Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.

Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process

Alternative Approaches to Assessing Student Engagement Rates

The terms school or task engagement are often used to refer to such affective responses. While several lines of inquiry have now converged on the conclusion that these factors play a key role in student learning, findings vary considerably due to differences in definitions and approaches to assessing student engagement levels. The purposes of this overview are to (i) outline some key dimensions of student engagement based on an integrated review of relevant literature, and (ii) describe the various methods that have been used to assess engagement levels in empirical research studies. Specifically, the primary goal was to review approaches to assessing student engagement levels on a classwide basis, and to provide educators with a range of options for developing relevant assessment protocols within their own contexts. Accessed 124,843 times on https://pareonline.net from May 27, 2003 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Diversity, not Division

This paper will contain observations about the library field, the wider societal barriers that are impacting the potential staff we could employ. It will also be talking a bit about TU Dublin and what we hope to do and become, and will finish with looking towards the future of third level education. The aim of the paper is for readers to be able to partake in an open dialogue about disability, and wider social struggles. Through enabling this it will help to increase action on equity, and reduce staff\u27s fear of acting

Cuando los Negros Luchaban (the Black Struggle): 1965 U.S. invasion of the Dominican Republic [abstract]

Abstract only availableOn April 22, 1965, in Santo Domingo, the Dominican Republic, left winged military men launched a coup against the U.S. backed president in order to restore the presidency of Juan Bosch, a proclaimed populist whom the United States had helped oust from power only months before. The backlash of the April coup involved the invasion of 14,000 U.S. troops into the Dominican Republic. In the eyes of the U.S. Department of State, the Dominican Republic, whose population contains ninety percent of individuals of African heritage, would not become another Cuba. In the United States, the stage of 1965 is set with contentious involvement in the Vietnam war, a large-scale civil rights movement steadily rolling along and gaining momentum and headed by African Americans, and a host of fearful and zealous Latin American foreign policies. Observing this scene, this paper raises the questions: How did black Americans respond to the United States' use of force towards their presumed “brothers” to the south? Did ideology override race in the international relations between blacks of the African Diaspora? Are the bonds of the African Diaspora as strong as intellectuals have historically suggested and advocated? Or are these bonds products of myth and merely tools for empowerment? Are they simply broken and in need of repair? Are there valid arguments for unity between members of the African Diaspora? In response to these inquiries, the paper places obstacles before the perpetuators of modern-day “racial” classifications, cultural perspectives, and political assumptions, in preparation to renew the discourse surrounding blacks of the world

Engineers’ perceptions of the importance of empathy and care: initial insights from engineers practicing in Australia

Empathy and care influence aspects of engineering practice including collaboration and teamwork, stakeholder engagement, and quality of work. Empathy has been identified as a key employability skill for professionals, and is the foundation for many skills and attributes anticipated as required by future engineers. Therefore, the understanding of empathy and care, and consideration of the development of empathetic and caring competencies are increasingly relevant for engineering education. Recent studies have explored the conceptualisation of and value placed on empathy and care in engineering practice, from the perspectives of practicing engineers in US and German contexts. We broaden this to include the Australian setting. Engineers’ perceptions of empathy and care within Australian engineering practice were collected using an online version of the Empathy and Care Questionnaire (ECQ) instrument developed by Hess, Strobel, Pan and Wachter Morris (N = 183). Statistical analysis of survey questions relating to the perceived importance and benefits of empathy and care to engineers, and relevance within a range of engineering practice situations was undertaken. Analysis of gender, years of experience, and organisational role indicated that female engineers perceived empathy and care to be more important, and more impactful on engineering practice than male engineers. Perceptions of empathy and care did not vary with duration of engineering work experience, however engineers in positions of organisational leadership placed greater importance on empathy and care in their roles than others. These differences contrast with results of the US and German studies. Further analysis is required to understand where, when and why these differences occur

Concurrent non-ketotic hyperglycinemia and propionic acidemia in an eight year old boy

This is the first reported case of a patient with both non-ketotic hyperglycinemia and propionic acidemia. At 2 years of age, the patient was diagnosed with non-ketotic hyperglycinemia by elevated glycine levels and mutations in the GLDC gene (paternal allele: c.1576_1577insC delT and c.1580delGinsCAA; p.S527Tfs*13, and maternal allele: c.1819G\u3eA; p.G607S). At 8 years of age after having been placed on ketogenic diet, he became lethargic and had severe metabolic acidosis with ketonuria. Urine organic acid analysis and plasma acylcarnitine profile were consistent with propionic acidemia. He was found to have an apparently homozygous mutation in the PCCB gene: c.49C\u3eA; p.Leu17Met. The patient was also treated with natural protein restriction, carnitine, biotin, and thiamine and had subjective and biochemical improvement