Teacher Preparation for Linguistically Rich Classrooms : A Qualitative Study of Take-up in Relation to Linguistically Responsive Teaching

This qualitative study followed four urban early childhood teachers through their participation in a teacher education program designed to enhance their linguistically responsive teaching and into the first four months of the new school year in an effort to identify what the teachers indeed “took up” from the opportunities presented to them regarding linguistically responsive teaching. The sociocultural concept of funds of knowledge was used to frame this study and to ensure that each teacher’s work was analyzed with the understanding that individuals bring to each learning moment unique knowledge and knowhow that impacts learning and practice. All was undertaken with the intent of providing research-based answers to the following question: While following general education early childhood teachers through a formal learning program and into their classrooms, what “take-up” from the range of opportunities designed to help this small group of teachers become more linguistically responsive in their classrooms seems to be demonstrated? By focusing on individual teacher “take-up” this research study gave proper recognition to teachers trying to teach English language learners (ELLs) more effectively. Moreover, this study aimed to add insight into what a small group of general education early childhood teachers can reasonably “take-up” after participating in teacher education opportunities that are research-based and specifically designed to help general education teachers become more effective teachers of ELLs. Findings were presented as four themes to better understand the nuances as well as the ebbs and flows of teacher take-up of linguistically responsive teaching. The four themes that emerged were as follows: (1) take-up of linguistically responsive teaching manifested as a commitment to giving prominence to home languages; (2) take-up of linguistically responsive teaching involved personal introspection; (3) take-up of linguistically responsive teaching manifested as an understanding and incorporation of home language as a learning resource; (4) and the take-up of linguistically responsive teaching evolved over time into community sense-making

Alimentação popular em São Paulo (1920 a 1950): políticas públicas, discursos técnicos e práticas profissionais

This article discusses how the concept of lower-class eating habits came about and developed in the intellectual circles of São Paulo during the first half of the 20th century. It starts by reconstructing the elements of the debate around the income and ignorance of the underprivileged as the main reasons behind their bad eating habits. Then, it looks at the focal points for interventions and public policies proposed by the government to deal with the problem thus identified, namely: training methods to produce sanitation counselors capable of offering dietary guidance as well; popular educational campaigns and new learning sites in addition to schools (e.g. healthcare centers and households); lunch and other means of offering food at schools; and diagnostic studies about food intake and eating habits among laborers. Because they were translated into technical and scientific language, the proposals and policies implemented in São Paulo left traces in a variety of supporting documents and media (photographs, primers, posters, inquiry notebooks, and academic literature).O artigo discute a construção da idéia de alimentação popular nos meios intelectuais em São Paulo, na primeira metade do século XX. Para isso, reconstitui, como motivos da má alimentação, elementos do debate em torno da renda e da ignorância dos mais pobres. Identificado o problema, as propostas de intervenção e as políticas públicas concentraram-se em alguns setores, abordados neste trabalho: métodos para a formação de educadores sanitários aptos a atuar também na educação alimentar; campanhas de instrução popular e criação de novos lugares de aprendizado (além das escolas, os centros de saúde e os lares); merenda escolar e outras alternativas de alimentação nas escolas; e diagnósticos referentes ao conteúdo e à forma da alimentação dos operários. Traduzidas em discurso técnico-científicos, as propostas e políticas implementadas na cidade deixaram indícios em documentação de suporte e tipologia variados (fotografias, cartilhas, cartazes, cadernetas de inquéritos e textos acadêmicos).Universidade Federal de São Paulo (UNIFESP)UNIFESPSciEL

Regenerative capacity in newts is not altered by repeated regeneration and ageing

The extent to which adult newts retain regenerative capability remains one of the greatest unanswered questions in the regeneration field. Here we report a long-term lens regeneration project spanning 16 years that was undertaken to address this question. Over that time, the lens was removed 18 times from the same animals, and by the time of the last tissue collection, specimens were at least 30 years old. Regenerated lens tissues number 18 and number 17, from the last and the second to the last extraction, respectively, were analysed structurally and in terms of gene expression. Both exhibited structural properties identical to lenses from younger animals that had never experienced lens regeneration. Expression of mRNAs encoding key lens structural proteins or transcription factors was very similar to that of controls. Thus, contrary to the belief that regeneration becomes less efficient with time or repetition, repeated regeneration, even at old age, does not alter newt regenerative capacity

Advancing our understanding of the EU sports policy: the socio-cultural model of sports regulation and players’ agents

This paper explains the development of the socio-cultural dimension of the European Union (EU) sports policy over the course of the decade from 2005 to 2015. By adopting the theoretical lenses of the Advocacy Coalition Framework (ACF), the paper firstly offers a novel perspective on the belief systems of the members of the socio-cultural advocacy coalition that operates within the EU sports policy subsystem. A set of empirical policy core beliefs of the coalition actors reflecting their concerns regarding to sport’s integrity and economic welfare that affect its healthy development is presented and explained as the basic causes of the policy problem, i.e., threats that undermine sport’s specific characteristics. In this light, the paper then illustrates that the coalition members have perceived the issue of players’ agents, in particular problems in the activities of agents in European football, to be detrimental to the integrity of sport. As a result, the issue has been the subject of a considerable policy activity by the coalition actors with a view to establishing an alternative regulatory framework to effectively govern players’ agents. Consequently, the paper elucidates the evolving nature of the socio-cultural model of sports regulation that not only promotes the social role of sport in Europe but now also addresses the problems that affect its well-being and clear image. The paper’s principal method of investigation is based on the content analysis of official policy documents and statements of the coalition actors

As condições de vida e saúde de pessoas acima de 50 anos com deficiência e seus cuidadores em um município paulista

As disabled people become older, they often have more complex problems, due to the difficulties of social active insertion. This study aims to characterize the socio-demographic and health conditions of people with disabilities aged 50 years and over, and their caregivers. This is a descriptive study conducted through interviews with 43 disabled elderly and 39 caregivers. It was found that people with disabilities live with a relative, 51.2% did not attend formal education, 69.8% survive of retirement, 46.5% used three or more drugs and 69.8% did not do Pap smear / breast or prostate preventive screening. Among caregivers, 79.5% were female, 84.7% have little or no schooling, were sibling or nephew, have been caregivers for ten years or more, do not get help from other relatives and do not have regular leisure activity. Among them, 18% reported three or more health problems and 44% use three or more drugs. Disabled people over 50 exhibit some characteristics similar to other elderly dependents, but their condition of dependency is long lasting, which requires special health actions both for elderly and caregivers.Pessoas com deficiência, ao se tornarem idosas, muitas vezes apresentam problemas mais complexos, devido às dificuldades de inserção social ativa. Este estudo se propõe a caracterizar as condições sociodemográficas e de saúde de pessoas com deficiência com idade acima de 50 anos, e de seus respectivos cuidadores. Trata-se de estudo descritivo realizado por meio de entrevistas com 43 idosos com deficiência e 39 cuidadores. Constatou-se que as pessoas com deficiência vivem com algum familiar, 51,2% não frequentaram o ensino formal, 69,8% sobrevivem da aposentadoria, 46,5% utilizam três medicamentos ou mais e 69,8% não realizam exame preventivo de câncer de mama/útero ou próstata. Dos cuidadores, 79,5% são do gênero feminino, 84,7% têm pouca ou nenhuma escolaridade, sendo irmão(a) ou sobrinho(a), são cuidadores há dez anos ou mais, não recebem ajuda de outros parentes e não têm atividade regular de lazer. Entre eles, 18% relatam três ou mais problemas de saúde e 44% fazem uso de três ou mais medicamentos. As pessoas acima dos 50 anos, com deficiência, apresentam algumas características semelhantes a outros idosos dependentes, mas sua condição de dependência é de longa duração, o que demanda ações de saúde diferenciadas tanto para esse idoso como para o cuidador.Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Faculdade de Medicina de Marília Programa de Pós-graduação em Biologia e EnvelhecimentoFaculdade de Medicina de MaríliaUniversidade Estadual Paulista Faculdade de Filosofia e Ciências Programa de Pós-graduação em EducaçãoSecretaria Municipal da Saúde Coordenadoria da Saúde MentalUniversidade Estadual Paulista Faculdade de Filosofia e Ciências Programa de Pós-graduação em Educaçã