Challenges for the New Century Schools for All and Narrowing Gaps through Transformation Pedagogies

Have Pedagogy Studies addressed the concerns of Gender and Education? If so, how? What are the outcomes? At the turn of the twentieth century, both gender and educational values were questioned and revised. The consequences of those reflections and of the battles fought to improve conditions are beginning to be felt a hundred years later. This paper will first include an overview of the situation of women in education worldwide. Second, it will focus on the transformational pedagogical approaches that are gradually making their way into mainstream educational systems and are underpinned by the principles of democracy, dialogue, carnival, experimentation and (socio)construction, on the one hand, and by neuroscience and psychology on the other, in as much as these approaches challenge discrimination and favour bridge building, not only across genders, but also across ethnicities and social classes.La pedagogia ha tractat la qüestió de gènere i d'educació? I si és el cas, de quina manera? Quins han estat els resultats? Tant el valor de l'educació com el de gènere foren qüestionats i revisats al començament del segle XX. Els resultats d'aquelles reflexions i les batalles lluitades per millorar les condicions, comencen a sentir-se cent anys més tard. Aquest article inclourà primerament una visió general de la situació de la dona en l'educació en l'àmbit mundial. En segon lloc, se centrarà en els enfocaments pedagògics transformacionals que de manera gradual comencen a introduir-se en els sistemes educatius convencionals -també en algunes universitats i programes de traducció-, secundats d'una banda pels principis de democràcia, diàleg, carnaval, experimentació i (socio) constructivisme, i per la neurociència i la psicologia de l'altra. És evident que aquests enfocaments desafien la discriminació i afavoreixen la creació de ponts, no tan sols entre gèneres, sinó també entre etnicitats i classes socials

La traducció automàtica com a eina didàctica

La traducció automàtica es pot integrar satisfactòriament a l'entorn pedagògic de les classes de traducció i llengües estrangeres. Ofereix un recurs virtual que, incorporat als projectes i tasques de les assignatures, afavoreix la pràctica de la redacció, la revisió de textos traduïts i la reflexió sobre la llengua.La traducción automática se puede integrar satisfactoriamente al entorno pedagógico de las clases de traducción y lenguas extranjeras. Ofrece un recurso virtual que, incorporado a los proyectos y tareas de las asignaturas, favorece la práctica de la redacción, la revisión de textos traducidos y la reflexión sobre la lengua.Machine translation can be satisfactorily integrated into the pedagogical environment of translation and foreign language classes. It offers a virtual resource that, when incorporated into the subjects' tasks and projects, contributes to the practice of composition, the revision of translated texts and reflection on language

Student Agency in Translator Training: Setting a Framework for Good Practices

Both teacher and student agency have been discussed and researched for quite some time in different learning contexts. Here, I will present a general framework for pedagogical practices that enhance translator education by promoting student agency defined as the process through which learners become capable of strategic actions which form the basis for autonomy and confidence in their own proficiency and effectiveness. I will suggest how student agency and collaborative and situated learning can interact to provide students with professional and relational skills that set the basis for the development of autonomous strategic learning. This combined approach involves the acceptance and use of planned and spontaneous learning opportunities embedded in contextualised activities, tasks, and projects. Some practical examples will illustrate the main points

An Oxygen Abundance Gradient into the Outer Disk of M81

The extended HI disk and tidal tails of M81 present an interesting environment to study the effects of galaxy interaction on star formation and chemical evolution of the outer disk of a large spiral galaxy. We present H{\alpha} imaging of the outer disk of M81 and luminosities for 40 HII regions out to about 3 times the optical radius. We have also obtained MMT spectra for 21 HII regions out to more than twice the optical radius. We derive strong line oxygen abundances for all HII regions using R_{23} based and [NII]/[OII] based calibrations and electron temperature abundances for seven regions spanning a galactocentric distance between 5.7 and 32 kpc. We also comment on the abundances of HII regions near KDG 61 and the "tidal dwarf" candidate HoIX. Our results constitute the most radially extended metallicity study for M81 to date. With this extended data set, we find an overall oxygen abundance gradient of -0.013 dex/kpc over the entire radial range. This is significantly flatter than what has been found in previous studies which were limited to the optical disk. From our temperature based abundances, we find a gradient of -0.020 dex/kpc and present the possibility of a broken gradient from these data, but note the need to obtain more temperature based abundances at intermediate galactocentric distances (~10-20 kpc) to verify whether or not this may be the case. We discuss our main result of a rather flat gradient for M81 in the context of simulations and observations of abundance gradients in other galaxies. We find that the shallow abundance gradient of M81 is likely a result of the interaction history of this galaxy.Comment: 41 pages, 11 figures, accepted for publication in MNRA

Search for Third Generation Vector Leptoquarks in p anti-p Collisions at sqrt(s) = 1.96 TeV

We describe a search for a third generation vector leptoquark (VLQ3) that decays to a b quark and tau lepton using the CDF II detector and 322 pb^(-1) of integrated luminosity from the Fermilab Tevatron. Vector leptoquarks have been proposed in many extensions of the standard model (SM). Observing a number of events in agreement with SM expectations, assuming Yang-Mills (minimal) couplings, we obtain the most stringent upper limit on the VLQ3 pair production cross section of 344 fb (493 fb) and lower limit on the VLQ3 mass of 317 GeV/c^2 (251 GeV/c^2) at 95% C.L.Comment: 7 pages, 2 figures, submitted to PR

Constraints on the χ_(c1) versus χ_(c2) polarizations in proton-proton collisions at √s = 8 TeV

The polarizations of promptly produced χ_(c1) and χ_(c2) mesons are studied using data collected by the CMS experiment at the LHC, in proton-proton collisions at √s=8  TeV. The χ_c states are reconstructed via their radiative decays χ_c → J/ψγ, with the photons being measured through conversions to e⁺e⁻, which allows the two states to be well resolved. The polarizations are measured in the helicity frame, through the analysis of the χ_(c2) to χ_(c1) yield ratio as a function of the polar or azimuthal angle of the positive muon emitted in the J/ψ → μ⁺μ⁻ decay, in three bins of J/ψ transverse momentum. While no differences are seen between the two states in terms of azimuthal decay angle distributions, they are observed to have significantly different polar anisotropies. The measurement favors a scenario where at least one of the two states is strongly polarized along the helicity quantization axis, in agreement with nonrelativistic quantum chromodynamics predictions. This is the first measurement of significantly polarized quarkonia produced at high transverse momentum