Future pest status of an insect pest in museums,Attagenus smirnovi: Distribution and food consumption in relation to climate change     

Lise Stengaard Hansen  Monika Åkerlund  Terje Grøntoft  Morten Ryhl-Svendsen  Anne Lisbeth Schmidt  Jan-Erik Bergh  Karl-Martin Vagn Jensen 《Journal of Cultural Heritage》2012,13(1):22-27

The brown carpet beetle Attagenus smirnovi, Zhantiev 1973 (Coleoptera: Dermestidae) is an important pest of objects of organic origin in museums of cultural and natural history in Europe. Future climate changes are expected to lead to increasing temperatures, which will affect the pest status of this species. In the present study a laboratory investigation was conducted to elucidate the effect of temperature and humidity on the amounts of organic material consumed by larvae of A. smirnovi. In the case of new and old skin, consumption was approximately twice as high at 28 °C compared to 20 °C. Wool was consumed in the greatest amounts: 169 mg of wool was consumed in three months by 30 A. smirnovi larvae. The expected future climate changes in Scandinavia are assumed to lead to higher temperatures in museums and stores where climate is not regulated. Updated data on the present distribution of A. smirnovi in Europe show that it is widespread and common, also in regions with a climate that does not support its survival out of doors. Thus, dispersal of this pest probably only rarely occurs by flight, but usually with human activity. Due to the widespread distribution of A. smirnovi, it is likely that damages in museums and collections in Scandinavia due to this pest will increase as climate changes come into effect.  相似文献   

The role of teacher, student and ICT in enhancing student engagement in multiuser virtual environments     

Natasha Anne Rappa  Daniel Kok Hoong Yip  Shi Chen Baey 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):61-69

This paper reviews the teaching and learning practices and processes that were adopted in a study that incorporated multi-user virtual environments to support General Paper teaching and learning. The paper discusses the roles of the teacher, student and ICT in facilitating engaged learning. As this project is the first of its kind for the subject in Singapore, the paper seeks to highlight strategies that were adopted or could have been adopted to facilitate the enactment of such teacher and student roles as well as ensure effective deployment of ICT to support engaged learning.  相似文献   

The mental and physical health difficulties of children held within a British immigration detention center: A pilot study     

Ann Lorek  Kimberly Ehntholt  Anne Nesbitt  Emmanuel Wey  Chipo Githinji  Eve Rossor  Rush Wickramasinghe 《Child abuse & neglect》2009,33(9):573-585

ObjectiveThe present study aimed to assess the mental and physical health of children held within a British immigration detention center.MethodA total of 24 detained children (aged 3 months to 17 years) were assessed with their parents or carer after being referred by a registered legal charity. Thirteen were seen by a pediatrician alone, 4 by a psychologist alone, and 7 by both professions using semi-structured clinical interviews. The psychologist also used standardized self-report questionnaires to measure psychopathology.ResultsDuring the psychological assessment of 11 children, 8 met criteria for psychiatric “caseness” on the Strengths and Difficulties Questionnaire. All 11 reported symptoms of depression and anxiety. Sleep problems, somatic complaints, poor appetite, emotional symptoms, and behavioral difficulties were common. Symptoms of global distress were also reported by all 9 parents. According to pediatric assessment 8 out of 20 children had lost weight. Six had missed health appointments and 2 were taken to hospital. Nutritional, developmental, educational, and child protection concerns were raised.ConclusionsDetained children were found to be experiencing mental and physical health difficulties of recent onset, which appeared to be related to the detention experience. These findings support previous Australian studies demonstrating that detention is not in the best interest of the child. It suggests that current UK policies regarding the detention of children for purposes of immigration control should be re-examined. Further research in the area is required.Practice implicationsAlthough high levels of mental and physical health problems, as well as child protection concerns were detected, detained families had very limited access to appropriate assessment, support or treatment. The traumatic experience of detention itself also has implications for the sizeable proportion of psychologically distressed children who are eventually released from detention and expected to successfully reintegrate into British society; while those children who are deported are returned with increased vulnerability to future stressors.  相似文献   

Promoting higher levels of reflective writing in student journals     

Anne Hume 《高等教育研究与发展》2009,28(3):247-260

This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre‐service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in ‘unplanned’ informal reflection (reflection‐in‐action and reflection‐on‐action) when she witnessed the shallow, often trivial nature of her students’ reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students’ learning and promote more useful reflection. The impact of these interventions on students’ reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers’ reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning.  相似文献   

Research and teacher education in the UK: Building capacity   总被引：3，自引：0，他引：3  

Jean Murray  Anne Campbell  Ian Hextall  Moira Hulme  Marion Jones  Pat Mahony  Ian Menter  Richard Procter  Karl Wall 《Teaching and Teacher Education》2009,25(7):944

The need for capacity-building in teacher education in the UK has been raised as a serious issue by a number of commentators. Tensions about the place of research in teacher education have persisted for many decades, but following changes to the core funding mechanisms in the UK, the maintenance of education research bases within many universities has become increasingly tenuous. This paper provides an analytical account of an initiative conducted by the Teacher Education Group (TEG) to build research capacity in teacher education. With reference to a review of the national contexts for research in the UK and research on teacher educators, the article argues that, in order to build research capacity initiatives we need to provide motivation and new types of networking opportunities for researchers, as well as developing their expertise. In developing this argument, the article also explore the relationships between national policy changes, institutional research cultures and individual habitus and agency in research capacity-building. The paper also describes a new initiative in England, the Teacher Education Research Network (TERN).  相似文献   

Professional development design: Embedding educational reform in New Zealand     

Louise Starkey  Anne YatesLuanna H. Meyer  Cedric HallMike Taylor  Susan StevensRawiri Toia 《Teaching and Teacher Education》2009

Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources including teacher surveys and school case studies were employed to evaluate professional development during the embedding stage of a standards-based assessment system, revealing a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development. Other positive features were networking, personalized learning, and facilitator expertise. This research illustrates the importance of tailoring professional learning to implementation phase of an organizational change.  相似文献   

Training teachers for twenty-first century creative and critical thinking: Australian implications from an international study     

Anne Harris 《Teaching Education》2018,29(3):234-250

Creativity in education is currently dominated by discourses pertaining to both a neo-liberalisation of arts education and a more widespread attention to the economic potential of diverse creativities. This study applies new thinking regarding creative educational advancement that is adaptive and critically reflexive to the tasks of reconciling the need for safe, ethical and empathetic learning environments and the production of adaptive and innovative twenty-first century workforces. This study of Australian secondary schools analyses perceptions, understandings and actions, and impediments to creativity in classrooms. This study asserts significant implications for the need to foster effective environmental and ecological approaches to engaging in creative practices in Australian secondary schools. It establishes a creativity index through which school leaders and teachers can routinely measure, develop and adjust their school environment’s, students’ and teachers’ creative skills and capacities, pedagogic practices and assessment of creativity across the ‘education lifespan’.  相似文献   

Do “Undocumented Aliens” Dream of Neoliberal Sheep?: Conditional DREAMing and Decolonial Imaginaries     

Anne Ríos-Rojas  Mark Stern 《Equity & Excellence in Education》2018,51(1):92-106

Dreams have long been thought to be a space of fantasy and utopic hope. From Paulo Freire to Gloria Anzaldúa to Robin Kelley, many scholars have related the ability to dream with the ability to act collectively, to self-actualize, and to call into being worlds yet to be realized—dreaming as a radical political act. What happens, then, when dreams lose their ability to sense outside of the existing order? What happens when dreams become a mere recapitulation of that which already is? What happens when dreams become legislated and coerced? In conversation with contemporary literature on biopower and psychopower, this article acts as a dream interpretation of the DREAM Act (dreampower), analyzing how the assemblages of immigration, citizenship, and power come together by and through new technologies of governance. Focusing on the role dreams play in the political transformation of “undocumented aliens” into more terrestrial/palatable beings, we examine the ways material and symbolic forms of neoliberal life have been operationalized to patrol and condition what constitutes acceptable dreams and, therefore, who can be a DREAMer. We conclude with a call for a decolonial politics of ensueños: a call for a sleeping and a dreaming of alterity where we wake up in order to dream, and dream in order to wake up.  相似文献   

The (in)visibility of gender knowledge in the Physical Activity and Sport Science degree in Spain     

Pedrona Serra  Maria Prat  María Teresa Vizcarra  Beatriz Garay  Anne Flintoff 《Sport, Education and Society》2018,23(4):324-338

This paper draws on research that aimed to explore the construction of gender relations in sport and physical education (PE) through a national study of Spanish university degree curricula. Spain is a useful case study through which to explore gender knowledge within sport and PE degrees, because, unlike many other countries, it has a common, national curriculum framework for its Physical Activity and Sport Science (PASS) degrees. In addition, it has recently passed a new law concerning the introduction of gender knowledge in higher education (HE). Drawing on Bernstein’s (1990) framework of the pedagogic device, this paper examines how this HE gender policy becomes recontextualised as universities and lecturers interpret and translate this into the pedagogical texts that make up the PASS curricula. Purposive sampling was used to select 16 of the 37 universities offering PASS degrees in 2012/2013. The research analysed 16 PASS documents at the degree level and 763 individual subject handbooks. Using discourse analysis, the results showed where and how gender knowledge was incorporated and the extent to which the topic was presented coherently throughout the documents. The analysis revealed five categories of the (in)visibility of gender knowledge within the universities’ instructional discourse. Gender knowledge is largely ignored in PASS curricular documentation, appearing, at best, in highly superficial ways. Despite a national policy requirement on universities to incorporate gender knowledge, this study shows how recontextualisation processes within specific universities’ pedagogic devices operate to marginalise such perspectives within PASS curricula. The research also revealed the significance of individual agents committed to gender equity being situated, and having influence, throughout the pedagogic device. The paper concludes that without a much wider, critical engagement in knowledge about gender equity, PASS degrees will continue to reproduce rather than disrupt the gender relations that have traditionally characterised the field.  相似文献   

Caregiver Talk and Medical Risk as Predictors of Language Outcomes in Full Term and Preterm Toddlers          下载免费PDF全文

Katherine A. Adams  Virginia A. Marchman  Elizabeth C. Loi  Melanie D. Ashland  Anne Fernald  Heidi M. Feldman 《Child development》2018,89(5):1674-1690

This study examined associations between caregiver talk and language skills in full term (FT) and preterm (PT) children (n = 97). All‐day recordings of caregiver–child interactions revealed striking similarities in amount of caregiver talk heard by FT and PT children. Children who heard more caregiver talk at 16 months demonstrated better knowledge‐ and processing‐based language skills at 18 months. The unique contributions of caregiver talk were tempered by medical risk in PT children, especially for processing speed. However, there was no evidence that birth status or medical risk moderated the effects of caregiver talk. These findings highlight the role of caregiver talk in shaping language outcomes in FT and PT children and offer insights into links between neurodevelopmental risk and caregiver–child engagement.  相似文献