The Boundary-spanning Role of Democratic Learning Communities: Implementing the IDEALS

This multi-case study investigates characteristics and practices in schools that expand the traditional boundaries of school leadership and transform schools into democratic learning communities based on the level of implementation of the IDEALS framework. This investigation serves as a modus to illuminate democratic processes that change schools and address the needs of the students, not the needs of the adults in the system. A sample of five purposefully selected high schools, from the Midwest USA, was utilized. The schools serve Grade 9—12 students, but vary in size, residential area and socioeconomic status of the students. This study illuminates some of the challenges and strategies that facilitate or impede the process of creating more democratic schools that expand the boundaries of inquiry and discourse to include a broader range of community stakeholders and that respect and embrace issues of equity.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Tidal Terms in Universal Time: Effects of Zonal Winds and Mantle Q.

The zonal response coefficient kappa is studied, and some improvements in its determination are made. First, the reprocessing of the Bureau International de l'Heure data with the 1980 International Astronomical Union nutation series is found to result in improved estimates of kappa . Second, a time series of the angular momentum of the atmosphere is found to have power in the tidal bands, and it is demonstrated that removing the atmospheric influence from the rotation data leads to better estimates of kappa . The frequency dependence of kappa due to finite dissipation in the earth is computed, and the observations are subsequently shown to limit the allowable models of dissipation. Finally, dynamic ocean tide models are studied, and it is concluded that the rotation data cannot distinguish between these and an equilibrium tide

Cognitive Learning Styles and Digital Equity: Searching for the Middle Way

This research is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity. Recognizing cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings. Learning environments as a characterising feature of learning styles have undergone unprecedented change over the past decade with learning environments now blending physical and virtual space. To support the increasing diversity of learners pedagogy has to be fair, culturally responsive, equitable and relevant to the ‘virtual generation’. This in turn will inform our understanding of the ‘middle way’ in recognising cognitive learning styles , associated cultural context, and the implications to digital pedagogy equity

Nouvelles formes de travail et impacts sur le dialogue social

PURPOSE: Age-related macular degeneration (AMD) is a major cause of blindness in older adults and has a genetically complex background. This study examines the potential association between single nucleotide polymorphisms (SNPs) in the glucose transporter 1 (SLC2A1) gene and AMD. SLC2A1 regulates the bioavailability of glucose in the retinal pigment epithelium (RPE), which might influence oxidative stress–mediated AMD pathology. METHODS: Twenty-two SNPs spanning the SLC2A1 gene were genotyped in 375 cases and 199 controls from an initial discovery cohort (the Amsterdam-Rotterdam-Netherlands study). Replication testing was performed in The Rotterdam Study (the Netherlands) and study populations from Würzburg (Germany), the Age Related Eye Disease Study (AREDS; United States), Columbia University (United States), and Iowa University (United States). Subsequently, a meta-analysis of SNP association was performed. RESULTS: In the discovery cohort, significant genotypic association between three SNPs (rs3754219, rs4660687, and rs841853) and AMD was found. Replication in five large independent (Caucasian) cohorts (4,860 cases and 4,004 controls) did not yield consistent association results. The genotype frequencies for these SNPs were significantly different for the controls and/or cases among the six individual populations. Meta-analysis revealed significant heterogeneity of effect between the studies. CONCLUSIONS: No overall association between SLC2A1 SNPs and AMD was demonstrated. Since the genotype frequencies for the three SLC2A1 SNPs were significantly different for the controls and/or cases between the six cohorts, this study corroborates previous evidence that population dependent genetic risk heterogeneity in AMD exists