/EFL in a World of Social Media, Mash-Ups, and Hyper-Collaboration

    Kessler, Greg

    2013-01-01

    This article explores the emerging pedagogical potential offered by today's technologies and how understanding the relationship between emerging technology and emerging pedagogy can enhance the teaching of English as a second or foreign language (ESL/EFL). The author begins with an overview of recent developments in the field, focused upon…

  1. When Claiming to Teach for Social Justice Is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy

    Viesca, Kara Mitchell; Torres, Aubrey Scheopner; Barnatt, Joan; Piazza, Peter

    2013-01-01

    To understand how dominant messages about race and effective pedagogy impact teacher beliefs and practice, this study employs critical race theory (CRT) in a case study analysis of Rebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated from her first job before the end of her district's probationary period. Despite…

  2. Reform-Oriented Teaching of Introductory Statistics in the Health, Social and Behavioral Sciences--Historical Context and Rationale

    Hassad, Rossi A.

    2009-01-01

    There is widespread emphasis on reform in the teaching of introductory statistics at the college level. Underpinning this reform is a consensus among educators and practitioners that traditional curricular materials and pedagogical strategies have not been effective in promoting statistical literacy, a competency that is becoming increasingly…

  3. Bridging the gap: Cognitive and social approaches to research in second language learning and teaching. Editor's introduction & Editor's closing thoughts

    Hulstijn, J.H.; Young, R.F.; Ortega, L.

    2014-01-01

    For some, research in learning and teaching of a second language (L2) runs the risk of disintegrating into irreconcilable approaches to L2 learning and use. On the one side, we find researchers investigating linguistic-cognitive issues, often using quantitative research methods including inferential

  4. Application of Hellison's Teaching Personal and Social Responsibility Model in physical education to improve self-efficacy for adolescents at risk of dropping-out of school.

    Escartí, Amparo; Gutiérrez, Melchor; Pascual, Carmina; Marín, Diana

    2010-11-01

    This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

  5. Why Choose Teaching?

    Vocke, David E.; Foran, James V.

    2017-01-01

    With the teaching profession under attack from political, social, and economic forces, what is attracting individuals to seek out careers in education? Sort out the facts from the biases with evidence to guide your informed, thoughtful decision about teaching as a viable career option.

  6. “Where Does the Circle End?”: Representation as a Critical Aspect of Reflection in Teaching Social and Behavioral Sciences in Medicine

    Devlin, Michael J.; Richards, Boyd F.; Cunningham, Hetty; Desai, Urmi; Lewis, Owen; Mutnick, Andrew; Nidiry, Mary Anne J.; Saha, Prantik; Charon, Rita

    2014-01-01

    Objective This paper describes a reflective learning program within a larger curriculum on behavioral and social science that makes use of close reading, written representation of experience, discussion, and textual response. This response may in turn lead to further reflection, representation, and response in a circular pattern. A unique feature of this program is that it pays attention to the representation itself as the pivotal activity within reflective learning. Using the narrative methods that are the hallmark of this program, faculty writings were analyzed to characterize the essential benefits that derive from these practices. Methods In the context of a faculty development seminar on the teaching of behavioral and social sciences in medical curricula, a group of fifteen faculty members wrote brief narratives of reflective learning experiences in which they had made use of the methods described above. Their responses were submitted to iterative close reading and discussion, and potential themes were identified. Results Four themes emerged: writing as attention to self, writing as attention to other, writing as reader/writer contract, and writing as discovery. In each instance, writing provides a new or deepened perspective, and in each case the dividends for the writer are amplified by the narrative skills of those who read, listen, and respond. Conclusions The narrative pedagogy described and modeled herein provides a potentially promising approach to teaching the social, cultural, behavioral, and interpersonal aspects of medical education and practice. Future research will deepen our understanding of the benefits and limitations of this pedagogy and expand our appreciation of its applications. PMID:25272952

  7. Teaching Teaching & Understanding Understanding

    2006-01-01

    "Teaching Teaching & Understanding Understanding" is a 19-minute award-winning short-film about teaching at university and higher-level educational institutions. It is based on the "Constructive Alignment" theory developed by Prof. John Biggs. The film delivers a foundation for understanding what...

  8. A Competency-Based Approach to Teaching Professional Self-Care: An Ethical Consideration for Social Work Educators

    Newell, Jason M.; Nelson-Gardell, Debra

    2014-01-01

    Incorporating material on professional self-care into social work course content is valuable to the education of neophyte social work practitioners. This article presents a review of the literature on professional burnout, secondary traumatic stress, and compassion fatigue, including the risk factors associated with the experience of these…

  9. Teaching Note--Educating Public Health Social Work Professionals: Results from an MSW/MPH Program Outcomes Study

    Ruth, Betty J.; Marshall, Jamie Wyatt; Velásquez, Esther E. M.; Bachman, Sara S.

    2015-01-01

    Dual-degree programs in public health and social work continue to proliferate, yet there has been little research on master's of social work (MSW)/master's of public health (MPH) graduates. The purpose of this study was to describe and better understand the self-reported professional experiences, identities, roles, and outcomes associated with 1…

  10. Assessing Stimulus Control and Promoting Generalization via Video Modeling When Teaching Social Responses to Children with Autism

    Jones, JoAnna; Lerman, Dorothea C.; Lechago, Sarah

    2014-01-01

    We taught social responses to young children with autism using an adult as the recipient of the social interaction and then assessed generalization of performance to adults and peers who had not participated in the training. Although the participants' performance was similar across adults, responding was less consistent with peers, and a…

  11. Using LinkedIn in the Marketing Classroom: Exploratory Insights and Recommendations for Teaching Social Media/Networking

    McCorkle, Denny E.; McCorkle, Yuhua Li

    2012-01-01

    With the rapid growth of social networking and media comes their consideration for use in the marketing classroom. Social networking skills are becoming essential for personal branding (e.g., networking, self-marketing) and corporate/product branding (e.g., marketing communication). This paper addresses the use of LinkedIn (i.e., an online…

  12. The role of universities in the provision of corporate social responsibility and ethics teaching in the agricultural sector

    Moon, C. J.; Gebbels, Joseph

    2016-01-01

    Few industries have as direct a link between economics and the environment as the agricultural industry (Diebel, 2008) and as such this paper analyses the CSR and ethics teaching in agricultural schools in four English speaking countries. \\ud \\ud The four countries have distinct policy and cultural differences with regards to areas such as environmental protection, animal welfare and the use of biotechnology. \\ud \\ud The study analyses the differences between agricultural schools by means of ...

  13. What to Teach?

    Cherryholmes, Cleo H.

    2013-01-01

    The author looks at subject-field disputes about what to teach in the field of social studies in the U.S. He identifies the selection of subject matter to teach as a first source of conflict about the field's nature given the scope of history, geography, and other social sciences. The author argues that disagreements about what and how to…

  14. Teaching Diversity

    Kay Young McChesney

    2015-10-01

    Full Text Available This article is targeted to faculty teaching race and ethnicity, racism, diversity, and multicultural courses. Many students equate race with skin color. The premise of this article is that to teach students about the social construction of race, teachers must first know enough science to teach students that race is not biological. This article examines the biology of race by showing how advances in DNA sequencing led to genetics research that supports arguments that race is not biological. DNA comparisons show that all human populations living today are one species that came from Africa. The article explains the migration of humans out of Africa about 60,000 years ago and how they populated Australia, then Asia, Europe, and the Americas. The article shows how recent research maps the timing of the migration and admixture of specific population groups into Europe and India. The article shows how a mutation in one nucleotide can result in a trait like blue eyes, or Hemoglobin S (which confers resistance to malaria, which can be subject to evolution through natural selection. DNA comparisons show how natural selection shaped the genetics of human skin color to adapt to less UV light in the northern latitudes of Europe and Asia. The article shows that there is no relation between skin color or other “racial” characteristics and complex traits like intelligence. The science in this article will help teachers explain that as race is not biological, race is socially constructed and culturally enacted.

  15. Teaching evidence-based social work in foundation practice courses: learning from pedagogical choices of allied fields.

    Traube, Dorian E; Pohle, Cara E; Barley, Melissa

    2012-01-01

    The field of social work is attuned to the need to incorporate evidence-based practice education into masters-level curriculum. One question remaining is how to integrate evidence-based practice in the foundation practice courses. Integration of evidence-based practice across the foundation-level curriculum coincides with the Council on Social Work Education's mandate that student's engage in research-informed practice and practice-informed research. Through a discussion of definitions, criticisms, and pedagogy across the allied fields of medicine, nursing, and social work the authors address the current status of evidence-based practice curriculum in foundation-level education. The authors incorporate the lessons learned from allied fields and a Masters of Social Work student's analyses of their experience of evidence-based practice learning to propose an adult-learner model to improve evidence-based practice pedagogy in Social Work.

  16. Assessing stimulus control and promoting generalization via video modeling when teaching social responses to children with autism.

    Jones, JoAnna; Lerman, Dorothea C; Lechago, Sarah

    2014-01-01

    We taught social responses to young children with autism using an adult as the recipient of the social interaction and then assessed generalization of performance to adults and peers who had not participated in the training. Although the participants' performance was similar across adults, responding was less consistent with peers, and a subsequent probe suggested that the recipient of the social behavior (adults vs. peers) controlled responding. We then evaluated the effects of having participants observe a video of a peer engaged in the targeted social behavior with another peer who provided reinforcement for the social response. Results suggested that certain irrelevant stimuli (adult vs. peer recipient) were more likely to exert stimulus control over responding than others (setting, materials) and that video viewing was an efficient way to promote generalization to peers. © Society for the Experimental Analysis of Behavior.

  17. Effects of peer-mediated instruction to teach use of speech-generating devices to students with autism in social game routines.

    Trottier, Nadine; Kamp, Lorraine; Mirenda, Pat

    2011-03-01

    Supporting social interactions between students with autism spectrum disorders (ASDs) and their typically developing peers presents many challenges. The purpose of this study was to investigate the effects of a peer-mediated intervention designed to teach two students with ASD to use speech-generating devices (SGDs) to engage in interactions with peers in a social context at school. Six peer confederates (three from each student with ASD's general education classroom) were taught to support SGD use during game activities. A multiple baseline design was used to examine the relationship between peer-mediated instruction and an increase in total communicative acts (CAs) by the two students with ASD. Results provide evidence that the confederates acquired the skills needed to support SGD use by students with ASD. The results also suggest that the intervention was effective at increasing total appropriate CAs by students with ASD. In addition, social validity ratings by all of the confederates were positive. Results are discussed regarding educational implications, limitations, and future research.

  18. The use of new technology in teaching geography in the EHEA. The subjects of Social and Economic Geography, Cartography and Photointerpretation, and GIS

    Montserrat Pallarès

    2006-05-01

    Full Text Available Over the last five years, the Autonomous University of Barcelona's Geography Department studies have undergone a series of structural changes. Adaptation to an online system has led to a structural change in the way in which knowledge is disseminated and materials produced, and the application of the so-called Bologna Process (adaptation to the European Higher Education Area, EHEA has brought with it the need to change certain habits in the way knowledge is disseminated, a new credit transfer system (ECTS and skills-based training. The Department has taken part in a pilot test project initiated by the Autonomous University of Barcelona (UAB. In this period of change, we are simultaneously offering three teaching systems: the traditional system, in line with the study plan from 2002; the Bologna Process system, started in 2005-2006, and the online system, which was started in the academic year 2001-2002 and which does not form part of the Bologna Process. Two or three years from now, there will be two systems, face-to-face and online, both of which are to be adapted to the Bologna Process. This article looks to show what these changes have meant, in terms of the experience in subjects we teach (Cartography and Photointerpretation, Social and Economic Geography and Geographic Information Systems, which provides the basis for a discussion of the pros and cons of adaptation of Geogr@phy Online and to the Bologna Process.

  19. REPRESENTATION OF ONLINE SOCIAL NETWORKS IN THE EDUCATIONAL PROCESS: POTENTIALY OF VIRTUAL GROUPS AS TOOLS FOR TEACHING- LEARNING IN HIGH SCHOOL

    Allan Victor Ribeiro

    2013-07-01

    Full Text Available One tool that has been in evidence, especially among young people, is Facebook. It can be classified as a synchronous communication tool that allows communities of people with similar interests to discuss and exchange experiences in real time, promoting the sharing of information and the creation of collective knowledge, even if they being in different parts of the globe. In this paper we show that Facebook can be used as an educational tool to aid the work done in the classroom and the impact of creating closed groups in online social networking for educational purposes. The survey was conducted with a group of students at a private school in Bauru/SP. We investigated the interaction profile of students with a closed group created on Facebook and through a questionnaire analyzed whether students use virtual environments for personal or educational. The survey reveals students perceptions about relevant aspects and the potential use of this tool as teaching-learning strategy.

  20. ``I Have Been Given the Power to Teach. The Children Understand Me Very Well.'' The Social and Academic Impact of Deaf Teacher Training in Kenya

    Johnstone, Christopher; Corce, Heidi

    2010-02-01

    Kenya has 41 Deaf schools that serve children from Class 1 through secondary school. These schools are all characterised by the fact that they have very few teachers who are fluent in Kenyan sign language. In order to meet the needs of schools and to provide employment opportunities for Deaf Kenyan adults, a small non-governmental organisation identified Deaf secondary school students for training. They received two years of teacher training free of charge. Most have since been awarded teaching contracts by the Kenyan Teacher Service Commission or local school boards. This article reports on results from a preliminary study of the social and academic impacts of this innovation. Results indicate that Deaf teachers are inspirational in the classroom, represent a significant resource for their school communities and are preferred by Deaf students. A follow-up study on the relative learning gains of Deaf students when taught by Deaf teachers is planned once relevant data are available.