Vocational teacher education: a systems approach

The recruitment and retention of vocational teachers is a serious problem which can be alleviated by using a systems approach to vocational teacher education

Beyond ‘Bad’ Cops

In this article, we define and examine surveillance culture within US college classrooms, a logical extension of pervasive carceral and capitalist logics that underlie the US educational system, in which individual success is tied to behavior monitoring, rule following, and sorting, particularly within marginalized student populations. Reflecting anxieties about the expansion of educational access, we argue for how crisis and change have historically contributed to the urgency and opportunity to expand surveillance culture and consider why this has continued to happen as a result of the COVID-19 crisis. We offer suggestions and alternatives to surveillance culture that have helped us foster student engagement in our own classrooms while also arguing for more substantial structural changes that could challenge surveillance culture beyond the individual unit of the classroom

Iron-sulfur cluster-containing L-serine dehydratase from Peptostreptococcus asaccharolyticus: correlation of the cluster type with enzymatic activity.

AbstractInvestigations were performed with regard to the function of the iron—sulfur cluster of l-serine dehydratase from Peptostreptococcusasaccharolyticus, an enzyme which is novel in the class of deaminating hydro-lyases in that it lacks pyridoxal-5′-phosphate. Anaerobically purified l-serine dehydratase from P. asaccharolyticus revealed EPR spectra characteristic of a [3Fe4S]+ cluster constituting 1% of the total enzyme concentration. Upon incubation of the enzyme under air the intensity of the [3Fe4S]+ signal increased correlating with the loss of enzymatic activity. Addition of l-serine prevented this. Hence, active l-serine dehydratase probably contains a diamagnetic [4Fe4S]2+ cluster which is converted by oxidation and loss of one iron ion to a paramagnetic [3Fe4S]+ cluster, resulting in inactivation of the enzyme. In analogy to the mechanism elucidated for aconitase, it is proposed that l-serine is coordinated via its hydroxyl and carboxyl groups to the labile iron atom of the [4Fe4S]2+ cluster

EVALUATION OF PASSIVELY INDUCED SHOULDER STRETCH REFLEX USING AN ISOKINETIC DYNAMOMETER IN MEN

The purpose of the current study was to determine shoulder internal rotator muscles\u27 reflex latencies (SLR) under variable conditions in 20 healthy, specifically trained male participants. Sets of different external shoulder rotation stretches were applied via an isokinetic dynamometer. SLR latencies were determined from sEMG readings as the time from external shoulder rotation stretches application to onset of muscle activity. The amount of muscular response to the perturbation was evaluated via a peak-to-peak analysis. SLR latencies and amplitudes of the pectoral muscle and the anterior deltoid were affected by the investigated muscle and the level of pre-innervation torque. Our results indicated faster muscular stretch response than reported in previous studies which can be attributed to training induced adaptions of the shoulder muscles and capsule

REFLEX RESPONSES TO LOCAL SOLEUS MUSCLE VIBRATION

The aims of the present work was i. to investigate the acute effects of prolonged vibratory stimulation on short-latency stretch reflexes (SLR) of soleus muscle, ii. to assess effects of vibration on parameters of the H-reflex and M-wave stimulus-response curves. There were no changes in the EMG of SLR. During vibration H-reflex amplitudes decreased but H-reflex threshold current increased. None of the H-reflex parameters showed timedependent changes. In contrast, maximum M-wave magnitude (MMAX) decreased after 30min of sustained vibration. The analysis suggests differential effects of presynaptic inhibition on ��-motoneurons. The vibration parameters have no effect on excitability of afferent and efferent fibers. The depression of the MMAX after vibratory stimulation may be related to neuromuscular transmission failure and/or reduced sarcolemmal excitability

Mythos und Zeit in Thomas Manns "Joseph in Ägypten"

"Es ist wohl eine Regel, daß in gewissen Jahren der Geschmack an allem bloß Individuellen und Besonderen, dem Einzelfall, dem 'Bürgerlichen' im weitesten Sinne des Wortes allmählich abhanden kommt. In den Vordergrund tritt: Das Typische, Immer-Menschliche, Immer- Wiederkehrende, Zeitlose, kurz: das Mythische." Mit diesen Worten umreißt Thomas Mann im Jahre 1942 in seinem Vortrag Joseph und seine Brüder einige Beweggründe für seine fast sechzehnjährige Arbeit an dem "abseitigen, fernliegenden Stoff [...] der biblischen Legende", die er zu einem vierbändigen Romanwerk ausarbeitete. Ein wenig seltsam mutet es hier an, wenn man Thomas Mann, den bürgerlichen Romanautor, der stets darauf bedacht war, eben gerade das ganz Besondere, den nicht alltäglichen Menschen, den Einzelgänger und Außenseiter seinen Lesern vor Augen zu führen, vom "bloß" Individuellen reden hört; ganz so, als seien seine früheren Werke – cum grano salis – lediglich Geburtswehen eines weit größeren Unterfangens gewesen, welches nun endlich im Stande sei, zum Kern vorzudringen, um die nötigen aber überständigen Randerscheinungen hinter sich zu lassen. Thomas Mann führt den Leser sicherlich etwas in die Irre, wenn er hier behauptet, das Interesse am Individuum sei ihm in gewissen – und dies meint späteren – Jahren abhanden gekommen. Der Protagonist seiner Tetralogie, Joseph, scheint doch gerade ein ganz außergewöhnlicher Mensch zu sein, der, mit einigen, später zu erörternden Besonderheiten, eben genau das Individuum par excellence darstellt. Oder verhält es sich in Josephs ganz spezifischem Fall noch etwas komplizierter und seine Besonderheit und das Typische schließen sich gar nicht gänzlich aus

Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy

This project explores the recent paradigm shift within Writing Studies toward a translingual pedagogical approach, situating many of the critiques of this approach as limitations produced by dominant liberal models of Writing Studies pedagogy. Taking up Vershawn Ashanti Young and Frankie Condon’s call to move toward a more anti-racist translingual approach, I argue for why dominant anti-racist Writing Studies pedagogies, which commonly revolve around reforming individual behaviors, attitudes, dispositions, or practices, will inadequately address institutionally-produced structures of racialized linguistic marginalization. Drawing inspiration from a variety of Lefist abolitionist movements—particularly the movement toward Prison Industrial Complex (PIC) abolition, the movement toward the abolition of involvement with the carceral state within the field of K-12 education, and student-led activism leading to the passage of the City University of New York’s Open Admissions policy—I argue for how an anti-racist translingual approach may attend to the wider language ecologies that shape language reception practices and that challenge the dominant order of racial capitalism beyond the first-year writing classroom and program