As interseções do self e as políticas: Uma pesquisa poética sobre a complexidade da formação de professores

This article explores the intersection of selves and policies for teacher educators in an era of teacher education reform. Borne out of a promise to one another to write about our experiences navigating increasingly complex market-driven, neoliberal attacks on our work and world, we collected data across several years that documented our attempt to break our silence (Lorde, 1977) and explore how we, as teacher educators, make sense of neoliberal reforms and policies in teacher preparation. We draw specifically on Dunn’s theory of the Hydra of Teacher Education (2016), alongside literature on reforms and policies in teacher preparation and teacher educators’ forms of resistance to frame our work, and utilize arts-based poetic inquiry methodology (Prendergast, 2009; Rath, 2001) to explore the real, everyday implications of educational policy in our lives and in our careers. The poems we created as a “performative act” (Prendergast, 2009, p. xxiii) revealed that our experiences seemed to follow a cycle from hopelessness, to silence, to acquiescence, to collective resistance. We look carefully at this last portion of the cycle in our work, wondering how, if at all, teacher educators can resist the neoliberalization of teacher preparation. We conclude with implications for research, policy, and the practice of teacher education as we write to understand, write to resist, and write to survive.Este artículo explora la intersección del yo y las políticas para la educación del profesorado en una era de reforma de la formación docente. Nacidos de una promesa mutua de escribir sobre nuestras experiencias navegando cada vez más complejos ataques neoliberales impulsados por el mercado en nuestro trabajo y en el mundo, recopilamos datos durante varios años que documentaban nuestro intento de romper nuestro silencio (Lorde, 1977) y exploramos cómo nosotros damos sentido a las reformas y políticas neoliberales en la preparación de los docentes, como formadores de docentes. Nos referimos específicamente a la teoría de Dunn en Hydra of Teacher Education (2016), junto con la literatura sobre reformas y políticas de preparación docente y las formas de resistencia de los formadores de docentes para enmarcar nuestro trabajo, y utilizar una metodología de investigación poética basada en las artes (Prendergast, 2009; Rath, 2001) para explorar las implicaciones reales y cotidianas de la política educativa en nuestras vidas y en nuestras carreras. Los poemas que creamos como un “acto performativo” (Prendergast, 2009, p. Xxiii) revelaron que nuestras experiencias parecían seguir un ciclo desde la desesperanza, al silencio, a la aquiescencia, a la resistencia colectiva. Miramos detenidamente esta última parte del ciclo en nuestro trabajo, preguntándonos cómo, si es que lo hacen, los formadores de docentes pueden resistir la neoliberalización de la preparación del maestro. Concluimos con implicaciones para la investigación, las políticas y la práctica de la formación docente mientras escribimos para comprender, escribimos para resistir y escribimos para sobrevivir.Este artigo explora a interseção do eu e das políticas para a formação de professores em uma era de reforma da formação docente. Nascido de uma promessa mútua de escrever sobre nossas experiências explorando ataques neoliberais cada vez mais complexos, impulsionados pelo mercado em nosso trabalho e no mundo, recolhemos dados por vários anos documentando nossa tentativa de romper nosso silêncio (Lorde, 1977) e nós exploramos nós damos sentido às reformas e políticas neoliberais na preparação de professores como como educadores de professores. Referimo-nos especificamente à teoria de Dunn na Hydra of Teacher Education (2016), juntamente com a literatura sobre reformas e políticas de preparação de professores e as formas de resistência dos educadores de professores para enquadrar nosso trabalho e usar uma metodologia de pesquisa poética com base nas artes (Prendergast, 2009; Rath, 2001) para explorar as implicações reais e diárias da política educacional em nossas vidas e carreiras. Os poemas que criamos como um “ato performativo” (Prendergast, 2009, p. xxiii) revelaram que nossas experiências pareciam acompanhar o ciclo do desespero, do silêncio, da aquiescência, da resistência coletiva. Observamos atentamente esta última parte do ciclo em nosso trabalho, perguntando-nos como, se o fizerem, educadores de professores podem resistir à neoliberalização da preparação de professores. Concluímos com implicações para a pesquisa, políticas e práticas de formação de professores à medida que escrevemos para compreender, escrever para resistir e escrever para sobreviver

Family Friendly Work Practices in the U.S. Revisited

The dynamic of the American family is changing at a rapid pace. Households are comprised of dual income families, single mother families, or unmarried couples. These changes call for new approaches to business and how they view family friendly policies. This study looks at the change in family dynamic and how it has led to more family friendly work practices (FFWP). The first part of the study will focus on the four most researched FFWP which are on-site child care, telecommuting, flexible scheduling, and paid family leave. The study will review the advantages and disadvantages associated with FFWP for the company, its employees and its shareholders. Finally, the study will conclude with possible solutions to improve and extend FFWP to more firms in America. Keywords: Family Friendly-Work Practices; FFWP; Advantages & Disadvantages of FFWP; Improvement Solution to FFWP.  JEL Classifications: M540, J54

Compass Tutoring: Online Tutoring Interface

poster abstractSynchronous online tutoring has emerged as a means for students to access on-demand content based learning assistance from home, work, or when on the go. This type of service as well as asynchronous online tutoring is becoming more readily available at universities as the technology begins to align with the demand. Research has provided insight into the capabilities of these types of virtual learning environments (VLE) to enhance the computer-supported collaborative learning (CSCL) that has been found to be impactful within the context of mathematics. Currently, the technology is limited as interactive white-boards (IWB) and chat functions do not fully optimize the collective interactivity that many believe is integral to the teaching and learning of mathematics. To refine synchronous online tutoring, VLE, and CSCL research by providing a platform built from our understanding of theories of earning in the context of mathematics we offer The Compass Online Tutoring interface. Compass is intended to provide synchronous virtual support for students engaged with post-secondary mathematics courses and replicates the model currently employed for tutoring and mentoring of mathematics at the Mathematics Assistance Center (MAC) here at IUPUI. This model heightens the potentiality for academic centered peer interactions (ACPI) between peer-tutors and students engaged with the interface. The service also offers customizable navigation for a tutor, allowing them to move between mathematical contexts based on the questions asked and the amount of students interested in the question. Our team believes that the Compass Online Tutoring interface will revolutionize how people think about and engage in synchronous online tutoring for mathematics

COVID-19 and Prisoners’ Rights

As COVID-19 continues to spread rapidly across the country, the crowded and unsanitary conditions in prisons, jails, juvenile detention, and immigration detention centers leave incarcerated individuals especially vulnerable. This chapter will discuss potential avenues for detained persons and their lawyers seeking to use the legal system to obtain relief, including potential release, during this extraordinary, unprecedented crisis

Navegando no terreno disputado da política e prática da formação de professores: Os autores respondem a SCALE

Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors’ responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession.Stanford Center for Assessment, Learning and Equity (SCALE) ofreció un comentario sobre los manuscritos en la primera parte de esta edicion especial, que destacó los beneficios de edTPA y la necesidad de dichos programas de evaluación para mejorar la formación docente y para fortalecer las prácticas docentes. A la vez, los autores respondieron al comentario SCALE. Las respuestas de los autores plantean inquietudes sobre la equidad, la rectitud y las consecuencias involuntarias de las evaluaciones del desempeño docente. Estas respuestas revelan la necesidad de un diálogo continuo sobre las formas de mejorar la formación docente y fortalecer la profesión docente.Stanford Center for Assessment, Learning and Equity Stanford (SCALE) ofereceu um comentário sobre os manuscritos na primeira parte desta edição especial, que destacou os benefícios do edTPA e a necessidade de tais programas de avaliação para melhorar a formação de professores e fortalecer práticas de ensino. Ao mesmo tempo, os autores responderam ao comentário SCALE. As respostas dos autores levantam preocupações sobre equidade, retidão e as conseqüências involuntárias das avaliações de desempenho dos professores. Essas respostas revelam a necessidade de um diálogo contínuo sobre formas de melhorar a formação de professores e fortalecer a profissão docente

Immunocytochemical localization of the alpha-1B adrenergic receptor and the contribution of this and the other subtypes to vascular smooth muscle contraction: analysis with selective ligands and antisense

ABSTRACT The contribution of the alpha-1B adrenergic receptor (AR) to vascular smooth muscle contraction has been assessed using a combination of immunological, molecular biological and pharmacological approaches. A subtype-selective antibody detected alpha-1B immunoreactivity in the medial layer of the aorta, caudal, femoral, iliac, mesenteric resistance, renal and superior mesenteric arteries. Receptor protection assays and antisense oligonucleotides were used to assess the contribution of the alpha-1B AR to contraction. The alpha-1B AR was implicated in mediating the phenylephrine-induced contraction of the mesenteric resistance artery. The alpha-1D AR was implicated in mediating the contraction of the aorta, femoral, iliac and superior mesenteric arteries. Similarly, the alpha-1A AR was implicated in mediating contraction of the caudal and renal arteries. In vivo application of antisense oligonucleotides targeted to the translational start site of the alpha-1B AR had no effect on the phenylephrine-induced contraction of the femoral or renal arteries. In contrast, antisense oligonucleotides directed against the alpha-1D AR significantly inhibited the phenylephrine response in the femoral artery but had no effect on the renal artery. Application of alpha-1A AR antisense oligonucleotides inhibited the contraction of the renal artery without effect on the femoral artery. These data show that (1) alpha-1B AR immunoreactivity is widely distributed in the same peripheral arteries in which previous studies detected its mRNA, and (2) despite this distribution, receptor protection and antisense oligonucleotide studies indicate that the alpha-1B AR mediates the contraction of only the mesenteric resistance artery. The alpha-1 AR family is a member of the G proteincoupled superfamily of receptors. In analogy to bacteriorhodopsin, these receptors have the now very familiar proposed structure of seven transmembrane spanning domains connected by hydrophilic loops alternately exposed to the extracellular and intracellular environment. The structure of G protein-coupled receptors in general and alpha-1 ARs specifically have been the subject of several reviews (Bylund et a

Use of an electronic patient-reported outcome measure in the management of patients with advanced chronic kidney disease:the RePROM pilot trial protocol

INTRODUCTION Chronic kidney disease (CKD) affects up to 16% of adults in the UK. Patient quality of life is particularly reduced in end-stage renal disease and is strongly associated with increased hospitalisation and mortality. Thus, accurate and responsive healthcare is a key priority. Electronic patient-reported outcome measures (ePROMs) are online questionnaires which ask patients to self-rate their health status. Evidence in oncology suggests that the use of ePROM data within routine care, alongside clinical information, may enhance symptom management and improve patient outcomes. However, National Health Service (NHS)-based ePROM research in CKD is lacking. This pilot trial will assess the feasibility of undertaking a full-scale randomised controlled trial (RCT) in patients with CKD within the NHS. METHODS AND ANALYSIS The renal ePROM pilot trial is an investigator-led single-centre, open-label, two-arm randomised controlled pilot trial of 66 participants ≥18 years with advanced CKD. Participants will be randomised to receive either usual care or usual care supplemented with an ePROM intervention. Participants within the intervention arm will be asked to submit monthly self-reports of their health status using the ePROM system. The system will provide tailored information to patients in response to each report and notify the clinical team of patient deterioration. The renal clinical team will monitor for ePROM notifications and will respond with appropriate action, in line with standard clinical practice. Measures of study feasibility, participant quality of life and CKD severity will be completed at 3 monthly intervals. Health economic outcomes will be assessed. Clinicians will record treatment decision-making. Acceptability and feasibility of the protocol will be assessed alongside outcome measure and intervention compliance rates. Qualitative process evaluation will be conducted. ETHICS AND DISSEMINATION The findings will inform the design of a full-scale RCT and the results will be submitted for publication in peer-reviewed journals. The study has ethical approval. TRIAL REGISTRATION NUMBERS ISRCTN12669006; Pre-results

Improving treatment plan evaluation with automation

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/135377/1/acm20016.pd

Extinction filters mediate the global effects of habitat fragmentation on animals

Habitat loss is the primary driver of biodiversity decline worldwide, but the effects of fragmentation (the spatial arrangement of remaining habitat) are debated. We tested the hypothesis that forest fragmentation sensitivity—affected by avoidance of habitat edges—should be driven by historical exposure to, and therefore species’ evolutionary responses to disturbance. Using a database containing 73 datasets collected worldwide (encompassing 4489 animal species), we found that the proportion of fragmentation-sensitive species was nearly three times as high in regions with low rates of historical disturbance compared with regions with high rates of disturbance (i.e., fires, glaciation, hurricanes, and deforestation). These disturbances coincide with a latitudinal gradient in which sensitivity increases sixfold at low versus high latitudes. We conclude that conservation efforts to limit edges created by fragmentation will be most important in the world’s tropical forests