bluuebunny/crossref_metadata_2025 huggingface dataset:
Effect of Blood Collection Time on Measured Δ9-Tetrahydrocannabinol Concentrations: Implications for Driving Interpretation and Drug Policy
Authors: Hartman Rebecca L , Brown Timothy L , Milavetz Gary , Spurgin Andrew , Gorelick David A , Gaffney Gary R , Huestis Marilyn A
Published: January 2016

BACKGROUND

In driving-under-the-influence cases, blood typically is collected approximately 1.5–4 h after an incident, with unknown last intake time. This complicates blood Δ9-tetrahydrocannabinol (THC) interpretation, owing to rapidly decreasing concentrations immediately after inhalation. We evaluated how decreases in blood THC concentration before collection may affect interpretation of toxicological results.

METHODS

Adult cannabis smokers (≥1×/3 months, ≤3 days/week) drank placebo or low-dose alcohol (approximately 0.065% peak breath alcohol concentration) 10 min before inhaling 500 mg placebo, 2.9%, or 6.7% vaporized THC (within-individuals), then took simulated drives 0.5–1.3 h postdose. Blood THC concentrations were determined before and up to 8.3 h postdose (limit of quantification 1 μg/L).

RESULTS

In 18 participants, observed Cmax (at 0.17 h) for active (2.9 or 6.7% THC) cannabis were [median (range)] 38.2 μg/L (11.4–137) without alcohol and 47.9 μg/L (13.0–210) with alcohol. THC Cmax concentration decreased 73.5% (3.3%–89.5%) without alcohol and 75.1% (11.5%–85.4%) with alcohol in the first half-hour after active cannabis and 90.3% (76.1%–100%) and 91.3% (53.8%–97.0%), respectively, by 1.4 h postdose. When residual THC (from previous self-administration) was present, concentrations rapidly decreased to preinhalation baselines and fluctuated around them. During-drive THC concentrations previously associated with impairment (≥8.2 μg/L) decreased to median <5 μg/L by 3.3 h postdose and <2 μg/L by 4.8 h postdose; only 1 participant had THC ≥5 μg/L after 3.3 h.

CONCLUSIONS

Forensic blood THC concentrations may be lower than common per se cutoffs despite greatly exceeding them while driving. Concentrations during driving cannot be back-extrapolated because of unknown time after intake and interindividual variability in rates of decrease.
Considerações sobre as influências de uma tectônica cenozóica na pesquisa e prospecção de recursos hídricos - o exemplo do litoral sul de Natal-RN, Brasil
Authors: Lucena Leandson Roberto Fernandes de , Queiroz Marcelo Augusto de
Published: January 2016

Pesquisas no âmbito da neotectônica no litoral leste do Estado do Rio Grande do Norte caracterizaram , com base em dados geológicos, geofísicos e geomorfológicos , uma estruturação afetando o Grupo Barreiras (de idade Cenozóica) . No presente trabalho procurou-se abordar as influências dessa estruturação na Hidrologia , particularmente na pesquisa e prospecção de águas subterrâneas. Investigações hidrogeológicas realizadas na área de abrangência do Aquifero Sistema Dunas-Barreiras (que abastece Natal e várias outras cidades do litoral leste do Estado) delimitaram algumas zonas de alta transmissividade associando os aspectos "litologia", "hidrodinâmica " e, principalmente , "espessura do aquífero". Este último é aqui mostrado como resultante do condicionamento estrutural do Sistema Dunas-Barreiras , o que parece ser a causa de elevadas produtividades nas captações da CAERN "Granja Recreio" e "Pamarnirim", por exemplo, sob influência do Graben Papary.
The Segregation of American Teachers.
Authors: Frankenberg Erica
Published: January 2016

Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school were nearly three-fifths of students are from low-income families while the average white teacher has only 35% of low-income students. Latino and Asian teachers are in schools that educate more than twice the proportion of English language learners as schools of white teachers. Nonwhite teachers and teachers who teach in schools with high percentages of minority or poor students are more likely to report that they are contemplating switching schools or careers. The article concludes with recommendations for diversifying the teaching force and ensuring that schools serving students of all backgrounds have a racially integrated, highly qualified faculty.
Teacher qualification and the achievement gap in early primary grades.
Authors: Easton-Brooks Donald , Davis Alan
Published: January 2016

Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002) holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades.
Comprehensive School Reform: Meta-Analytic Evidence of Black-White Achievement Gap Narrowing
Authors: Gorey Kevin M.
Published: January 2016

This meta-analysis extends a previous review of the achievement effects of comprehensive school reform (CSR) programs (Borman, Hewes, Overman, & Brown, 2003). That meta-analysis observed significant effects of well endowed and well-researched programs, but it did not account for race/ethnicity. This article synthesizes 34 cohort or quasi-experimental outcomes of studies that incorporated the policy-critical characteristic of race/ethnicity. Findings: compared with matched traditional schools, the black-white achievement gap narrowed significantly more among students in CSR schools. In addition, the aggregate effects were large, substantially to completely eliminating the achievement gap between African American and non-Hispanic white students in elementary and middle schools. Title I policies before or after the No Child Left Behind Act of 2001 seem to have had essentially no impact on the black-white achievement gap. Curricular and testing mandates along with the threat of sanctions without concomitant resource supports seem to have failed. This study suggests that educational achievement inequities need not be America’s destiny. It seems that they could be eliminated through concerted political will and ample resource commitments to evidence-based educational programs.
Understanding Agenda Setting in State Educational Policy: An Application of Kingdon’s Multiple Streams Model to the Formation of State Reading Policy
Authors: Young Tamara Viola , Shepley Thomas V. , Song Mengli
Published: January 2016

Drawing on interview data from reading policy actors in California, Michigan, and Texas, this study applied Kingdon's (1984, 1995) multiple streams model to explain how the issue of reading became prominent on the agenda of state governments during the latter half of the 1990s. A combination of factors influenced the status of a state's reading policy agenda, including feedback from parents, teachers, and business groups; student achievement data; political pressure from the state administration; regional and national interest; a pervasive belief that reading is a building block for student success; and a widespread perception that the decline in reading achievement was symbolic of the failure of public schools. In addition, governors promoted reading to high agenda prominence by influencing which issues were placed on the decision agenda (agenda setting) and which alternatives were given serious attention (alternative specification). Finally, the findings suggest that the applicability of Kingdon's national-level model to the state level may depend on both the issue being examined and the participation of the state executive branch.
Effective teaching strategies and inclusive education practices: A case study in Andalucia
Authors: Fernández Batanero José Maria
Published: January 2016

This paper shows the results obtained regarding the educational practices carried out at a high school, catalogued as a center of preferential educational intervention by the Andalusian Educational Administration. The focus of attention is on the students at risk of scholar exclusion, and therefore of dropping out. The methodological design for the investigation, of descriptive nature, has been that of a case study, with three sources of information: documentary analysis, classroom observations, and the perceptions of the persons in charge of implementing the attention to diversity measures. Among the conclusions from the study about prevention of early dropouts, it is worth mentioning, on the one hand, the importance of carrying out planning, organization and teaching strategies with regard to scholar inclusion. On the other hand, the necessity of bringing out new types of coexistence based on respect, as well as developing educational policies that help to encourage a higher level of social commitment, and a better professional development for teachers.
Reflections About the Role of Intellectuals in Latin America
Authors: Naidorf Judith , Martinetto Alejandra Beatriz , Sturniolo Silvina Andrea , Armella Julieta
Published: January 2016

The purpose of this paper is to address some theoretical aspects - concepts that contribute to reflection on the specific role of the current Latin American intellectual. The contributions of various authors will help us to characterize a role that is constantly rethinked, analyzed and disputed. The proposal is to retake the theoretical developments in the category "intellectual" from Antonio Gramsci and Immanuel Wallerstein mainly, but making reference to its most intense moments in the 60-70 decades with Sartre and Foucault in Europe. It also highlights the contributions made by Pierre Bourdieu, Sousa Santos and the contributions to Latin America by Fals Borda, Florestan Fernandez, Octavio Ianni and Eliseo Veron, among others. Also included are examples of statements for the EZLN by Subcomandante Marcos and refers to the analysis performed by Julio Gambina and Daniel Campione for the Argentine case. It’s not the interest of this work to arrive at definitions finished about the social function of intellectual debate but to contribute to a not new but always applicable, which should be a breakthrough for each of our practices in the different social areas in which we daily work.
Alberta’s 2002 Teacher Strike: The Political Economy of Labor Relations in Education
Authors: Barnetson Bob
Published: January 2016

In 2002, approximately two thirds of school teachers in the Canadian province of Alberta went on strike. Drawing on media, government and union documents, this case study reveals some contours of the political economy of labor relations in education that are normally hidden from view. Among these features are that the state can react to worker resistance by legally pressuring trade unions and justifying this action as in the public interest. This justification seeks to divide the working class and pit segments of it against each other. The state may also seek to limit discussion and settlements to monetary matters to avoid constraining its ability to manage the workplace or the educational system. This analysis provides a basis for developing a broader theory of the political economy of labor relations in education. It also provides trade unionists in education with information useful in formulating a strike strategy.
Different histories, similar opinions? Perspectives of presidents of public and private universities on Argentina’s higher education system
Authors: Arias María Fernanda
Published: January 2016

This article analyzes the opinions about the system of higher education in Argentina of presidents of private and public universities. The sample consisted of sixteen in-depth interviews with presidents of public and private universities. In the 1990s Argentina, similarly to other Latin American and European countries, initiated profound reforms of its university system The analysis of the interviews shows, that although Argentina's higher education system was traditionally organized around the ethos of public universities and only recently a new but increasingly influential private sector was developed, the opinions of the presidents of both types of universities is rather similar..  We concluded that the type of governance, public or private, is not the most influential dynamic in the opinions of the presidents of these universities, but the particular history and institutional traditions are better explanatory variables.
A Educação Infantil e os Organismos Internacionais: Quando Focalizar não é Priorizar não é Priorizar.
Authors: Campos Rosânia
Published: January 2016

O objetivo desse trabalho é analisar as indicações para a educação infantil presentes em três projetos implementados na América Latina: a Agenda Ibero-americana para a Infância e a Adolescência (AIIA), o Programa Iberoamericano de Educação (PIE) e o Projeto Regional de Educação para América Latina e Caribe (PRELAC), coordenados respectivamente pela OEI, OEA e UNESCO. A partir do referencial de análise de política de Roger Dale e dos estudos de Shiroma, Campos e Garcia para analisar os documentos selecionados, partimos do pressuposto da existência das relações entre globalização, organismos internacionais e governos locais. Segundo as indicações presentes nos projetos analisados, a educação infantil é uma importante estratégia no “combate a pobreza” e um meio para promover a equidade. A ênfase reside em medidas compensatórias e focais destinadas as crianças e famílias em “situação vulnerável” afastando e suplantando a concepção da educação infantil como um bem público de direito de todas as crianças e famílias.
Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications
Authors: López Francesca , Scanlan Martin , Gundrum Becky
Published: January 2016

In this study, we examined the degree to which the requirements in each state’s teacher education programs reflect current theory and practice for teachers of ELLs in their coursework, and how these requirements in turn are related to 4th grade Hispanic ELL’s reading outcomes on the National Assessment of Educational Progress. We found that required coursework on English language development and assessment were positively related to Hispanic ELLs' reading outcomes. Moreover, states that require both specialist certification, and all teachers to have some level of training to meet the needs of ELLs, also tend to have higher levels of achievement than states that do not have these requirements.
Espaço de Formação Docente: aulas de História da Educação.
Authors: Almeida Doris Bittencourt
Published: January 2016

O texto discute os significados da História da Educação como disciplina curricular especialmente presente nos Cursos de Pedagogia, considerando sua relevância no processo de formação docente. A História da Educação, em sua dupla identidade, disciplina e campo de pesquisa, situa-se em uma zona de fronteira, aproximando-se ora da História, ora da Educação. O estreitamento desses diálogos apoia-se na História Cultural, como tendência historiográfica contemporânea que contribui para a renovação da historiografia ocidental. Ao longo do artigo, argumenta-se a importância de se pensar em aulas de História da Educação que encantem as alunas, que procurem valorizar seus saberes, anseios e ancestralidades, portanto, estejam atreladas às vivências e realidades educacionais do país na contemporaneidade. Nesse sentido, as aulas devem procurar responder a indagações que partam do contexto em que se vive a fim de que cada aluna possa refletir e conseguir atribuir sentidos efetivos e afetivos a essa disciplina.
ARTE PARA A DOCÊNCIA: estética e criação na formação docente
Authors: Loponte Luciana Gruppelli
Published: January 2016

O presente artigo pretende discutir relações possíveis entre arte, estética e formação docente em qualquer área de conhecimento, a partir de experiências realizadas nas disciplinas de Didática de cursos de licenciatura e provocações advindas de produções artísticas diversas tais como a obra “As meninas”, de Diego Velázquez ou a exposição “Cuide de você”, de Sophie Calle. Ao pensarmos se arte e experiência estética podem alimentar a constituição da docência ou se é possível encontrar espaços de criação na docência da Educação Básica, acredita-se na potencialidade que a arte, e em especial a arte contemporânea, tem para desalojar os nossos modos mais seguros com os quais pensamos nossas atividades docentes: planejamentos, metodologias e estratégias de ensino, modos de avaliar e registrar. Na medida em que se percebe o quanto a docência está imersa em um discurso pedagógico prescritivo e sensato, e se deixa impregnar pouco pelas provocações que a arte pode nos trazer, um dos principais propósitos do artigo é, com a parceria teórica de Michel Foucault e Friedrich Nietzsche, potencializar o pensamento sobre a nossa própria capacidade de reinventar a docência e seus processos de formação, os tornando, de algum modo, “obras de arte”.
Social Pedagogy in the UK: Gaining a firm foothold?
Authors: Petrie Pat
Published: January 2016

The paper asks why, unlike much of Europe, the UK has not adopted social pedagogy. It looks at the meanings of social pedagogy, including the importance of both ‘social’ and ‘pedagogy’ in understanding the term and argues that social pedagogy policy, practice and theory are interlinked and develop out of specific national contexts. There is an account of the fairly new UK interest in the subject, including some interest from government. The paper argues that this interest springs largely from concerns about the welfare of disadvantaged children, especially those that are in care, and an aspiration to improve the practice of people who work with them. There has been much less interest in social pedagogic theory. The paper concludes that unless theory, grounded in a UK context, is given equal prominence to practice, together with education and qualifications in the subject, social pedagogy will not achieve a firm footing in the UK.
Transitions in a life-world: Looking backward and forward after forty-five years of social pedagogical research and teaching in Leuven.
Authors: Wildemeersch Danny
Published: January 2016

The paper presents the author’s reflection on research and teaching over a period of 45 years in a social pedagogy program in the Leuven University (Belgium). While the case is interesting in its own right, it holds broader significance for its contribution to understanding developments in education, adult and community education and social work both in disciplinary terms and regarding practice. It presents the theoretical sources of inspiration from diverse linguistic, cultural, policy and academic contexts. The chronology is organized in four periods marked by turning points that were influenced by internal and external events. The first phase is the pioneering phase. The second is the crisis and recovery phase. The third is the multiplicity phase, and the last phase is that of reinvention. The paper also reflects on some of the major themes and issues that have directed developments in social and cultural pedagogy (both old and recent) such as issues of language, the emergence of a lifelong learning discourse, and the notions of community, solidarity and criticality.
Las políticas de lucha contra la exclusión social y su relación con la Pedagogía Social: Los programas de Rentas Mínimas de Inserción y la propuesta de las Rentas Básicas.
Authors: Rodríguez Juan Ramón
Published: January 2016

Las Rentas Mínimas de Inserción (RMI) son uno de los programas asistenciales más importantes dentro de las políticas de lucha contra la exclusión social de los Estados de Bienestar (EB). Frente a este tipo de programas herederos del pensamiento liberal, se defiende en este trabajo la Renta Básica (RB) como un instrumento que participa dentro de una estrategia global de carácter anticapitalista y no como una herramienta asistencial de lucha contra la pobreza. Por tanto, la Pedagogía Social asumirá un enfoque, unas prácticas, unos contenidos, unos fines... muy diferentes según se sitúe en la óptica de las RMI o en la de las RB. Desde la perspectiva de las RB y del pensamiento del que éstas beben (anarquismo y marxismo de corte solidario) la Pedagogía Social se dirige al cuestionamiento crítico del orden social, a la ruptura con las concepciones bancarias de la educación, la relación entre educación y trabajo, a la creación de prácticas que favorezcan la participación democrática directa del sujeto, etc.
Variations of Social Pedagogy – Explorations of the Transnational Settlement Movement
Authors: Koengeter Stefan , Schroeer Wolfgang
Published: January 2016

Both the German and the international discourses on social pedagogy are shaped by a diachronic perspective on its history, which takes nationally differing developments as its starting point as a matter of course, and thus sees socio-pedagogical thinking as having its roots in particular nation states. In our article, however, we wish to take a synchronic, transnational perspective, and to show, by means of the transnational development of the settlement movement, that a socio-pedagogical constellation has developed transnationally. After considering examples of the transnational development of the settlement movement in the USA, Germany and Canada, we will reconstruct variants of socio-pedagogical thinking using key publications from the settlement movements. Rather than focusing on historical attempts at definition undertaken by those regarded as the classic proponents of social pedagogy, this essay is concerned with identifying a socio-pedagogical constellation within which various definitions are present synchronically, and can always be read from various intersections of national, disciplinary, theoretical etc. positionings. The socio-pedagogical constellation, as we derive it from the transnational settlement movement, concentrates on the relationship between a diagnosis of social conditions, the pedagogical organization of social relations, and the expansion of normatively defined agency. This trilateral socio-pedagogical constellation is presented at the end of the essay and positioned in relation to other socio-pedagogical attempts at definition.
Dialectics instead of dichotomy: Perspectives on the twin ambition of the disability movement.
Authors: Eriksson Lisbeth
Published: January 2016

This article discusses the mobilizing work of a disability organization, at the local chapter level. I have spent about a year following the work of a chapter, mainly through contacts, conversations and interviews with the persons who are active on its board. The analysis of the chapter’s work takes as its starting point two traditions that emphasize collective sense of community and mobilization of groups. These traditions, continental social pedagogy and Anglo-Saxon community development, are complemented by the theoretical concepts of recognition and redistribution. A number of dilemmas, which can be expressed in terms of dichotomies, are built into these theories. They can be challenged in different ways by the empirical data. Through these confrontations, we can see how the dichotomy is transformed into dialectics where phenomena cannot be regarded as either or but rather as both.
Funding Early College High School: Hold Harmless or Shared Commitment
Authors: Leonard Jack
Published: January 2016

Early college high schools are a promising but expensive pathway to college readiness. Most such schools are supported with state funds and/or grants. This descriptive case study presents an early college program, now in its fourth year in a traditional high school, in which the families, high school and community college shared the entire cost. Data from document analysis and interviews with administrators, parents and students clarified the funding plan and participant reactions. Joint ownership increased parental engagement, student academic commitment and administrator attention. The results suggest that learning to cope with the cost of college, which this program necessitated, is an important aspect of college readiness for both students and parents. The model of shared responsibility is contrasted with the “hold harmless” model of government/foundation support that relieves schools and families of the cost of early college programming. The findings and policy recommendations are applicable to LEA and SEA leaders, philanthropies and scholars in educational financial policy.
More than a new country: Effects of immigration, home language, and school mobility on elementary students’ academic achievement over time
Authors: Broomes Orlena Patricia
Published: January 2016

This study investigated the effects of immigration and home language on academic achievement over time. Using data from Ontario’s Assessments of Reading, Writing and Mathematics administered to the same students in Grades 3 and 6, logistic regression was used to predict if students achieved proficiency in Grade 6 if they were not proficient in Grade 3. The results indicate that home language or interactions with home language are significant in most cases. In addition, students who speak a language other than or in addition to English at home are, in general, a little more likely to be proficient at Grade 6. Most students who were born outside of Canada were significantly more likely than students born in Canada to stay or become proficient in Reading, Writing, and Mathematics by Grade 6. These results highlight the importance of considering the enormous heterogeneity of immigrants’ experiences when studying the effects of immigration on academic performance and the dire limitations of datasets that do not collect such data.
Do In-School Feeding Programs Have an Impact on Academic Performance and Dropouts? The Case of Public Schools in Argentina.
Authors: Adrogue Cecilia , Orlicki Maria Eugenia
Published: January 2016

As Argentina presents problems of malnutrition, the federal in-school feeding program has become a key policy because it provides an important nutritional intervention during a relevant growth period.  This paper estimates the effect of the program on academic performance -measured by standardized test scores- with a difference in difference model which exploits the change over time in the supply of the in-school feeding program during the end of the nineties. We build an original panel using the ONEE corresponding to the years 1997, 1999 and 2000. Our findings suggest that the program has successfully targeted the most disadvantaged schools. However, only partial improvement in school performance has been found. Language test scores were the only ones to show a statistically significant improvement, with no noticeable effects reported in math scores. These results are consistent with the characteristics of the federal in-school feeding program in Argentina, which do not compensate for the nutritional deficit the children bring from their homes. This implies that having an in-school feeding program –even that reaching the most needy populations- does not necessarily address the desired goals of compensating for nutritional deficits and correlating to improved test results for students.
Why do policy leaders adopt global education reforms? A political analysis of SBM reform adoption in post-conflict Bosnia and Herzegovina
Authors: Komatsu Taro
Published: January 2016

This paper presents a political analysis of school-based management reform in Bosnia and Herzegovina (BiH). School-based management (SBM), based on the principle of school autonomy and community participation, is a school governance system introduced in many parts of the world, including post-conflict nations. Such a phenomenon seems to follow the pattern predicted by the theories of institutional isomorphism. According to the institutionalists in comparative education, a country adopts global education reforms so as to enhance nation-building and nation-state legitimacy within the international community (Meyer, Boli, Thomas, & Ramirez, 1997; Ramirez & Boli, 1987). However, a closer look at the SBM reform adoption process in BiH reveals that, after legislating the global reform, policy leaders appear to have willfully derailed its implementation. Careful analysis of their legitimacy contexts suggests that BiH leaders may have adopted the internationally-driven reform policy primarily for the purpose of enhancing their precarious domestic legitimacy. Such behavior can be explained by Weiler’s (1983; 1990) political utility theory, which has not yet been sufficiently incorporated into the analysis of educa­tional reform transfer. The study posits that policy leaders i­n reform-borrowing countries still play a crucial role in shaping education systems, even in the globalized world that is arguably driving these systems to converge. It is then important for comparative and international education scholars, as well as international donors, to critically assess the intent, practices and behaviors of the political leaders who accept global reforms.
A Lifetime of Trauma: Mental Health Challenges for Higher Education in a Conflict Environment in Afghanistan
Authors: Babury Mohammed Osman , Hayward Fred Manwarren
Published: January 2016

More than 30 years of war in Afghanistan have resulted in immense policy challenges to address the resulting mental health issues. The purpose of this policy analysis is to examine the potential role of higher education in addressing the pressing mental health problems in Afghanistan’s public universities and higher education institutions as a major policy challenge. We define and spell out the extent and nature of the mental health problems and policy issues involved, putting them in the context of students in a war environment. We discuss efforts by the leadership of the Ministry of Higher Education to respond to the physical damage of war and the resulting mental health crises in a setting of very scarce human and financial resources. We describe a system of higher education battered by years of war yet seeking to rebuild and raise quality even while the fighting continues. The conditions of the higher education system are described, as well as the scope, complexity and nature of mental health problems, and major challenges faced in trying to rebuild both the system and the lives of the higher education community. We spell out the immense challenges faced in rebuilding a system badly devastated by war while dealing with the tremendous human mental health toll experienced by its students, faculty, and staff. We conclude by setting out some possible directions, options and recommendations for responding to the mental health problems while recognizing the difficulties higher education faces in trying to respond to them.
Europeização das Políticas de Educação de Adultos: reflexões teóricas a partir dos Casos de Espanha e Portugal
Authors: Barros Rosanna Maria , Belando-Montoro Maria
Published: January 2016

As atuais dinâmicas de europeização das políticas públicas nacionais estão inscritas no processo histórico da construção europeia, pelo que se impõe atender, numa perspetiva diacrónica, a alguns aspetos da relação entre a edificação deste bloco regional e a elaboração progressiva de um mandato europeu para a educação, em geral, e para a educação e formação de adultos (EFA), em particular. Para tal, necessitamos de observar, por um lado, que o campo educativo, enquanto campo de transnacionalização, é construído numa dinâmica fluída entre o internacional e o nacional, ao mesmo tempo que observamos, por outro lado, que o conceito de europeizaçãodesigna um processo de articulação entre os sistemas políticos nacionais e o sistema político comunitário. Este artigo contextualiza o atual protagonismo da União Europeia (UE), no âmbito da propagação do paradigma da aprendizagem ao longo da vida, num processo de europeização da educação que adquire uma importância central para interpretar as diacríticas das novas instituições e processos educativos emergentes na realidade espanhola e portuguesa atual da EFA.
Jugar a la escuela con pantalla y teclado.
Authors: Kalman Judith , Hernández Razo Oscar Enrique
Published: January 2016

En los discursos de organismos gubernamentales nacionales y multilaterales, así como en narrativas populares se promueve la idea de que el uso de tecnologías de la información, la comunicación y el diseño (TIC-D) en la educación conlleva cambios en las prácticas de enseñanza. Se establece que estos cambios  ayudarán a los estudiantes a integrarse a una “nueva economía” basada en el uso de las TIC-D y caracterizada por una “mayor productividad”, el “trabajo colaborativo” y la “flexibilidad”. En este artículo se presenta un análisis que busca superar dicha visión determinista, con base en ejemplos de materiales didácticos y de usos de tecnologías digitales en situaciones presenciales de educación de jóvenes y adultos en una zona popular de la Ciudad de México. A partir de un enfoque socio cultural basado en los conceptos de práctica situada y práctica social, el artículo muestra cómo  algunas de las decisiones e indicaciones de los instructores en las clases de computación para jóvenes y adultos responden a tradiciones didácticas, nociones de educación básica para adultos, y creencias acerca del aprendizaje que promueven la realización de actividades mecánicas y de repetición. El análisis también muestra cómo las decisiones e indicaciones de los instructores en cuestión son fomentadas por algunos materiales didácticos proporcionados por la instancia responsable de la educación de adultos en México.
Trajetórias e vivências escolares de mulheres em situação de privação de liberdade
Authors: Souza Maria Celeste Reis Fernandes , Bicalho Maria Gabriela Parenti , Nonato Eunice Maria Nazarethe
Published: January 2016

O artigo se insere na discussão sobre a educação de mulheres em situação de privação de liberdade, tema que tem merecido atenção de estudiosos e estudiosas do campo da Educação de Pessoas Jovens e Adultas – EJA. Os dados apresentados foram coletados no contexto de uma pesquisa que analisou a constituição das experiências educativas escolarizadas de mulheres, jovens e adultas, em situação de aprisionamento, no Estado de Minas Gerais. Referem-se especificamente aos relatos produzidos em entrevistas realizadas com 05 (cinco) mulheres que frequentam a escola em uma dessas instituições, e com 01(uma) pedagoga responsável pelo acompanhamento de experiências educativas escolarizadas em instituições prisionais do estado. A análise das narrativas produzidas pelas entrevistadas toma como referência a teoria da relação com o saber proposta por Bernard Charlot, de maneira específica os conceitos de mobilização, sentido e atividade. Os relatos das experiências escolares mostram duas situações diferentes no que diz respeito às condições de acesso e permanência na educação básica: trajetórias marcadas por dificuldades e interrompidas precocemente e outras mais regulares e duradouras. A prisão constitui, portanto, para algumas mulheres, a possibilidade de retomar o ensino fundamental, e, para outras, a impossibilidade de prosseguir o ensino médio. Apesar dessas diferenças, é possível identificar nos relatos aspectos comuns, no que diz respeito aos sentidos da educação escolar, à mobilização em relação ao aprender e à realização das atividades na escola da prisão. Tais aspectos são apresentados e discutidos como elementos de compreensão da complexa realidade da educação de mulheres jovens e adultas no sistema prisional.
The Effects of Health Insurance Coverage on the Math Achievement Trajectories of School Children in Yuma County, Arizona: Implications for Education Accountability Policy
Authors: Garcy Anthony M.
Published: January 2016

U.S. Federal and state education policies place considerable emphasis on assessing the effects that schools and teachers have on student test score performance. It is important for education policy makers to also consider other factors that can affect student achievement. This study finds that an exogenous school factor, discontinuous health insurance coverage, leads to a deficit in math achievement over time. A sample of Yuma County, Arizona public school students who experienced an illness or injury and whose health insurance coverage status was known were selected for inclusion into the study over five consecutive school years (1999 – 2003). The longitudinal math achievement trajectory of students who had private health insurance coverage was compared to students who had discontinuous coverage. Net of a student’s poverty status and other background characteristics the findings suggest that students who experienced a health event when they had no healthcare insurance had the same growth rate but lower overall math achievement. The average achievement gap was a constant -8.84 scale score points. However, separate analyses for specific types of illness/injury suggest the achievement deficit varied considerably and is typically larger.Other important findings from the study suggest that students who maintained continuous health insurance coverage through the SCHIP/Medicaid program had steeper, positive achievement gains than either those with private coverage or those who experience coverage gaps.
Indicios de Estandarización Curricular: la Pedagogía del Entorno en los Currículos Oficiales de Educación Primaria de Chile y España
Authors: Estellés Frade Marta
Published: January 2016

Este estudio realiza un análisis del tratamiento del entorno sociocultural en el área de Ciencias Sociales (Educación Primaria) de los currículos oficiales de Chile y España, a la búsqueda de indicios de esa estandarización que la escuela neoinstitucionalista de la sociología histórica educativa postula como derivado de la institucionalización mundial de la educación.. Las diferencias entre ambos decretos en el enfoque de estudio del medio sociocultural responden más bien a cuestiones específicas o de grado que a divergencias en los aspectos esenciales de la naturaleza del currículo. A partir de la reflexión en torno a la mayor o menor coherencia y consistencia que presentan ambos currículos se puede observar el uso de lenguajes y retóricas de la pedagogía políticamente correcta que encubren las verdaderas funciones del currículo y la ideología instrumental que subyace en ambos y que deriva en una gran cantidad de incoherencias internas. La falta presumiblemente consciente de medios para la consecución de algunos de los fines declarados es el ejemplo más evidente de la superficialidad de estos discursos que resultan ser, además, sorprendentemente afines.
Equality of Educational Opportunities at Public Primary Schools in Argentina
Authors: Adrogue Cecilia
Published: January 2016

This paper assesses the degree of equality of educational opportunities across Argentina’s public primary schools. The main finding is that there are inequalities between jurisdictions, but even greater inequalities within them, suggesting the existence of serious problems in the distribution of resources at the sub-national level. Following the recommendations of the specialized literature, estimates of school quality and measures of disparity in educational opportunity were calculated. While school differences were found across provinces, even greater discrepancies were found among public schools located within provinces, which are responsible for the provision of primary education. Most importantly, inequality among public schools is found to be associated with factors that are considered socially unacceptable, such as the student’s socio-economic status even among schools financed by the same governmental unit.
How autonomous should schools be? Research based on teacher opinions
Authors: Göksoy Süleyman
Published: January 2016

The study intended to contribute to the quality of schools and teachers with the help of suggestions obtained from data and to shed light on regulations in school autonomy. Qualitative research method, which was thought to be more convenient to examine cases in depth, was used in this study and phenomenology was adopted. In order to provide maximum diversity, twenty four voluntary teachers were chosen from pre-school (5 teachers), primary school (7 teachers), secondary school (7 teachers) and high school (5 teachers). Following results were obtained related to more effective school management:  Decisions related to teacher dismissal and dismissal of other staff should be taken by upper educational managers and not by schools; schools should be given full autonomy in making decisions about duties  and responsibilities of school managers, giving overtime to teachers and other staff, paying for additional courses, choosing school managers, appointing substitutes for absent teachers and other staff and deciding the duties and responsibilities of teachers and other staff. Before schools and teachers are provided with more autonomy, effective, sufficient and qualified school managers should be selected, trained and assigned. Financial issues should be audited externally and controlled carefully.
Use of Mobile Messengers through Connection of AAC with Kakao Talk
Authors: Yun Hyung-Jun , Park Hye-Jin ,   Korean Society of Augmentative and Alternative Communication
Published: January 2016

This proposal aims to help people with disability communicate through mobile messengers using AAC and Kakao Talk, a mobile messenger application.
Effectiveness of Talker Switch in AAC on Requesting and Symbol Use of A Young Child with Severe and Multiple Disabilities
Authors: Park Chan Woo , Han Kyoung Gun ,   Korean Society of Augmentative and Alternative Communication
Published: January 2016

Background and Objectives: The purpose of this case study was to demonstrate the effects of talker switch training and switch adaptation in augmentative and alternative communication system on the communication of a child with multiple and severe disabilities. Method: A kindergarten student with severe and multiple disabilities participated in the study and a talker switch was selected based on his needs, age, functional level, physical condition, and mobility. This case study was consisted of a pre-test, AAC intervention with talker switch training and a post-test. Results: The results of this case study were as follows: First, the communication skill of the child with severe and multiple disabilities improved. Specifically, communication behaviors were increased. Second, talker switch control abilities of the child were gradually increased in the post-test. Third, the child with severe and multiple disabilities was able to understand 3 pictures in the post-test. He was able to understand figures and use the symbol. Fourth, the communication form of the child changed positively from crying to pressing the AAC device. Fifth, the child was able to meaningfully communicate with his communication partners. Conclusion: The findings of this case study highlighted the importance of switch training before adaptation for children with severe and multiple disabilities in AAC intervention.
Multi-bump solutions of -Δn = K(x)u
(n+2)/(n-2) on lattices in ℝ
n
Authors: Li Yanyan , Wei Juncheng , Xu Haoyuan
Published: January 2016

We consider the following semilinear elliptic equation with critical exponent:
Δ u

=

=

K(x)

u

(

n
+
2

)

/

(

n
-
2

)

u^{(n+2)/(n-2)}

, u

>

>

0 in

ℝ
n

\mathbb{R}^{n}

,
where

n
≥
3

{n\geq 3}

,

K
>
0

{K>0}

is periodic in (

x
1

x_{1}

,…,

x
k

x_{k}

) with 1

≤

\leq

k

<

<

(n-2)/2. Under some natural conditions on K near a critical point, we prove the existence of multi-bump solutions where the centers of bumps can be placed in some lattices in

ℝ
k

{\mathbb{R}^{k}}

, including infinite lattices. We also show that for k

≥

\geq

(n-2)/2, no such solutions exist.
Application of Acacia modesta and Dalbergia sissoo gums as green matrix for silver nanoparticle binding
Authors: Munir Hira , Shahid Muhammad , Anjum Fozia , Akhtar Muhammad Nadeem , Badawy Sayed M. , El-Ghorab Ahmed
Published: January 2016

A low-cost, efficient, and ecofriendly method for the synthesis of silver nanoparticles (AgNPs) using gums as reducing agent was performed. The obtained nanoparticles were characterized by UV-visible spectroscopy. The antibacterial activity of the prepared nanoparticles was tested against Gram-negative and Gram-positive bacteria. The in vitro toxicity was evaluated by performing hemolytic analysis. The mutagenic activity was evaluated using Ames test. The prepared nanoparticles possessed high antibacterial potential and also inhibited the biofilm formation. Under the conditions of this study, it is concluded that the prepared AgNPs were nontoxic and nonmutagenic and possessed pharmaceutical applications.
Thermo-hydro treated (THT) birch veneers for producing plywood with improved properties
Authors: Grinins Juris , Andersons Bruno , Irbe Ilze , Andersone Ingeborga , Meija-Feldmane Anete , Janberga Anna , Pavlovics Gunars , Sansonetti Errj
Published: January 2016

The effect of thermo-hydro treatment (THT) on the properties of birch (Betula spp.)wood veneers has been studied. THT was carried out in a multi-functional pilot scale wood modification device of wood treatment technology (WTT, Latvia) under elevated water vapor pressure conditions at four combinations of temperature and treatment time (°C/min): 150/10; 150/50; 160/10 and 160/50. After THT, the following veneer properties were examined: mass loss (ML), chemical composition, bending strength (BS), tensile strength (TS), equilibrium moisture content (EMC), resistance to decay by mould and blue stain fungi, and surface contact angle (CA). The chemical components were changed by THT. Increased THT temperature and time resulted in hydrophobization of veneers as indicated by decreasing EMC and increasing CA data. All THT were effective against wood discoloring fungi, although insufficient decay resistance was observed. The mechanical strength properties of THT veneers were also deteriorated.
Human resource management research output in Ireland between 1950 and 2010: A retrospective
Authors: Carbery Ronan , Gunnigle Patrick , Morley Michael
Published: January 2016

This paper presents a retrospective account of research output in the field of human resource management (HRM) in Ireland. We present a brief contextual overview looking at significant institutional and practice developments in the field, which, in turn were significant for curriculum, educational and research advances. We collected relevant HRM research output spanning 1950-2010, which yielded a total of 195 academic papers. Our analysis of the research output allows us to present an account of the altering profile and contribution of HRM as an academic field in Ireland and demonstrates the broadening of the field of HRM within Ireland.