Critical literacy: Beyond reason

In this paper, I argue that critical literacy is essentially a rationalist activity that does not sufficiently address the non-rational investments that readers bring with them to texts and tasks. I begin by looking at playful advertising texts that work with humour and the transgressive in order to consider the role of pleasure rather than reason. Then I examine the force of powerful identifications in relation to reason to show that educational interventions cannot ignore them. Finally, I tentatively suggest that we may need to find ways to combine socio-cultural and psycho-analytic theory in order to imagine new directions for pedagogy in the critical literacy classroom.     

The University as a community of selves: Johan Vilhelm Snellman's “On Academic Studies”

Nowadays we tend to regard the idea of a university as an outdated subject. The world of universities is today so complex and diverse that no general doctrine of the university seems possible. In a recent article Alasdair MacIntyre challenges this view and points out that by giving up the question “What is university?” we also give up the question “What is an educated mind?” In this article I will return to the old discussion on the idea of a university. I will go all the way back to Plato, but my main theme is J. V. Snellman’s essay On Academic Studies (1840). There Snellman, a young university lecturer at the time, defends his view that the university is a community of selves. The essay strongly emphasises that students should not only learn to know but also to act in a responsible way as selves. However, the text also reflects on Snellman’s own activity before the publication. He had defended academic freedom against the rector of the Imperial Alexander University of Finland. As a result, Snellman was in the end sentenced in an open court and forced to leave the university. Snellman’s view is certainly not the final definition of the university, but as it, besides presenting a theoretical view on the essence of the university, also reflects on activity in a university community, it gives us elements for reflecting on the idea of a university and an educated mind.     

Altered Kinetics Properties of Erythrocyte Lactate Dehydrogenase in Type II Diabetic Patients and Its Implications for Lactic Acidosis

Recent studies have been noted that the erythrocytes from Type II diabetic patients show significantly altered structural and functional characteristics along with the changed intracellular concentrations of glycolytic intermediates. More recent studies from our laboratory have shown that the activities of enzymes of glycolytic pathway changed significantly in RBCs from Type II diabetic patients. In particular the levels of lactate dehydrogenase (LDH) increased significantly. Lactic acidosis is an established feature of diabetes and LDH plays a crucial role in conversion of pyruvate to lactate and reportedly, the levels of lactate are significantly high which is consistent with our observation on increased levels of LDH. Owing to this background, we examined the role of erythrocyte LDH in lactic acidosis by studying its kinetics properties in Type II diabetic patients. Km, Vmax and apparent catalytic efficiency were determined using pyruvate and NADH as the substrates. With pyruvate as the substrate the Km values were comparable but Vmax increased significantly in the diabetic group. With NADH as the substrate the enzyme activity of the diabetic group resolved in two components as against a single component in the controls. The Apparent Kcat and Kcat/Km values for pyruvate increased in the diabetic group. The Ki for pyruvate increased by two fold for the enzyme from diabetic group with a marginal decrease in Ki for NADH. The observed changes in catalytic attributes are conducive to enable the enzyme to carry the reaction in forward direction towards conversion of pyruvate to lactate leading to lactic acidosis.     

Exploring temporal sequences of regulatory phases and associated interactions in low- and high-challenge collaborative learning sessions

Investigating the temporal order of regulatory processes can explain in more detail the mechanisms behind success or lack of success during collaborative learning. The aim of this study is to explore the differences between high- and low-challenge collaborative learning sessions. This is achieved through examining how the three phases of self-regulated learning occur in a collaborative setting and the types of interaction associated with these phases. The participants were teacher training students (N?=?44), who worked in groups on a complex task related to didactics of mathematics during 6 weeks. The participants were instructed to use an application that was designed to increase awareness of the cognitive, motivational and emotional challenges the group might face. Based on the application’s log files, the sessions were categorized into low- and high-challenge sessions. The video data from each session were coded based on the self-regulation phases and the types of interaction. The frequencies of the phases and the types of interaction were calculated for each session, and process discovery methods were applied using the heuristic miner algorithm. The results show no significant differences between the sessions in the frequency of phases. However, the process models of the two sessions were different: in the high-challenge sessions, the groups switched between the forethought and performance phases more. In conclusion, the regulation phases and types of interaction that contribute to successful collaboration differ in high- and low challenge sessions and support for regulated learning is needed especially at the middle of the learning process.     

Reduction rate of dragload and downdrag of piles by taper angles

Taper angle is one of the effective methods to reduce the dragload and downdrag of piles under the surcharge load. The model tests on the tapered pile and uniform cross-section pile embedded in sand were carried out under the surcharge load. The values of dragload and downdrag of piles versus the surcharge loads were measured. Based on the concentric cylinder shearing theory, a simplified theoretical model for calculating the dragload and downdrag of tapered piles with small taper angles under the surcharge load was proposed considering the angle effect. The correctness of the developed theoretical model was validated through comparing with the model test results obtained in this study and previous literature. Then the parametric studies of the taper angle, surcharge, strength and modulus of soil were discussed. It is shown that the tapered pile with the taper angle of 3° can reduce approximately 65% of the maximum dragload value and 30% of the downdrag value compared with a uniform cross-section pile. The value of downdrag can be decreased by approximately 50% compared with a uniform crosssection pile in the same average pile diameter.     

Performing Substitute Teaching

Formal education is both a right and an obligation bestowed on young people in most all nations of the world. Teachers (adults) and students (youth) form a co-present dyadic contract that must be maintained within the classroom. Substitute teachers fill a role in sustaining the integrity of this teacher-student link, whenever teachers are absent. This article describes one ethnographer’s quest to use strategies from performative ethnography to better function as a substitute teacher and, more generally, to adapt techniques from auto-ethnography to find a purpose while doing subbing in public schools of a Borderlands county in the Southwest.     

In vitro remineralization of hybrid layers using biomimetic analogs

Resin-dentin bond degradation is a major cause of restoration failures. The major aim of the current study was to evaluate the impact of a remineralization medium on collagen matrices of hybrid layers of three different adhesive resins using nanotechnology methods. Coronal dentin surfaces were prepared from freshly extracted premolars and bonded to composite resin using three adhesive resins (FluoroBond II, Xeno-III-Bond, and iBond). From each tooth, two central slabs were selected for the study. The slabs used as controls were immersed in a simulated body fluid (SBF). The experimental slabs were immersed in a Portland cement-based remineralization medium that contained two biomimetic analogs (biomineralization medium (BRM)). Eight slabs per group were retrieved after 1, 2, 3, and 4 months, respectively and immersed in Rhodamine B for 24 h. Confocal laser scanning microscopy was used to evaluate the permeability of hybrid layers to Rhodamine B. Data were analyzed by analysis of variance (ANOVA) and Tukey’s honest significant difference (HSD) tests. After four months, all BRM specimens exhibited a significantly smaller fluorescent area than SBF specimens, indicating a remineralization of the hybrid layer (P≤0.05). A clinically applicable biomimetic remineralization delivery system could potentially slow down bond degradation.     

A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and teachers as designers were developed based on the three views and integrated into the third version of the model. The model was then applied in a teacher education undergraduate course on technology integration. A case study approach was used. Data were collected from the participants’ discussion worksheets, lesson designs, and the researchers’ field observation notes. Data analysis results suggest that the strategies integrated into the model helped the participants deepen their understanding of student-centered technology applications and practice TPACK. Findings, implications, and future research possibilities are discussed.