Flipped Learning Beyond the Video Approach in Teaching Foreign Languages

The flipped classroom or flipped learning has been the subject of increasing research in recent years. A so-called innovative pedagogical approach that engages and motivates students beyond the traditional lecture approach especially in higher education. The approach incorporates the ideals of active learning in that students are required to engage in lessons and the learning processes rather than sitting passively waiting for information to be transmitted. However, much of the literature on the flipped classroom deals solely with the use of video. It is the purpose of this article to show that flipped learning is a valid pedagogical approach which can be applied without the use of lecture videos. Concrete examples are offered to show how this approach can be applied to learning English

Promoting Second Language Learning in Older Adults

With the unprecedented global increase in the number of people over 60 years old, governments, communities and organisations are now considering how they will need to develop and evolve in order to manage, care for and support older people in the new demographic order. Ageing has many detrimental effects on the health of individuals both physically and psychologically. To improve the quality of life and reduce the burden on both families and communities, it is essential for elderly individuals to have an active lifestyle after passing the age of retirement. This article will show the benefits of learning a foreign language particularly in older age and its results on ensuring healthy cognitive functions. Research shows that being able to communicate in a foreign language not only delays cognitive decline but can also protect against the onset of neurodegenerative diseases such as Alzheimer’s disease. This article will further demonstrate that despite common thought to the contrary, older adults learning a second language can achieve levels of proficiency affording opportunities not only to communicate effectively to other cultures and peoples, but also opportunities for self-development through greater knowledge and self-awareness, and increased confidence. In doing so individuals are capable of countering the often negative perceptions of old people in society

OPEN MAPS AND MAPS ONTO TWO-MANIFOLDS

our primary interest in this thesis is in open maps.We begin by examining open simple (at most two to one) maps and consider when a map may be factored into open simple ones. It is determined that the orbit map of a periodic homeomorphism of period 2k has this property. Similar results are obtained for homeomorphisms of other periods. In addition, we show that a periodic homeomorphism of period 2k on an n-manifold which is the identity on a domain must be the identity on the whole manifold, thus extending a result of H. H. &. Newman (10)

Rethinking Reliability after Students Evaluate a Facebook page about Health Care in Singapore

This article considers what happened when a group of secondary level Social Studies students in Singapore evaluated the reliability of an opposition politician’s Facebook page on affordable healthcare. The students in the study found the politician’s Facebook page to be unreliable because of its purpose, motive, or agenda. Findings suggest that even though students were aware of certain factors used to determine source reliability – provenance, purpose, source content, cross-referencing – they seemed unsure about how these factors might be weighed and used together to determine the extent to which the source was reliable. This study illustrates the need for a more comprehensive conceptual understanding of reliability, especially when working with complex sources (e.g., Facebook pages) and complex topics, such as healthcare. The authors outline what this conceptual understanding entails and offer suggestions for promoting discussion among students and teachers in order to help cultivate a conceptual understanding of reliability

Contexto e currículo em duas cidades globais: Um estudo de discursos de cidadania em Hong Kong e Singapura

This qualitative, comparative case study examined global civic education (GCE) in the Asian global cities of Hong Kong and Singapore. Guided by theories that position curriculum at the intersection of discourse, context, and personal meaning-making, we sought to describe the ways in which intentions for GCE reflect broader societal discourses of citizenship and how curricula allow students to tackle tensions surrounding national and global citizenship. We found that Singapore and Hong Kong have adopted depoliticized forms of citizenship as a means of inoculation against global ills. These types of citizenship are more nationalistic than global in nature; moral rather than political; and focused mainly on utilitarian goals to produce adaptable workers able to support national economic projects in the global economy. Although critical, transnational, and other emergent civic perspectives are apparent in both cities, the data yielded little evidence of curricular opportunities for students to become exposed to alternative discourses and reconcile discursive contradictions. The findings inform current literature by illuminating the nexus of local and global discursive practices, implicating the ability of curricula to accommodate both novel and established civic identities, and forwarding suggestions to bridge disconnections between theoretical and local curricular definitions of global citizenship. Este estudio de caso cualitativo y comparativo examino la educación cívica global (ECG) en las ciudades globales asiáticas de Hong Kong y Singapur. Guiado por teorías que entienden que los currículos interaccionan con discursos, contextos y comprensiones personales de significado, los autores describen las maneras en que las intenciones para ECG reflejan discursos sociales amplios sobre ciudadanía y como los currículos permiten que los estudiantes enfrenten tensiones alrededor de la ciudadanía nacional y global. Se encontró que Singapur y Hong Kong han adoptado formas despolitizadas de ciudadanía como un medio de inocular contra problemas mundiales. Estos tipos de ciudadanía son más nacionalistas que globales en carácter; más morales que políticos; y enfocados principalmente en metas utilitarias para producir trabajadores adaptables capaces de sostener proyectos económicos nacionales en una economía global. A pesar de que perspectivas críticas, transnacionales y emergentes son evidentes en ambas ciudades, los datos proporcionan poca evidencia de oportunidades curriculares para que los estudiantes sean expuestos a discursos alternativos y puedan reconciliar contradicciones discursivas. Los resultados iluminan el nexo de prácticas discursivas a nivel local y global, y la capacidad de los currículos para acomodar ambos identidades establecidas y novedosas. El trabajo concluye con sugerencias para conectar desconexiones entre las definiciones teóricas y curriculares local de la ciudadanía global.Este estudo qualitativo e comparativo de caso examinou a educação cívica global (ECG) nas cidades globais asiáticas de Hong Kong e Singapura. Guiado por teorias que põem currículo na interseção de discurso, contexto e a formação pessoal de significado, os autores trataram de descrever as maneiras em que as intenções para ECG reflexam amplos discursos sociais de cidadania e como os currículos permitem que os alunos enfrentem tensões ao redor da cidadania nacional y global. Se encontrou que Singapura y Hong Kong tem adoptado formas despolitizadas de cidadania como meio de inocular contra problemas mundiais. Estes tipos de cidadania são mais nacionalistas que globais em carácter; mais moral que política; e focado principalmente nas metas utilitárias para produzir trabalhadores adaptáveis capazes de sustentar projetos económicos nacionais na economia global. Apesar de que perspectivas críticas, transnacionais y emergentes são evidentes em ambas cidades, a data proporcionou pouca evidencia de oportunidades curriculares para que os alunos sejam expostos à discursos alternativos y para reconciliar contradições discursivas. Os resultados informam a literatura existente por iluminar o nexo de práticas discursivas ao nível local y global, implicando a capacidade de currículos para acomodar ambos identidades estabelecidas y novas e dirigindo sugestões para conectar desconexões entre as definições teoréticas y de currículo local da cidadania global

Research on Global Citizenship Education in Asia: Conceptions, Perceptions, and Practice

This edited book provides new research highlighting philosophical traditions, emerging perceptions, and the situated practice of global citizenship education (GCE) in Asian societies. The book includes chapters that provide: 1) conceptions and frameworks of GCE in Asian societies; 2) analyses of contexts, policies, and curricula that influence GCE reform efforts in Asia; and 3) studies of students’ and teachers’ experiences of GCE in schools in different Asian contexts. While much citizenship education has focused on constructions and enactments of GCE in Western societies, this volume re-centers investigations of GCE amid Asian contexts, identities, and practices. In doing so, the contributors to this volume give voice to scholarship grounded in Asia, and the book provides a platform for sharing different approaches, strategies, and research across Asian societies. As nations grapple with how to prepare young citizens to face issues confronting our world, this book expands visions of how GCE might be conceptualized, contextualized, and taught; and how innovative curriculum initiatives and pedagogies can be developed and enacted.https://digitalcommons.kennesaw.edu/facbooks/1031/thumbnail.jp

Letters to the Editor: Correspondence re R. Lapointe et al., CD40-stimulated B Lymphocytes Pulsed with Tumor Antigens Are Effective Antigen-presenting Cells That Can Generate Specific T Cells. Cancer Res 2003;63:2836–43.

La réplique provient de Réjean Lapointe, Jacques Thibodeau et Patrick Hwu; Réjean Lapointe et Jacques Thibodeau sont affiliés à la faculté de médecine de l'Université de Montréa