Developing A Culturally Responsive Classroom Collaborative Of Faculty, Students, And Institution

Culture is integral to the learning process. It is the organization and way of life within the community of students and teachers and directs the way they communicate, interact, and approach teaching and learning. Although founded in particular values and principles, the academy, like most organizations, is impacted day-to-day by its culture. Yet, the traditional higher education institution has not been designed to operate within a racially or ethnically diverse student population. The social, political, economic, and cultural forces that support the institution influence the teaching and learning environments. To better address cultural diversity in the classroom, faculty must first examine their own cultural background and understand how biases may affect their interactions with students. To advance teaching and learning in the college classroom requires an understanding of the underlying values, beliefs, perceptions and assumptions of students, which affect their understanding of what they hear and read as well as how they express themselves in the classroom. When teachers recognize these different qualities, classroom instruction can be designed to connect content to students’ backgrounds. This paper examines one approach to building a teaching and learning community through faculty professional development and collaboration. It provides an overview of a 5-part workshop series conducted for faculty at the Johnson & Wales University Providence campus on intercultural learning and culturally responsive teaching. Focusing on the essential components of personalizing culture through the five institutions of family, school, religion, politics, and economics through workshop activities, it is an investigation of individual and institutional backgrounds to determine how faculty may recognize the forces that influence student behavior, and how to engage them in a more active learning process

Developing A Culturally Responsive Classroom Collaborative Of Faculty, Students, And Institution

Culture is integral to the learning process.  It is the organization and way of life within the community of students and teachers and directs the way they communicate, interact, and approach teaching and learning. Although founded in particular values and principles, the academy, like most organizations, is impacted day-to-day by its culture. Yet, the traditional higher education institution has not been designed to operate within a racially or ethnically diverse student population. The social, political, economic, and cultural forces that support the institution influence the teaching and learning environments. To better address cultural diversity in the classroom, faculty must first examine their own cultural background and understand how biases may affect their interactions with students. To advance teaching and learning in the college classroom requires an understanding of the underlying values, beliefs, perceptions and assumptions of students, which affect their understanding of what they hear and read as well as how they express themselves in the classroom. When teachers recognize these different qualities, classroom instruction can be designed to connect content to students’ backgrounds.  This paper examines one approach to building a teaching and learning community through faculty professional development and collaboration. It provides an overview of a 5-part workshop series conducted for faculty at the Johnson & Wales University Providence campus on intercultural learning and culturally responsive teaching. Focusing on the essential components of personalizing culture through the five institutions of family, school, religion, politics, and economics through workshop activities, it is an investigation of individual and institutional backgrounds to determine how faculty may recognize the forces that influence student behavior, and how to engage them in a more active learning process

F.A.C.E.S. (Faculty Academic Community Education Showcase): Professional Growth Experiences In A Career University

Institutes of higher education exist for the purpose of developing, fostering, nurturing, and stimulating the intellectual growth and development of students. The core values of a college education provide students conceptual and practical educational opportunities that focus on improving their skills and knowledge. These skills and knowledge translate into purposeful, real-life learning experiences. However, in the academic community, learning is not restricted to students. Faculty, too, must be supported and provided opportunities for personal and professional growth and development.  Although professional development is not a novel concept in the education profession, schools often take up the gauntlet, but fall short of running with it. A commitment to share the collective skills, teaching strategies, and experiences of colleagues in the university community should be one of the institution’s core values. The need today for academic rigor and the emphasis on accountability and evidence of professional development of teachers have become key components in faculty performance evaluations in both teaching and research higher educational institutional settings.   This paper examines how a career university addresses professional development by embracing change in its faculty orientation process at the start of the academic year through the implementation of a faculty development program and sustainable model for building a teaching and learning showcase of faculty talent. The orientation program - F.A.C.E.S. (Faculty Academic Community Education Showcase) - provides a series of interactive seminars conducted by and for full-time faculty at the Johnson & Wales University (JWU) Providence, Rhode Island, campus that mirrors their professional expertise, educational best practices, and career experiences within and beyond the JWU academic community. It examines the program goals and objectives, evidence of its evaluation by participants and administration, and the follow-up programs in place to provide further opportunities throughout the academic year that meet faculty needs to learn and engage in a learning environment that translates into and enhances the learning experiences of their students

Mystery of the Lyα Blobs

We present Spitzer Space Telescope observations of the extended Lyman α blobs associated with the z=2.38 over-density J2143-4423, the largest known structure (110 Mpc) above z=2. We detect all 4 of the Lyα blobs in all four IRAC channels and we also detect 3 out of 4 of the blobs with MIPS 24μm. Conversion from rest-wavelength 7μm to total far-infrared luminosity using locally derived correlations suggests all the detected sources are in the class of ULIRGs or even Hyper-LIRGs. We find a weak correlation between Lyα and mid-infrared emission for the Lyα blobs (L_(Lyα)/L_(bol) = 0.05-0.2%). Nearly all Lyα blobs show some evidence for interaction, either in HST imaging, or the proximity of multiple MIPS sources within the Lyα cloud. This suggests that interaction or even mergers may be related to the production of Lyα blobs. Optical through infrared SEDs of the Lyα blobs do not show a clear 1.6μm bump, but rather are indicative of a composite of star formation and AGN energy sources

Developmental asynchrony might not reduce fitness in early life in painted turtles

Synchronous hatching and emergence of turtles from nests may be adaptive in predator avoidance during dispersal. However, little is known about the phenotypic consequences of such synchrony or the generality of predator avoidance in driving the evolution of this trait. Colbert et al. (2010) found that less advanced embryos hatched early in the presence of more advanced sibs, sustaining a persistent reduction in neuromuscular function. In this study, we experimentally assessed the influence of such accelerated embryonic development on hatching success, winter survival, and survival during terrestrial dispersal from the nest. Although we predicted that shortened incubation periods would reduce survival, early-hatching individuals suffered no detectable fitness costs at any stage considered in this study. Incubation temperature did not affect hatching success, and offspring sex did not affect survival across treatment groups. Incubation regime influenced offspring body size and was negatively correlated with dispersal time, however, there was no effect on survival during winter or terrestrial dispersal. Lack of a detectable fitness cost in these key early-life stages associated with hatching synchrony is consistent with a single, predator avoidance origin for this trait and retention in C. picta and other derived turtles via phylogenetic inertia

The Mid-Infrared Instrument for the James Webb Space Telescope, VIII: The MIRI Focal Plane System

We describe the layout and unique features of the focal plane system for MIRI. We begin with the detector array and its readout integrated circuit (combining the amplifier unit cells and the multiplexer), the electronics, and the steps by which the data collection is controlled and the output signals are digitized and delivered to the JWST spacecraft electronics system. We then discuss the operation of this MIRI data system, including detector readout patterns, operation of subarrays, and data formats. Finally, we summarize the performance of the system, including remaining anomalies that need to be corrected in the data pipeline

Fluorescent Lyman-alpha Emission from Gas Near a QSO at Redshift 4.28

We use integral field spectroscopy with the Gemini North Telescope to detect probable fluorescent Ly-alpha emission from gas lying close to the luminous QSO PSS 2155+1358 at redshift 4.28. The emission is most likely coming not from primordial gas, but from a multi-phase, chemically enriched cloud of gas lying about 50 kpc from the QSO. It appears to be associated with a highly ionised associated absorber seen in the QSO spectrum. With the exception of this gas cloud, the environment of the QSO is remarkably free of neutral hydrogen. We also marginally detect Ly-alpha emission from a foreground sub-Damped-Ly-alpha absorption-line system.Comment: Accepted for publication in MNRA

Hubble Space Telescope Grism Spectroscopy of Extreme Starbursts Across Cosmic Time: The Role of Dwarf Galaxies in the Star Formation History of the Universe

Near infrared slitless spectroscopy with the Wide Field Camera 3, onboard the Hubble Space Telescope, offers a unique opportunity to study low-mass galaxy populations at high-redshift ($z\sim$1-2). While most high$-z$ surveys are biased towards massive galaxies, we are able to select sources via their emission lines that have very-faint continua. We investigate the star formation rate (SFR)-stellar mass ($M_{\star}$) relation for about 1000 emission-line galaxies identified over a wide redshift range of $0.3 \lesssim z \lesssim 2.3$. We use the H$_{\alpha}$ emission as an accurate SFR indicator and correct the broadband photometry for the strong nebular contribution to derive accurate stellar masses down to $M_{\star} \sim 10^{7} M_{\odot}$. We focus here on a subsample of galaxies that show extremely strong emission lines (EELGs) with rest-frame equivalent widths ranging from 200 to 1500 \AA. This population consists of outliers to the normal SFR-$M_{\star}$ sequence with much higher specific SFRs ($> 10$ Gyr$^{-1}$). While on-sequence galaxies follow a continuous star formation process, EELGs are thought to be caught during an extreme burst of star formation that can double their stellar mass in less than $100$ Myr. The contribution of starbursts to the total star formation density appears to be larger than what has been reported for more massive galaxies in previous studies. In the complete mass range $8.2 <$ log($M_{\star}/M_{\odot}$) $< 10$ and a SFR lower completeness limit of about 2 $M_{\odot}$ yr$^{-1}$ (10 $M_{\odot}$ yr$^{-1}$) at $z\sim1$ ($z \sim 2$), we find that starbursts having EW$_{rest}$(H$_{\alpha}$)$>$ 300, 200, and 100 A contribute up to $\sim13$, 18, and 34 %, respectively, to the total SFR of emission-line selected sample at $z\sim1-2$. The comparison with samples of massive galaxies shows an increase in the contribution of starbursts towards lower masses.Comment: 11 pages, 6 figures. The Astrophysical Journal, in pres

A causative relationship exists between eosinophils and the development of allergic pulmonary pathologies in the mouse

Asthma and mouse models of allergic respiratory inflammation are invariably associated with a pulmonary eosinophilia; however, this association has remained correlative. In this report, a causative relationship between eosinophils and allergen-provoked pathologies was established using eosinophil adoptive transfer. Eosinophils were transferred directly into the lungs of either naive or OVA-treated IL-5-/- mice. This strategy resulted in a pulmonary eosinophilia equivalent to that observed in OVA-treated wild-type animals. A concomitant consequence of this eosinophil transfer was an increase in Th2 bronchoalveolar lavage cytokine levels and the restoration of intracellular epithelial mucus in OVA-treated IL-5-/- mice equivalent to OVA-treated wild-type levels. Moreover, the transfer also resulted in the development of airway hyperresponsiveness. These pulmonary changes did not occur when eosinophils were transferred into naive IL-5-/- mice, eliminating nonspecific consequences of the eosinophil transfer as a possible explanation. Significantly, administration of OVA-treated IL-5-/- mice with GK1.5 (anti-CD4) Abs abolished the increases in mucus accumulation and airway hyperresponsiveness following adoptive transfer of eosinophils. Thus, CD4+ T cell-mediated inflammatory signals as well as signals derived from eosinophils are each necessary, yet alone insufficient, for the development of allergic pulmonary pathology. These data support an expanded view of T cell and eosinophil activities and suggest that eosinophil effector functions impinge directly on lung function

The Photometric Properties of Isolated Early-Type Galaxies

Isolated galaxies are important since they probe the lowest density regimes inhabited by galaxies. We define a sample of 36 nearby isolated early-type galaxies for further study. Our isolation criteria require them to have no comparable-mass neighbours within 2 B-band magnitudes, 0.67 Mpc in the plane of the sky and 700 km/s in recession velocity. New wide-field optical imaging of 10 isolated galaxies with the Anglo-Australian Telescope confirms their early-type morphology and relative isolation. We also present imaging of 4 galaxy groups as a control sample. The isolated galaxies are shown to be more gravitationally isolated than the group galaxies. We find that the isolated early-type galaxies have a mean effective colour of (B-R)_e = 1.54 +/- 0.14, similar to their high-density counterparts. They reveal a similar colour-magnitude relation slope and small intrinsic scatter to cluster ellipticals. They also follow the Kormendy relation of surface brightness versus size for luminous cluster galaxies. Such properties suggest that the isolated galaxies formed at a similar epoch to cluster galaxies, such that the bulk of their stars are very old. However, our galaxy modelling reveals evidence for dust lanes, plumes, shells, boxy and disk isophotes in four out of nine galaxies. Thus at least some isolated galaxies have experienced a recent merger/accretion event which may have induced a small burst of star formation. We derive luminosity functions for the isolated galaxies and find a faint slope of -1.2, which is similar to the `universal' slope found in a wide variety of environments. We examine the number density distribution of galaxies in the field of the isolated galaxies.Comment: 16 pages, Latex, 17 figures, 6 tables, MNRAS in pres