Teaching Illinois History Through Primary Sources

This articles looks at three major themes in Illinois history: settlement, slavery, and the growth of Chicago. Each theme presents a primary source that helps deepen a student\u27s understanding of the historical issues. Through maps, documents, and census data, students can use digital repositories to better understand the history of Illinois in the nineteenth century

The changing legal status of women in Massachusetts from 1620 to 1935 and its effect upon the home and educational system

Thesis (M.A.)--Boston Universit

A pedagogical response to the challenges of delivering collaborative probation education in online environments.

This paper explores the challenges in delivering post graduate probation education in a predominately online environment. It discusses the key pedagogical theories underpinning the teaching approach, with a particular emphasis on social constructivism, communities of practice and enquiry based learning. The complexities of engaging students in the types of discursive and collegiate activities inherent within these approaches whilst learning at a distance are discussed. A case study exploring the facilitation of a colloborative enquiry based task into the role of emotion work in probation practice is used to demonstrate our response to the challenges identified. Whilst the context of this paper is probation education, it has relevance to those teaching other disciplines within online settings

Eauliq: the next generation

January 1999.Includes bibliographical references.This report summarizes the design of a new version of the stratiform cloud parameterization called Eauliq; the new version is called Eauliq NG. The key features of Eauliq NG are: a prognostic fractional area covered by stratiform cloudiness, following the approach developed by M. Tiedtke for use in the ECMWF model; separate prognostic thermodynamic variables for the clear and cloudy portions of each grid cell; separate vertical velocities for the clear and cloudy portions of each grid cell, allowing the model to represent some aspects of observed mesoscale circulations; cumulus entrainment from both the clear and cloudy portions of a grid cell, and cumulus detrainment into the cloudy portion only; the effects of the cumulus-induced subsidence in the cloudy portion of a grid cell on the cloud water and ice there. In this paper we present the mathematical framework of Eauliq NG; a discussion of cumulus effects; a new parameterization of lateral mass exchanges between clear and cloudy regions; and a theory to determine the mesoscale mass circulation, based on the hypothesis that the stratiform clouds remain neutrally buoyant through time and that the mesoscale circulations are the mechanism which makes this possible. An appendix also discusses some time-differencing methods.Sponsored by the National Science Foundation ATM-9812384; the U.S. Department of Energy DE-FG03-95ER61968; and the National Aeronautics and Space Administration NAG1-1266

Locating assistive technology research in a clinical setting : an occupational perspective

Peer research was used to identify the experience and perceptions of assistive technology and telecare adoption in a UK healthcare context. A narrative account of participation and learning is intended to provoke further dialogue. There have been a range of policy and implementation initiatives that are within the direct experience of organisational actors over the last 15 years and this engagement allows for specific reflection on the service achievements and some of the barriers to implementation of technology changes in rehabilitation practice and service design. Insights are presented that suggest a reification of research priorities and a need to align technology, through patient and public engagement, to provider priorities. In addition, an improvement in adoption would be based on sustained capacity building within the Occupational Therapy workforce and a re-focus on specific knowledge sharing and learning about technology. Given the shared desire to promote the sustained adoption of appropriate technology for assistance and rehabilitation it is suggested the voice of practitioners is strengthened through research and knowledge exchange in the clinical setting

Choix de carrière: le rôle de aide pédagogique en mettant l'accent sur l'éducation de la petite enfance.

Abstract : The purpose of this study was to ascertain general knowledge of college-level career program choices as seen through the eyes of advisors and students. A more focused examination of early childhood education was undertaken. Through the exploration of knowledge, attitudes and perceptions held by high school and college advisors this study was intending to identify the kind of information presented to parents and students as they considered post-secondary options. Despite considerable research in the area of early child development, and the positive implications of high quality education on learning, the profession of early childhood education continues to suffer from an image problem. Early childhood educators are often viewed as little more than glorified baby-sitters, having their work undervalued as menial, requiring few specific skills and dubbed women’s work. In this exploratory research study it was hoped that the descriptive data collected would be useful to early childhood education professionals and academic advisors alike. This study explored specific issues related to the selection of college programs by high school students, for example: do perceptions of limited post-graduate academic options, limited career options, and limited opportunities for career advancement by school advisors influence enrollment into CEGEP early childhood education programs. For this research study three different instruments of measurement were used: focus group discussions, questionnaires and structured interviews. High school advisors employed by the Western Quebec School Board (WQSB) and college advisors from Cégep Heritage College were invited to participate in the focus groups. Students from the early childhood education student body at Cégep Heritage College were invited to participate in both the questionnaire and structured interviews. Focus group discussions and structured interviews were audio recorded, transcribed verbatim and analyzed using content analysis methods. The questionnaire contained a series of 25 focused statements and a Likert scale of measurement (i.e. strongly agree, agree, disagree, strongly disagree) was used. From the review of the literature related to academic advising and early childhood education college programs, it was anticipated that findings would reveal that academic advisors were poorly informed about occupational and educational opportunities for early childhood education graduates, resulting in incomplete and/or inaccurate information being provided to prospective students. It was further anticipated that students enrolled in early childhood programs themselves were ill informed of the scope of career and educational opportunities available to them after graduation. The results of this research study indicated that these negative concerns were not founded. Findings indicated that advisors did not pre-judge or profile students. They held no bias based on academic performance or economic status. Data revealed that advisors focused on students’ interests and aptitudes and they employed a variety of tools and strategies to guide their work. Further it was seen that advisors consistently shared positive feedback and suggestions regarding the learning opportunities available to students entering various CEGEP programs in general and early childhood education programs in particular. Despite a somewhat limited understanding of the broader career options open to early childhood graduates by advisors, students were very well informed of future career prospects. Students’ level of knowledge regarding university options appeared very strong; with data results suggesting that most students had plans to attend university sometime after graduation, and they were clearly confident in their ability to access university related information from advisors. Although the data from this study did not find that parents influenced students to choose one program over another, it did suggest that students felt supported by their parents during the advising and selection process. The findings from this study will be useful to CEGEP administration, staff and faculty for the purpose of program promotion and student recruitment. With an ever growing need for skilled educators advisors play a pivotal role informing prospective students and parents of the value of CEGEP programs in general and early childhood education programs in specific.||Résumé : Le but de l’étude était de déterminer les connaissances générales des aides pédagogiques individuels et des étudiants sur les choix de programmes professionnels au niveau collégial. La chercheuse a particulièrement ciblé l’éducation à l’enfance. Elle s’est penchée sur les connaissances, les attitudes et les perceptions des aides pédagogiques individuels dans les écoles secondaires et dans les collèges afin de déterminer le type d’information présentée aux parents et aux étudiants qui examinent les différentes possibilités d’études postsecondaires. Malgré d’importantes recherches dans le domaine du développement de la petite enfance et malgré l’influence positive de l’enseignement de grande qualité sur l’apprentissage, la profession d’éducatrice à l’enfance continue de souffrir d’un problème d’image. Les éducatrices sont souvent considérées comme étant juste un peu supérieures à des gardiennes idéalisées, qui effectuent un travail subalterne sous-évalué, nécessitant peu de compétences particulières et qualifié de « travail de femme ». Dans la présente recherche exploratoire, la chercheuse espérait que les données descriptives recueillies seraient utiles aux professionnels de l’éducation à l’enfance ainsi qu’aux aides pédagogiques. La recherche porte sur des questions précises liées aux choix des programmes collégiaux par les étudiants du secondaire, par exemple : les perceptions qu’ont les aides pédagogiques individuels des limites entourant les possibilités d’études supérieures, les choix de carrière et les perspectives d’avancement professionnel influencent-elles l’inscription des étudiantes en techniques d’éducation à l’enfance au cégep? Trois instruments de mesure différents ont été utilisés : des groupes de discussion, des questionnaires et des entrevues structurées. Les aides pédagogiques individuels employés par la Commission scolaire Western Québec (CSWQ) au secondaire et ceux du Cégep Heritage College ont été invités à participer aux groupes de discussion. Les étudiantes en techniques d’éducation à l’enfance de Heritage ont été incitées à répondre au questionnaire et à participer aux entrevues structurées. La chercheuse a enregistré et transcrit les discussions de groupe et les entrevues structurées et les a analysées en utilisant des méthodes d’analyse de contenu. Le questionnaire comportait une série de 25 énoncés ciblés et l’échelle de mesure utilisée est celle de Likert (c.-à-d. totalement d’accord, d’accord, pas d’accord, totalement en désaccord). La chercheuse a examiné la publicité faite par les cégeps et la documentation sur les programmes de techniques d’éducation à l’enfance. Son postulat était que les aides pédagogiques étaient mal informés des possibilités professionnelles et éducatives des diplômés de cette discipline, et qu’ils fournissaient donc des informations incomplètes et inexactes aux étudiants potentiels. Elle s’attendait également à ce que les étudiantes inscrites à ce programme soient elles-mêmes mal informées de l’étendue des perspectives de carrière et des possibilités d’études qui leur sont offertes après l’obtention du diplôme. Les résultats de cette étude indiquent que ces préoccupations négatives ne sont pas fondées. Ils révèlent aussi que les aides pédagogiques n’ont pas de préjugés envers les étudiants et ne les catégorisent pas selon un profil. Ils n’ont pas non plus de préjugés basés sur le rendement scolaire ou le statut économique. Les données révèlent que les aides pédagogiques sont axés sur les intérêts et les aptitudes des étudiants et qu’ils emploient une variété d’outils et de stratégies pour orienter leur travail. En outre, l’auteure de la recherche a observé que les aides pédagogiques transmettaient constamment des commentaires et des suggestions positifs concernant les possibilités d’apprentissage offertes aux étudiants qui s’inscrivaient dans les différents programmes collégiaux en général, et à ceux qui choisissaient les techniques d’éducation à l’enfance en particulier. Malgré la compréhension quelque peu limitée des aides pédagogiques concernant les possibilités de carrière élargies offertes aux diplômés en techniques d’éducation à l’enfance, les étudiantes étaient été très bien informées des perspectives de carrière. Le niveau de connaissances des étudiants concernant les options universitaires semble très fort. Les résultats révèlent que la plupart des étudiants projetaient d’étudier à l’université peu de temps après l’obtention de leur diplôme, et qu’ils étaient clairement sûrs de pouvoir accéder à l’information fournie par les aides pédagogiques à ce sujet. Bien que les données de cette étude n’indiquent pas que les parents influençaient les étudiants quant au choix d’un programme plutôt qu’un autre, elles montrent que ces derniers se sentent soutenus par leurs parents pendant le processus de conseil et choix de programme. Les résultats seront utiles pour l’administration des cégeps, le personnel et le corps professoral afin de promouvoir le programme, recruter les étudiants et favoriser la persévérance scolaire. Étant donné le besoin croissant d’éducatrices qualifiées, les aides pédagogiques jouent un rôle essentiel en informant les futurs étudiants et les parents de la valeur des programmes collégiaux en général et celle des techniques d’éducation à l’enfance en particulier

Vitamin C Intravenous Treatment In the Setting of Atrial Fibrillation Ablation: Results From the Randomized, Double-Blinded, Placebo-Controlled CITRIS-AF Pilot Study

BackgroundCatheter ablation is an effective treatment for atrial fibrillation (AF), but high levels of post-procedure inflammation predict adverse clinical events. Ascorbic acid (AA) has shown promise in reducing inflammation but is untested in this population. We sought to test the feasibility, safety, and preliminary effects on inflammatory biomarkers in the CITRIS-AF (Vitamin C Intravenous Treatment In the Setting of Atrial Fibrillation Ablation) pilot study. Methods and ResultsPatients scheduled to undergo AF ablation (N=20) were randomized 1:1 to double-blinded treatment with AA (200 mg/kg divided over 24 hours) or placebo. C-reactive protein and interleukin-6 levels were obtained before the first infusion and repeated at 24 hours and 30 days. Pain levels within 24 hours and early recurrence of AF within 90 days were recorded. Median and interquartile range were aged 63 (56–70) years, 13 (65%) men, and 18 (90%) white. Baseline data were similar between the 2 groups except ejection fraction. Baseline C-reactive protein levels were 2.56 (1.47–5.87) mg/L and similar between groups (P=0.48). Change in C-reactive protein from baseline to 24 hours was +10.79 (+6.56–23.19) mg/L in the placebo group and +3.01 (+0.40–5.43) mg/L in the AA group (P=0.02). Conversely, change in interleukin-6 was numerically higher in the AA group, though not statistically significant (P=0.32). One patient in each arm developed pericarditis; no adverse events related to the infusions were seen. There were no significant differences between aggregated post-procedure pain levels within 24 hours or early recurrence of AF (both P\u3e0.05). ConclusionsHigh-dose AA is safe and well tolerated at the time of AF ablation and may be associated with a blunted rise in C-reactive protein, although consistent findings were not seen in interleukin-6 levels. Further studies are needed to validate these findings and explore the potential benefit in improving clinically relevant outcomes

Analysis of the Diurnal Cycle of Precipitation and its Relation to Cloud Radiative Forcing Using TRMM Products

In order to improve our understanding of the interactions between clouds, radiation, and the hydrological cycle simulated in the Colorado State University General Circulation Model (CSU GCM), we focused our research on the analysis of the diurnal cycle of precipitation, top-of-the-atmosphere and surface radiation budgets, and cloudiness using 10-year long Atmospheric Model Intercomparison Project (AMIP) simulations. Comparisons the simulated diurnal cycle were made against the diurnal cycle of Earth Radiation Budget Experiment (ERBE) radiation budget and International Satellite Cloud Climatology Project (ISCCP) cloud products. This report summarizes our major findings over the Amazon Basin