The Equitable Inclusion of Women in Higher Education: Some Consequences for Teaching

Although admission of women to higher education has increased, equitable inclusion of women in the academy has not kept pace. Women often experience marginality in the classroom because they may have different styles of learning and because women’s experiences are not represented in mainstream knowledge. We suggest a narrative, inductive teaching strategy that deliberately acknowl- edges women’s differences and that will contribute to knowledge. This strategy requires teaching practices aimed at (1) establishing an affirming student/teacher relationship, (2) facilitating relationships among students, (3) enabling students to articulate their knowledge and experience, and (4) helping students to engage meaningfully with course content. This approach raises new difficulties for teach- ers, difficulties to be overcome in pursuing the equitable inclusion of women in higher education. Bien que de plus en plus de femmes poursuivent des études supérieures, l’inclu- sion équitable des femmes dans les corps professoraux laisse à désirer. La marginalité dont font l’expérience les femmes dans les salles de cours tient peut- être au fait qu’elles ont des styles d’apprentissage différents et que les expérien- ces des femmes ne sont pas représentées dans les connaissances courantes. Nous proposons une stratégie pédagogique narrative et inductive qui reconnaît délibéré- ment les différences des femmes et qui contribuera à l’évolution des connaissan- ces. Cette stratégie exige des méthodes d’enseignement qui visent (1) à établir une relation manifeste entre l’étudiant et le professeur, (2) à faciliter les relations entre les étudiants, (3) à permettre aux étudiants d’articuler leurs connaissances et leurs expériences et (4) à aider les étudiants à s’engager d’une manière féconde vis-à-vis de la matière du cours. Cette approche pose de nouvelles difficultés aux professeurs, difficultés qui seront surmontées par l’inclusion équitable des femmes dans l’enseignement supérieur.

Scrotal Swelling After Penetrating Chest Trauma

A 16-year-old male was brought to the emergency department by ambulance after being found lying unresponsive on an overturned motorcycle. He was orotracheally intubated. He had palpable subcutaneous crepitus over the chest and abdomen with massive scrotal swelling, and his back exam revealed multiple penetrating wounds (Figure 1). Autopsy results found five rightsided posterior thoracic gunshot wounds. The path of one bullet shattered the right seventh rib, entering the right lung and exiting though the main pulmonary artery before ending at the left clavicle. The presence of intra-scrotal air or gas is a rare clinical entity formed when air reaches the scrotum through tissue planes and cavities via the path of least resistance. The air source may be remote from the scrotum. Known causes include infections from gas-producing organisms, intestinal or gastric perforation and pneumothorax. 1,2 Three common routes could allow air t

The effect of septorhinoplasty on quality of life and nasal function in asians

This is the first study that aimed to assess the effects of septorhinoplasty on quality of life (QOL) in an Asian population. The study consisted of 2 parts. First, the Derriford Appearance Scale 59 (DAS-59) was translated into Korean, and the reliability and validity were assessed by administering the Korean version of Derriford Appearance Scale 59 (DAS-59K) and 36-item short-form health survey to 88 inpatients scheduled for operations. Then, a prospective study was conducted which included 31 patients who underwent primary septorhinoplasty from October 2008 through May 2009. The changes in QOL and nasal symptoms were evaluated by comparing the preoperative and postoperative 3 month DAS-59K and nasal obstruction symptom evaluation scales. Principal component analysis of the DAS-59K showed an optimum 5-factor and the Cronbach α for each factor was greater than 0.7. Significant correlation was found between the DAS-59K and 36-item short-form health survey. Objective evaluation showed at least an improvement in every patient. After septorhinoplasty, there was improvement at scores related to general self-consciousness, negative self-concept, and physical stress (P < 0.05). The pattern of improvement differed by sex, age, and the presence of external nose deviation. Mean nasal obstruction symptom evaluation scores decreased significantly after surgery. The DAS-59K is a reliable and valid test, which can be a useful tool to assess individual response to living with problems of appearance. Septorhinoplasty improves both QOL and nasal function which should be taken into consideration in future counseling of individual patients expecting septorhinoplasty. Copyright © 2013 by Lippincott Williams & Wilkins

BMQ

BMQ: Boston Medical Quarterly was published from 1950-1966 by the Boston University School of Medicine and the Massachusetts Memorial Hospitals

The Role of Environmental Education in the Ontario Elementary Math Curriculum

ABSTRACT In 2007, the Ontario Ministry of Education (OME) mandated environmental education (EE) be integrated into all subject areas. However, in the Ontario math curriculum, there is not a single specific expectation that makes reference to EE. An initial literature review revealed there is a significant research gap when connecting math and the environment at the elementary level. Very few techniques, strategies and specific activities are proposed to help teachers integrate EE within the math curriculum. The primary research question that guides the study is: What role does environmental education play in the Ontario math curriculum at the elementary level? A qualitative case study approach is used as data is collected through individual, semi-structured interviews. Codes are created to identify two overarching themes. There are many challenges that restrict teachers from easily integrating EE and math. However, opportunities do exist for schools to overcome these challenges and successfully integrate EE and math. The OME must take a more active role in providing practical solutions that link EE and math. Teachers must be reflective and motivated to make their own connections between EE and math. Finally, administrators must encourage widespread integration of EE within all subjects, including math. That is why it is so critical that all of society -seniors, adults and children alikerecognize the importance of promoting ecological awareness and implementing solutions to support sustainability. Sustainability is defined as &quot;the ability to meet the needs of the present, without compromising the ability of future generations to meet their own needs&quot; (United Nations World Commission on Environment and Development, 1987). The next generation will be the recipients of the choices we make in the present. It is clear that education must play a significant role in promoting sustainability: Schools have a vital role to play in preparing our young people to take their place as informed, engaged and empowered citizens who will be pivotal in shaping the future of our communities, our province, our country and our global environment (Ministry of Education, 2009). In 2007, the Ontario Ministry of Education (OME) published &apos;Shaping Our Schools, Shaping Our Future.&apos; This document mandated that Environmental Education (EE) be integrated into all subject areas (Ministry of Education, 2007). However, this document does not provide 2 specific recommendations on how teachers can actually integrate EE within school subjects. In 2011, the OME published the document &apos;Environmental Education: Scope and Sequence of Expectations,&quot; which was aimed at assisting teachers in integrating EE into each subject. This document clearly shows that in the grade one to six Ontario math curricula, there is not a single specific expectation that makes reference to EE. In contrast, subjects such as science had 98 specific expectations referenced to EE (Ontario Ministry of Education, 2011). Purpose of the Study An initial literature review revealed that there is a significant research gap in the techniques, strategies and specific activities proposed to help teachers integrate EE with the math curriculum. Gadotti (2010), Wakefield however, all three authors fail to propose actual strategies or activities demonstrating how to integrate EE and math. Although many authors demonstrate that the environment and math are interrelated, they do not make any connection between EE and math at the elementary level. Ernst and Monroe Due to the importance of integrating EE into all curriculum subjects, and the fundamental gap that exists in the current Ontario math curriculum, the purpose of this study is to examine the role of EE specifically within the math curriculum. The scope of the study is confined to the primary and junior levels of education in Ontario, grades one to six, with a focus on schools within the Toronto area. This is supported by primary research gathered from interviewing two 3 elementary teachers who have a working knowledge of EE and have integrated it within specific subjects. The paper ends with a discussion and analysis of the participants responses followed by recommendations and conclusions. This study is important to the education community because there has been very little research analyzing the relationship between EE and math at the elementary level. Many teachers do not possess the knowledge or skills on how to integrate EE into the classroom and therefore struggle with educating their students on aspects of sustainability. Research Questions The primary research question that guides the present study is: What role does environmental education play in the Ontario math curriculum at the elementary level? The secondary sub questions for this research are: 1. What are the challenges teachers face when attempting to incorporate environmental education into the math curriculum? 2. What activities and strategies are teachers currently implementing to integrate environmental education with math? 3. Which strands of the math curriculum are best suited to integrating environmental education? Methodology In this research study, a qualitative case study approach is used as the methodology. Eisenhardt (1989) defines a case study methodology as a research strategy that focuses on understanding the relationship and dynamics within a confined, real world setting. The methodology used in this proposal draws on the work of existing experts in the field of qualitative research. Specifically, it draws in part draw from the work of Creswell Creswell highlights that key components of a case study approach include identifying the case, stating intent, using multiple sources of data, and analyzing the data. In addition to Creswell, the methodology guiding this research proposal draws from Robert Yin (2014) who argues that a case study research strategy answers how and why questions, accommodates situations when the researcher has minimal control over the events, and occurs in a real-life context. In this research study, I use Yin&apos;s recommendations on how to construct validity and follow the case study protocol for developing effective questions and conducting successful data collection techniques. The scope of this research is confined to schools within the Toronto region, which sets the boundary for the research. Data is collected through individual, semi-structured interviews as well as observations. The interview is recorded on a recording device. The results of the data collection from two specific cases of teachers who currently integrate environmental education and math are analyzed. This analysis consists of the identification of codes, which can easily be organized into groups of themes or categories. The case study approach is utilized to provide a description teachers perspectives on integrating EE and math, as well as make conclusions and recommendations for best practices moving forward. Unfortunately, it was not until I got to the university level that I started to learn about environmental stewardship and sustainability issues, such as climate change. I believe that it is extremely important we educate children on the concepts of sustainability from a very young age. Background of the Researcher By conducting this study, I hope to help identify solutions that teachers can readily implement into their classrooms that connect environmental education and math. My previous research experience combined with my passion for promoting environmental education will ensure that I succeed in addressing an obvious gap in academic literature and the existing OMEcurriculum. More importantly, my work supports student engagement of environmental awareness in elementary education and empower students to become agents of change. Overview This research proposal consists of five chapters. Chapter one provides an overview of the study, the purpose of the study, the research questions and the background of the researcher. Chapter two consists of a literature review, which analyzes previous research exploring the relationship between environmental education and math. Chapter three described the methodology and procedure used in the study, as well as information about the participants, data 6 collection methods, and ethical considerations. Chapter four provides an analysis of the data collected. Chapter five discusses and provides conclusive statements on the data analysis, limitations of the study, and highlights recommendations for future teaching practices and future research studies. References and the appendix are at the end of this study. 7 Chapter 2: LITERATURE REVIEW Introduction to Literature Review Children, tomorrow&apos;s leaders, must be knowledgeable and prepared to tackle the future challenges that they will inherit. It is our responsibility as a society to provide environmental education to children. Children must possess the knowledge, skills, attitudes, and values necessary to support a sustainable future (Davis, 1998). It is also important to recognize that although the OME cite on numerous occasions that the government will move forward with addressing the 32 recommendations made in the 2007 policy document, there has been little to no work done since the 2011 policy document to support the implementation of EE. Teachers are instructed to teach based on the OME standards and expectations. It is clear the OME expects teachers to include EE in their practice, but the Ministry offers little guidance on how teachers should actually teach EE, which is especially true when integrating EE with math. Therefore, the objective of this literature review is to examine the relationship between EE and math, and to help identify gaps and opportunities in current literature for improving the assimilation of EE and math at the elementary level. Benefits of Environmental Education In a report issued in 2000, by the National Environmental Education and Training Foundation, EE was infused into lessons in a range of grades at the elementary level within schools in the southern states. The results showed that students scored higher grades on standardized tests after a year of EE Other research suggests that assessing the effectiveness of EE is not measured by observing if students have increased their knowledge or get higher grades, but is measured in the student&apos;s ability to think critically Archie 10 Therefore, the trend amongst research that effective environmental education translates to not only improved academic achievement, but also improved critical thinking skills, only strengthens and supports a call to include environment education within the Ontario math curriculum. The Relationship between Environmental Education and Math A second key theme evident within existing literature was that the two disciplines, the environment and mathematics, are connected. Mathematics is traditionally seen as its own discipline, separate from natural phenomena such as the environment. That is why, historically, school mathematic programs do not focus on sustainability related issues It is important to note that previous research has determined that four major barriers exist that constrain incorporating environmental education into classrooms: Conceptual, Logistical, Educational, and Attitudinal barriers 11 The ultimate goal of green math is to inform the general public on environmental issues and help make people more socially charged, which aligns directly with the OME&apos;s goal established in the &apos;Shaping Our Schools, Shaping Our Future&apos;&apos; policy document. Integrating Environmental Education and Math A third theme identified within existing literature was that author&apos;s proposals for how to integrate EE and math varied significantly. Gadotti Other authors call for the importance of teachers to be more educated on concepts related to EE. This can be accomplished through professional communities, university pre-service Major changes to the entire education system are unlikely to occur any time soon. Therefore, small changes that teachers can make inside their classroom provide a more appropriate foundation to integrate EE and math, further strengthening students critical thinking skills and improve students motivation to learn. Limitations and Research Gaps There is very little existing literature directly related to the topic of EE and math. Math and the environment have historically been viewed as completely separate disciplines Although many authors demonstrate that the environment and math are interrelated, very few make any connection between EE and math at the elementary level. Ernst and Monroe The fact that very little research has been done to assess how EE can be integrated within the subject area of math at the elementary level is problematic and an obvious gap that must be addressed. Conclusion Schools must play an important role in educating children on issues of sustainability in order to provide them with the knowledge and capacity required to deal with complex future environment related issues. The implementation of EE in schools has many benefits for children, which include improved critical thinking skills and an increased self-motivation to learn 15 Chapter 3: METHEDOLOGY Introduction The primary goal of this research paper is to identify the role of environmental education, specifically within the Ontario math curriculum at the elementary level. A primary and secondary data collection process was performed. The work of many academic literary authors is analyzed to develop a foundation of knowledge. This is followed by the generation of data through two one-on-one semi structured interviews with exemplary elementary school teachers. Within this chapter, my methodology is discussed highlighting the study procedure, the participants, how the data is collected and analyzed, the ethical review procedure and the study limitations. Research Approach &amp; Procedure A qualitative case study approach is used as the methodology here. The methodology draws from existing experts in the field of qualitative case study research. Additionally, Robert Yin (2014) recommends the researcher construct validity to follow the case study protocol for developing effective questions and conducting successful data collection techniques. 16 A qualitative case study approach is appropriate for this specific study because this study is very limited in nature. The study is confined to interviewing only two individuals, resulting in two specific cases being compared and contrasted. A review of relevant literature was conducted to initiate the data collection process. The main purpose of the literature review is to examine existing literature in relation to the topic of this study; environmental education and mathematics (EE and math). Key themes are identified amongst the work of various authors to develop a foundation of information that is expanded upon and added to via this study. Important limitations and gaps are identified amongst the academic literature, which help establish exactly what this study addresses. In addition to analyzing academic journal articles for research gaps, published documents from the Ontario Ministry of Education are assessed to help support and guide the purpose of this study. The fact that the Ministry has mandated that environmental education be incorporated into all subject areas but offers no guidance for how teachers can actually integrate EE and math in these documents, demonstrates a clear need for this research study. Despite there being very few academic publications connecting EE and math at the elementary level, the academic literature is constantly revisited throughout this entire study process to incorporate any additional contributions. Predetermined interview questions are asked in the semi-structured interview. However, a semi-structured interview allows for non-predetermined follow-up questions based on the conversation (Crestwell, 2013). Thus, a semi-structured interview is the appropriate type of data collection process for this specific study, as it allows the interviewees to expand upon the interview questions, to further contribute their lived experiences. Instruments of Data Collection The interview is broken into four sections loosely following the structure of the main research questions and sub questions. Firstly, the interviewee&apos;s background and experience are explored. Secondly, the teacher&apos;s current practices are explored, the &apos;what and how&apos;. Thirdly, the interviewee&apos;s beliefs and values are explored, the &apos;why&apos;. The final section explores the next steps and challenges of integrating EE and math, the &apos;what&apos;s next&apos;. A digital voice recorder is used to record and transcribe the interview. Participants A brief overview of the participant recruitment process and the sampling criteria which enable exceptional participants to be selected is presented in the following section. Sampling Criteria The participants are exemplary teachers who have a working knowledge of environmental education, thereby ensuring credibility. Two elementary teachers are selected. This allows for varying perspectives to be compared and contrasted. 18 Participants must meet each of the following criteria: • A grade 3-5 teacher at the elementary level in a public school in the GTA • Have at least 3 years of full time teaching experience • Are willing to reflect upon and share their own experiences • Have a working knowledge of EE and incorporate EE into some of their daily lessons (does not have to include math) Two elementary educators teaching similar grades and having a comparable amount of full time teaching experience are selected to maintain study consistency. A pseudonym is assigned to each participant and their school to support their privacy. Further, daily schedules and other identifying factors are kept private. Sampling Procedures Two participants will be recruited through word of mouth within the Toronto teaching community. I will be asking friends and colleagues to recommend individuals who fit the key criteria listed above. Participant Bios Participant #1, &quot;Jen,&quot; is a grade 3 primary teacher in the Toronto District School Board. She has been teaching for 6 years. She graduated with a teaching degree from Medaille Collage in Buffalo, New York. 19 Participant #2, &quot;Mike,&quot; is a grade 4/5 teacher with the Toronto District School Board. He has been teaching for 16 years and graduated with a teaching degree from the University of Toronto. Michael has taught all grades except for kindergarten. Data Analysis The data is collected through two face-to-face, one-on-one semi-structured interviews. The main research question and sub questions were used as a foundation for developing the interview layout. The interview was broken into four sections. Firstly, the interviewee&apos;s background and experience are explored. Secondly, the teacher&apos;s current practices are explored

The Role of Environmental Education in the Ontario Elementary Math Curriculum

In 2007, the Ontario Ministry of Education (OME) mandated environmental education (EE) be integrated into all subject areas. However, in the Ontario math curriculum, there is not a single specific expectation that makes reference to EE. An initial literature review revealed there is a significant research gap when connecting math and the environment at the elementary level. Very few techniques, strategies and specific activities are proposed to help teachers integrate EE within the math curriculum. The primary research question that guides the study is: What role does environmental education play in the Ontario math curriculum at the elementary level? A qualitative case study approach is used as data is collected through individual, semi-structured interviews. Codes are created to identify two overarching themes. There are many challenges that restrict teachers from easily integrating EE and math. However, opportunities do exist for schools to overcome these challenges and successfully integrate EE and math. The OME must take a more active role in providing practical solutions that link EE and math. Teachers must be reflective and motivated to make their own connections between EE and math. Finally, administrators must encourage widespread integration of EE within all subjects, including math

La función, la forma y la estructura

El autor relata las observaciones realizadas en el cráneo de un gorila, y las inferencias que de esta observación se pueden extraer siguiendo un pensamiento lógico. Para apoyar sus razonamientos, aporta cortes tomográficos del cráneo y la mandíbula del gorila (cortesía del Centro Radiológico Ortega Piga) y fotos. Conclusiones: la masticación unilateral del gorila por su lado derecho le debió ocasionar la hipertrofia muscular de ese lado, lo que llevó consigo el refuerzo óseo en las zonas de inserción de los principales músculos masticatorios