Intimate Empire: Women\u27s Travel Writing and U.S. Imperialism 1880-1920

This dissertation examines how several turn-of-century U.S. women journalists and travel writers represent U.S. imperialism in a range of locales, trafficking in prevailing discourses of gender and race to represent colonized Others and as they engage in a comparative analysis to evaluate women\u27s status in the U.S. In doing so, I suggest that these women, largely overlooked in critical discourses on U.S. imperialism, nonetheless contributed to the U.S. imperial imaginary. By recuperating the work of newspaper ladies Margherita Hamm, Nellie Bly, and Mary Krout, and through a reconsideration of Edith Wharton\u27s travel writing, I consider the complex ways that white U.S. women negotiated the nexus of gender and race as consumers and producers of U.S. imperial ideology from 1880-1920. These texts reveal how white women utilized their white racial privilege to negotiate gender oppression at home and abroad. By exploring this subset of U.S. women\u27s travel writing, I aim to examine the New Woman through a transnational lens, thus illuminating the intersection of empire, gender, and race at the dawn of what would be dubbed the American century. This study reveals the ways that white women utilized travel and text to foreground varying levels of commitment to the women\u27s movement and to create alternate feminine identities and spaces for public and political engagement. In doing so, they often reify white racial privilege through their support for imperialism along with their utilization of social evolutionary theories, which posited white women as racially and biologically superior to non-white men and women

Procedimientos y ejemplos para examinar la variedad de resultados de aprendizaje a partir de aplicaciones del programa 1:1

Past research has shown one-to-one student computing programs can have a variety of different impacts depending on their context. Using a wide range of data, this paper summarizes the second year implementation results from a newly opened US high school where every student and teacher has a MacBook laptop computer. Measures like attendance, behavior, and course taking patterns are routinely collected by schools but are rarely used in research and evaluation efforts. In the current project, a rich empirical dataset was developed to help better understand the complex relationships between technology practices over time and student outcomes across different student cohorts. It is our hope that the procedures and examples herein will illuminate the potential efficacy and opportunities for examining a wider range of potential quantitative impacts from 1:1 computing programs.La investigación ha mostrado que los programas de un ordenador por niño tienen diferente impacto según el contexto en el que se lleven a cabo. Usando un amplio abanico de datos, este estudio resume los resultados de un año de aplicación en un instituto americano recién inaugurado en el que cada alumno y profesor tenían un portátil MacBook. Se recogen sistemáticamente medidas como la asistencia, el comportamiento y los patrones de realización de los cursos en las escuelas, pero no se suelen usar para investigar o evaluar. En este estudio, se desarrolló una base de datos empírica rica para ayudar a comprender las complejas relaciones entre las prácticas tecnológicas a lo largo del tiempo y los resultados de aprendizaje en diferentes grupos de alumnos. Esperamos que los procedimientos y ejemplos que presentamos iluminen la posible eficacia y otras oportunidades para examinar un abanico más amplio de impactos cualitativos de los programas 1:1.Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granad

Salim “Slim” Abdool Karim: Attacking AIDS in South Africa

Slim Abdool Karim joined the anti-apartheid movement as a boy in South Africa and has had the pleasure of watching the regime fall. Now he's set his sights on taking down AIDS

Identifying Teacher, School and District Characteristics Associated with Elementary Teachers' Use of Technology:A Multilevel Perspective

Over the past decade, investment in technology for schools has increased at a dramatic rate. Although policy makers are eager to understand the ways in which technology use in schools is affecting student learning, we believe that a critical preliminary step toward assessing the impacts of technology on teaching and learning requires the examination of the varied uses of technology in schools as well as the contexts that are likely to affect the use of technology in the classroom as a teaching and learning tool. Previous research examining technology use has focused on teacher characteristics and has neglected to explore the potentially alterable, organizational characteristics that may be affecting the adoption and use of technology in the classroom. In light of this argument and using survey data collected from 1490 elementary classroom teachers in 96 schools in 22 Massachusetts districts, this research examines how technology is being used by elementary school teachers, and examines the school and district organizational characteristics that are associated with increased use of technology as a teaching and learning tool. In addition to examining technology-use as a multi-faceted construct, using multilevel regression techniques this study provides evidence that schools’ organizational characteristics are associated with teachers’ use of technology in the classroom. Organizational characteristics such as districts’ and schools’ leadership practices and emphasis on technology, the type and amount of technology-related professional development available to teachers, as well as the amount of technology-related restrictive policies in place were found to be associated with the four measures of teachers’ use of technology examined in this study. Individual teacher characteristics such as constructivist beliefs, higher confidence using technology and positive beliefs about the efficacy of technology were each found to be associated with increased use of technology in the classroom

Relationship between levels of inflammatory cytokines in the genital tract and CD4+ cell counts in women with acute HIV-1 infection.

Inflammatory responses at mucosal surfaces after human immunodeficiency virus type 1 (HIV-1) transmission may influence disease outcome. We evaluated levels of interleukin (IL)-1beta, IL-6, tumor necrosis factor-alpha, IL-8, IL-10, and IL-12 in genital tract and plasma specimens from 44 women with acute HIV infection and 29 HIV-negative control women (13 of whom were women in the acute HIV infection cohort who had preinfection samples available for analysis). Women with acute HIV infection had significantly elevated levels of IL-6, IL-10, and IL-12 in genital tract specimens and elevated levels of IL-1beta, IL-8, and IL-10 in plasma specimens, compared with HIV-negative control women. Levels of IL-1beta, IL-6, and IL-8 in cervicovaginal specimens from women with acute HIV infection showed a significant inverse correlation with systemic CD4(+) cell counts, suggesting that mucosal inflammation is associated with low CD4(+) cell counts during acute HIV infection

Stillbirth rate by maternal HIV serostatus and antiretroviral use in pregnancy in South Africa: An audit

No abstract

Multi-touch Technology in Early Childhood: Current Trends and Future Challenges

© ACM 2015. This is the author's version of the work. It is posted here for your personal use. Not for redistribution. The definitive Version of Record was published in Interacción '15 Proceedings of the XVI International Conference on Human Computer Interactionhttp://dx.doi.org/10.1145/{10.1145/2829875.2829887The advantages of the direct manipulation style make the multi-touch technology an ideal mechanism to support learning activities for children. Moreover, although pre-kindergarten children are becoming frequent users of the technology little work has been done in the area to assess their actual abilities. This paper goes over the state of the art of multi-touch technology targeting pre-kindergarten children and its use for educational purposes. In addition, in this work we present future challenges that should be faced in the area in the near future to establish the basis on which designers will develop educational applications for children that fully exploit the multi-touch technology according to the actual abilities of pre-kindergarten children.Work supported by the MINECO (grants TIN2010-20488 and TIN2014-60077-R) and from GVA (ACIF/2015/075).Nácher-Soler, VE.; Jaén Martínez, FJ. (2015). Multi-touch Technology in Early Childhood: Current Trends and Future Challenges. ACM. https://doi.org/10.1145/2829875.2829887SAbdul Aziz, N.A., Batmaz, F., Stone, R., and Paul, C. Selection of touch gestures for children's applications. Proc. of SIC'13, 721--726.Abdul Aziz, N.A., Mat, N.S., Batmaz, F., Stone, R., and Paul, C. Selection of Touch Gestures for Children's Applications: Repeated Experiment to Increase Reliability. International Journal of Advanced Computer Science and Applications 5, 4 (2014), 97--102.Baloian, N., Pino, J. a., and Vargas, R. Tablet gestures as a motivating factor for learning. Proc. of ChileCHI'13, 98--103.Bebell, D., Dorris, S., and Muir, M. Emerging Results From The Nation's First Kindergarten Implementation of iPads. Auburn, 2012.Buxton, B. Multi-touch systems that I have known and loved. 2013. http://billbuxton.com/multitouchOverview.html.Chiong, C. and Shuler, C. Learning: Is there an app for that? Investigations of young children's usage and learning with mobile devices and apps. New York, 2010.Common Sense Media. Zero to Eight: Childrens Media Use in America 2013. 2013.Egloff, T.H. Edutainment: a case study of interactive cd-rom playsets. Computers in Entertainment 2, 1 (2004), 13.Hinrichs, U. and Carpendale, S. Gestures in the wild: studying multi-touch gesture sequences on interactive tabletop exhibits. Proc. of CHI'11, 3023--3032.Hourcade, J.P. Interaction Design and Children. Foundations and Trends® in Human-Computer Interaction 1, 4 (2007), 277--392.Ingram, A., Wang, X., and Ribarsky, W. Towards the establishment of a framework for intuitive multi-touch interaction design. Proc. of AVI'12, 66--73.Johnson, L., Adams, S., and Cummins, M. The NMC Horizon Report: 2012 K-12. The New Media Consortium, Austin, Texas, 2012.Kammer, D., Dang, R., Steinhauf, J., and Groh, R. Investigating interaction with tabletops in kindergarten environments. Proc. of IDC'14, 57--66.Knoche, H., Rasmussen, N.A., and Boldreel, K. Do Interactions Speak Louder than Words? Dialogic Reading of an Interactive Tablet-based E-book with Children between 16 Months and Three Years of Age. Proc. of IDC'14, 285--288.Kremer, K.E. Conducting Game User Experience Research with Preschoolers. Workshop on Games User Research: practice, methods, and applications (collocated to CHI'12).Nacher, V., Jaen, J., Catala, A., Navarro, E., and Gonzalez, P. Improving Pre-Kindergarten Touch Performance. Proc. of ITS '14, 163--166.Nacher, V., Jaen, J., and Catala, A. Exploring Visual Cues for Intuitive Communicability of Touch Gestures to Pre-kindergarten Children. Proc. of ITS '14, 159--162.Nacher, V., Jaen, J., Navarro, E., Catala, A., and González, P. Multi-touch gestures for pre-kindergarten children. International Journal of Human-Computer Studies 73, (2015), 37--51.Piaget, J.The Child and Reality. Grossman, New York, 1973.Rushton, S. and Juola-Rushton, A. Classroom Learning Environment, Brain Research and The No Child Left Behind Initiative: 6 years Later. Early Childhood Education Journal 36, 1 (2008), 87--92.Shneiderman, B., Plaisant, C., Cohen, M., and Jacobs, S. Designing the User Interface: Strategies for Effective Human-Computer Interaction. Prentice Hall, 2009.Shuler, C. iLearn II: An Analysis of the Education Category of the iTunes App Store. The Joan Ganz Cooney Center at Sesame Workshop, New York, 2012.Smith, S.P., Burd, E., and Rick, J. Developing, evaluating and deploying multi-touch systems. International Journal of Human-Computer Studies 70, 10 (2012), 653--656.Vatavu, R., Cramariuc, G., and Schipor, D.M. Touch interaction for children aged 3 to 6 years: Experimental findings and relationship to motor skills. International Journal of Human-Computer Studies 74, (2015), 54--76.Wakefield, J. and Smith, D. From Socrates to Satellites: iPad Learning in an Undergraduate Course. Creative Education 03, 05 (2012), 643--648.Wolock, E., Ann Orr, E.D., and Buckleitner, W. Child development 101 for the developers of interactive media. Active Learning Associates, Inc., 2006.Zaranis, N., Kalogiannakis, M., and Papadakis, S. Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education. Creative Education 04, 07 (2013), 1--10

Design possibilities for the e-Schoolbag: addressing the 1:1 challenge within China

There is widespread enthusiasm for 1:1 computing in education. Recognizing that secure innovation of educational practice should be built upon contextual sensitivity, this article reported two case studies anticipating the potential development of 1:1 classes in the particular cultural context of China. The first case described how the new technology of e-Textbooks could align with a tradition where the textbook is central to teaching practice. A science teacher used the e-Textbook to design his pedagogy to accommodate the contextual learning needs of the classroom. Students reported a positive reaction. They understood that new learning possibilities were crafted through this engagement with diversified media formats that content fitted their class, and this gave them increased confidence in relation to both student–computer and interpersonal interaction. The second case study described how a social app could align with the local tradition of practice whereby a student’s performance in front of class is an important part of instructional practice. In this case, students who were learning native Chinese were offered the opportunity for performing within a novel “digital stage”: revealing high levels of engagement and a strengthening confidence with language performance

The role of comparative research in the development of multiculturalism within educational systems

Abstract. Internationalization has become an integral part of education. The internationalization of education, by its very nature, cannot be considered solely as part of a single culture or single country's educational system. The development of multiculturalism within education is widely discussed, but often suffers from the limited body of research based on comparative studies. The focus of this paper is to address theoretical approaches and fundamental models to aid in the development of multiculturalism within educational systems. Introduction This article focuses on the analysis of approaches that define the essence of internationalization. We review the history of comparative research, identifying the role of comparative studies in the development of multicultural education, and present models to help guide educational systems in their goals related to the development of multicultural education