Student-Centered Learning Opportunities For Adolescent English Learners In Flipped Classrooms

This study documents opportunities for diverse adolescent English learners to deeply engage with content and language in flipped learning environments. Through a linked description of teaching practices and student learning experiences in an urban New England high school, the study attempts to understand the potential of flipped instruction in preparing a traditionally underserved population for post-secondary education. Our research partner Patriot High School (PHS) is one of the New England schools implementing flipped learning. PHS represents a typical secondary school context for adolescent English learners: More than half of students speak a language other than English at home and the majority of students are from minority and low-income homes (Massachusetts Department of Elementary and Secondary Education, 2014). PHS is also an urban school committed to implementing student-centered learning strategies to meet the needs of its diverse students

Towards a People's Social Epidemiology: Envisioning a More Inclusive and Equitable Future for Social Epi Research and Practice in the 21st Century.

Social epidemiology has made critical contributions to understanding population health. However, translation of social epidemiology science into action remains a challenge, raising concerns about the impacts of the field beyond academia. With so much focus on issues related to social position, discrimination, racism, power, and privilege, there has been surprisingly little deliberation about the extent and value of social inclusion and equity within the field itself. Indeed, the challenge of translation/action might be more readily met through re-envisioning the role of the people within the research/practice enterprise-reimagining what "social" could, or even should, mean for the future of the field. A potential path forward rests at the nexus of social epidemiology, community-based participatory research (CBPR), and information and communication technology (ICT). Here, we draw from social epidemiology, CBPR, and ICT literatures to introduce A People's Social Epi-a multi-tiered framework for guiding social epidemiology in becoming more inclusive, equitable, and actionable for 21st century practice. In presenting this framework, we suggest the value of taking participatory, collaborative approaches anchored in CBPR and ICT principles and technological affordances-especially within the context of place-based and environmental research. We believe that such approaches present opportunities to create a social epidemiology that is of, with, and by the people-not simply about them. In this spirit, we suggest 10 ICT tools to "socialize" social epidemiology and outline 10 ways to move towards A People's Social Epi in practice

Public Participation Organizations and Open Policy:A Constitutional Moment for British Democracy?

This article builds on work in Science and Technology Studies and cognate disciplines concerning the institutionalization of public engagement and participation practices. It describes and analyses ethnographic qualitative research into one “organization of participation,” the UK government–funded Sciencewise program. Sciencewise’s interactions with broader political developments are explored, including the emergence of “open policy” as a key policy object in the UK context. The article considers what the new imaginary of openness means for institutionalized forms of public participation in science policymaking, asking whether this is illustrative of a “constitutional moment” in relations between society and science policymaking

High-Tech Urban Agriculture in Amsterdam : An Actor Network Analysis

The agriculture and horticulture sector in the Netherlands is one of the most productive in the world. Although the sector is one of the most advanced and intense agricultural production systems worldwide, it faces challenges, such as climate change and environmental and social unsustainability of industrial production. To overcome these challenges, alternative food production initiatives have emerged, especially in large cities such as Amsterdam. Some initiatives involve producing food in the urban environment, supported by new technologies and practices, so-called high-tech urban agriculture (HTUA). These initiatives make cultivation of plants inside and on top of buildings possible and increase green spaces in urban areas. The emerging agricultural technologies are creating new business environments that are shape d by technology developers (e.g., suppliers of horticultural light emitting diodes (LED) and control environment systems) and developers of alternative food production practices (e.g., HTUA start-ups). However, research shows that the uptake of these technological innovations in urban planning processes is problematic. Therefore, this research analyzes the barriers that local government planners and HTUA developers are facing in the embedding of HTUA in urban planning processes, using the city of Amsterdam as a case study. This study draws on actor-network theory (ANT) to analyze the interactions between planners, technologies, technology developers and developers of alternative food production practices. Several concepts of ANT are integrated into a multi-level perspective on sustainability transitions (MLP) to create a new theoretical framework that can explain how interactions between technologies and planning actors transform the incumbent social\u2013technical regime. The configuration of interactions between social and material entities in technology development and adoption processes in Amsterdam is analyzed through the lens of this theoretical framework. The data in this study were gathered by tracing actors and their connections by using ethnographic research methods. In the course of the integration of new technologies into urban planning practices, gaps between technologies, technology developers, and planning actors have been identified. The results of this study show a lacking connection between planning actors and technology developers, although planning actors do interact with developers of alternative food production practices. These interactions are influenced by agency of artefacts such as visualizations of the future projects. The paper concludes that for the utilization of emerging technologies for sustainability transition of cities, the existing gap between technology developers and planning actors needs to be bridged through the integration of technology development visions in urban agendas and planning processe

Objecting (to) Infrastructure: Ecopolitics at the Ukrainian Ends of the Danube

In southern Ukraine, two hydraulic infrastructures continue to exist despite environmentalist campaigns that have exposed them as fragile, broken or unprofitable. The Danube-Dnister Irrigation Project (DDIS), a Soviet mega-project that diverted water from the Danube and turned the Sasyk estuary into a reservoir, receives state funding despite a 1994 ban on its use for irrigation. The Bystre Shipping Canal, built in 2004 despite domestic and international opposition, is losing money but continues to operate. These cases exemplify the material politics of infrastructuring in which infrastructure is understood as an antagonistic process of assembling networks of humans and nonhumans rather than a fixed facility. This approach helps explain how the confluence of unruly coastal matters and the politics of expertise have facilitated these shipping and irrigation infrastructures’ re-embedding in bureaucratic networks. These cases show that obduracy and fragility, as well as visibility and invisibility––conditions that figure prominently in infrastructure studies––should be considered in terms of oscillation rather than as ontologically distinct or static conditions. This analysis also highlights the limits of the modernist search for scientific certainty in resolving environmental conflicts in Ukraine, and some possibilities to experiment politically with new decision-making procedures. This account can thus serve as a “story that intervenes” by pointing beyond reform impulses that re-enact modernist narratives of progress within a strict nature-society divide

Smartphone-based safety planning and self-monitoring for suicidal patients: Rationale and study protocol of the CASPAR (Continuous Assessment for Suicide Prevention And Research) study

Background: It remains difficult to predict and prevent suicidal behaviour, despite growing understanding of the aetiology of suicidality. Clinical guidelines recommend that health care professionals develop a safety plan in collaboration with their high-risk patients, to lower the imminent risk of suicidal behaviour. Mobile health applications provide new opportunities for safety planning, and enable daily self-monitoring of suicide-related symptoms that may enhance safety planning. This paper presents the rationale and protocol of the Continuous Assessment for Suicide Prevention And Research (CASPAR) study. The aim of the study is two-fold: to evaluate the feasibility of mobile safety planning and daily mobile self-monitoring in routine care treatment for suicidal patients, and to conduct fundamental research on suicidal processes. Methods: The study is an adaptive single cohort design among 80 adult outpatients or day-care patients, with the main diagnosis of major depressive disorder or dysthymia, who have an increased risk for suicidal behaviours. There are three measurement points, at baseline, at 1 and 3 months after baseline. Patients are instructed to use their mobile safety plan when necessary and monitor their suicidal symptoms daily. Both these apps will be used in treatment with their clinician. Conclusion: The results from this study will provide insight into the feasibility of mobile safety planning and self-monitoring in treatment of suicidal patients. Furthermore, knowledge of the suicidal process will be enhanced, especially regarding the transition from suicidal ideation to behaviour

Taking a stance: resistance, faking and Muddling Through

This article focuses on project-based learning in media practice education, identifying three themes of interest. The first questions the recontextualisation of practice from the professional to a pedagogic environment. The second theme questions how much we know about what goes on inside a project and contrasts the ways in which students ‘do’ projects with the ways in which educators idealise project work as a mirror of professional practice. The final theme questions whether processes and procedures external to a project environment may result in a decoupling between professional practice and the everyday formulations of practice enacted by students. While educators may seek to encourage students to simultaneously adopt academic, professional and creative identities, as part of an active and purposeful approach to doing projects, this article questions whether tensions between these identities may actually encourage students to engage in decoupling behaviour. The article aims to encourage media practice educators to reflect on their own use of projects and question the ways in which the identities students claim as learners align with educator's beliefs and values

Involving External Stakeholders in Project Courses

Problem: The involvement of external stakeholders in capstone projects and project courses is desirable due to its potential positive effects on the students. Capstone projects particularly profit from the inclusion of an industrial partner to make the project relevant and help students acquire professional skills. In addition, an increasing push towards education that is aligned with industry and incorporates industrial partners can be observed. However, the involvement of external stakeholders in teaching moments can create friction and could, in the worst case, lead to frustration of all involved parties. Contribution: We developed a model that allows analysing the involvement of external stakeholders in university courses both in a retrospective fashion, to gain insights from past course instances, and in a constructive fashion, to plan the involvement of external stakeholders. Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysis of stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate the collaboration). The guideline provides questions that the teachers should answer for each of these activities. In the constructive use, the model allows teachers to define an action plan based on an analysis of potential stakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identify issues that appeared during the project and their underlying causes. Drawing from ideas of the reflective practitioner, the model contains an emphasis on reflection and interpretation of the observations made by the teacher and other groups involved in the courses. Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible to reveal hitherto implicit risks and assumptions and to gain a better insight into the interaction...Comment: Abstract shortened since arxiv.org limits length of abstracts. See paper/pdf for full abstract. Paper is forthcoming, accepted August 2017. Arxiv version 2 corrects misspelled author nam