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81.
Stephanie Spencer 《Paedagogica Historica: International Journal of the History of Education》2016,52(1-2):137-153
AbstractThis article focuses on the series of 11 books about a young female pilot, Worrals of the WAAF, by W.E. Johns, creator of Biggles. The Worrals books were published from 1941 when recruitment for the Women’s Auxiliary Air Force was falling. Johns chose to ignore that the WAAF supported pilots through their work on the ground and did not themselves fly. The article discusses how historians of education can draw on fiction in order to identify aspects of informal education, especially during wartime, when so many children’s formal schooling was disrupted or non-existent. Drawing on Erica Jong’s 1970s metaphor of “flying” as representative of female freedom, it is possible to read Worrals’ character as a role model for teenage girls. The conundrum of why Johns chose to put Worrals in the WAAF, rather than in Air Transport with the likes of Amy Johnson, is further explored in the light of evidence that a number of WAAF were seconded to the SOE. It concludes that fiction read alongside a range of other evidence offers a rich source for the historian engaged in a search for the gendered nature of education beyond the classroom. 相似文献
82.
Phagocytosis and exocytosis are two cellular processes involving membrane dynamics. While it is easy to understand the purpose of these processes, it can be extremely difficult for students to comprehend the actual mechanisms. As membrane dynamics play a significant role in many cellular processes ranging from cell signaling to cell division to organelle renewal and maintenance, we felt that we needed to do a better job of teaching these types of processes. Thus, we developed a classroom-based protocol to simultaneously study phagocytosis and exocytosis in Tetrahymena pyriformis. In this paper, we present our results demonstrating that our undergraduate classroom experiment delivers results comparable with those acquired in a professional research laboratory. In addition, students performing the experiment do learn the mechanisms of phagocytosis and exocytosis. Finally, we demonstrate a mathematical exercise to help the students apply their data to the cell. Ultimately, this assay sets the stage for future inquiry-based experiments, in which the students develop their own experimental questions and delve deeper into the mechanisms of phagocytosis and exocytosis. 相似文献
83.
Kelley Regan Anna Evmenova Pam Baker Marci Kinas Jerome Vicky Spencer Holly Lawson Terry Werner 《The Internet and Higher Education》2012,15(3):204-212
In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative. 相似文献
84.
A controversy rages over the question of how should controversial topics be taught. Recent work has advanced the “epistemic criterion” as the resolution to this controversy. According to the epistemic criterion, a matter should be taught as controversial when contrary views can be entertained on the matter without the views being contrary to reason. When an issue is noncontroversial, according to the epistemic criterion, the correct position can be taught “directively,” with the teacher endorsing that position. When there is a legitimate controversy, the view should be taught “nondirectively,” with the teacher remaining neutral. In response, Bryan Warnick and Spencer Smith argue that the proponents of the epistemic criterion fail to recognize the multidimensional nature of what it means to learn to be rational. Recognizing this complexity undermines the link between the epistemic status of the controversy and directiveness of one's teaching, suggesting more flexibility in how teachers approach controversial issues. It also implies the need for a new category of teaching, which Warnick and Smith call “soft‐directive” teaching. 相似文献
85.
Jordan A. Jefferson 《Legal Reference Services Quarterly》2013,32(1-2):78-109
One way to promote the relevancy of an academic law library is to create a special collection that generates interest in the patron base; a popular collection is a viable way of reinventing a law library's image in the hearts and minds of the law school community. Popular collections have been championed by general academic librarians because they promote reading and literacy, the use of the library as a place, and such collections represent the shift toward a user focused library model. Using data collected from interviews and analysis of collection development policies this article presents models of popular collections currently in use at academic law libraries, as well as considerations for the creation of such collections. 相似文献
86.
ABSTRACT The dominant approach to the education of young visually handicapped children currently hinges on the idea of encouraging the use of sight through visual stimulation. This takes various forms, including the optimization of the child's visual environment, training children to use their sight efficiently, and photo‐stimulation to alter the early development of the brain. It is argued that microcomputers have an important part to play in providing visual stimulation. VDU monitors can present materials in a ‘back‐lit’ manner, avoiding the problem of occlusion of the light source. Moreover, input devices such as the touch‐sensitive screen allow children to interact directly with the images on the computer screen, ensuring that the visual stimulus received is related to their own actions. 相似文献
87.
Early years curriculum: funds of knowledge as a conceptual framework for children’s interests 总被引:1,自引:1,他引:0
Children’s interests are frequently cited as a source of early‐years curricula. Yet, research has rarely considered the nature of these interests beyond the play‐based environment of early‐childhood education. This paper reports findings from a qualitative, interpretivist study in two early childhood settings in Aotearoa/New Zealand. Using participant observation, interviews, and documentation, the study examined children’s interests and teachers’ engagement with these in curriculum interactions. Evidence suggested children’s interests were stimulated by their ‘intent participation’ in family and community experiences and encapsulated in the notion of ‘funds of knowledge’. The concept of funds of knowledge provides a coherent analytic framework for teachers to recognize children’s interests and extend teachers’ curriculum planning focus beyond that of a child‐centred play‐based learning environment. 相似文献
88.
89.
90.
Bhanu P. Singh Banani Banerjee Puspanita Naik Jordan N. Fink Viswanath P. Kurup 《Indian journal of clinical biochemistry : IJCB》2006,21(2):20-27
The ubiquitous fungus Aspergillus fumigatus causes allergic rhinitis, asthma, sinusitis and allergic bronchopulmonary aspergillosis.
A number of major allergens from A. fumigatus are purified, but their structure-function role in the pathogenesis of disease
is not known. Such information is essential for devising alternative therapy of fungal allergic diseases. In the present study,
N-terminal and C-terminal deletion mutants ofAsp f 3 were constructed and their immunopathological responses studied in a mice model of allergy. Three mutants viz,Asp f 3 (aa 33–168), (aa 1–142), and (aa 23–142) were made by deleting certain amino acids from epitopic regions of full lengthAsp f 3, a major allergen of A. furnigatus. TheAsp f 3 and three mutated proteins were expressed in pET vector. The C-terminal deletion mutantAsp f 3 (aa 1–142) induced elevated IFN-γ but low levels of IL-4 by spleen cells. This mutant also showed significant downregulation
of peripheral blood eosinophils and lung inflammation in immunized mice. The N-terminal deletion mutantAsp f 3 (aa 33–168) also exhibited an immuno-suppressive effect in terms of IgE production and induction of Th2 cytokine. The results
indicate thatrAsp f 3 and its deletion mutants induced distinct immune-inflammatory responses in mice on challenge with these proteins. The non-IgE
binding deletion mutants ofAsp f 3 (aa 1–142 and aa 33–168) could deviate Th2 immune response with a concomitant reduction in airway inflammation and infiltration
of inflammatory cells. 相似文献