Initial teacher education guideline for teacher educators in inquiry‐based science teaching

This guideline comprises a set of arguments in support of Inquiry‐based Science Teaching, supported by a number of references, apposite quotes and exploratory small‐scale research. The intention is that the guideline will serve as a realistic pedagogy for beginning teachers of science in courses of Initial Teacher Education that, with some experience of teaching and support from tutors at school and university, it can help them to develop a disposition that favours opportunities for pupils to engage in inquiry in one way or another. The text of the guideline will also form the basis of a website that will have a range of links to, for example, video examples of inquiry in action, published papers from research, policy and practice and other sources of advice and ideas

The indicators of pupil opinion and teacher interactivity for inquiry-based science teaching

In order to establish those practices which underpin a science teaching performance that combines pupil enthusiasm and creative classrooms, it will be necessary to uncover evidence of inquiry-based learning experiences in science that can provide a warrant for theory and practice that will assist new science teachers in recognising and developing opportunities for investigative activity. Remaining aware, however, of the recurring theme in contemporary educational research which suggests that learning to teach has an important affective dimension associated with developing relationships and the formation of a teaching identity – a model of development which thus transcends atheoretical checklists of professional standards or pedagogical steps – the nature of that evidence will necessarily be in the area of the formative development of new teachers’ professional knowledge and understanding

Becoming an effective science teacher at the Department of Curricular Studies, University of Strathclyde

In an article for the International section, Allan Blake, Colin Smith and Jim McNally from Strathclyde report on the start of a very important EU-funded project, involving 15 countries, which looks at how ‘inquiry-based science’ can be promoted in science teaching and the significance for teacher education. In their view, inquiry-based science is more about open-endedness and uncertainty of outcome than routine (prescribed) practical work. STE will keep track of this important project and we will report on its progress and outcomes in future issues

Integrating Research on Alzheimer’s and Other Dementias into Population Health Models: Overcoming Barriers and Embracing New Opportunities

Background: Population Health models have become an increasingly valuable approach for understanding how individual health outcome are related to individual care, the overall healthcare system and the social, economic, and environmental context within which individual and population health outcomes evolve. Population Health is a “conceptual framework for thinking about why some populations are healthier than others” which lends itself to the study of lifecourse transitions that lead to cognitive change such as Alzheimer’s and other dementias. Methods: This presentation will review emerging opportunities to incorporate cognitive change in later life within a Population Health framework. Working within the generalized PH framework, the presentation describes available databases within each information vector that can be used to measure cognitive change across time and be incorporated into Population Health models. The presentation will also discuss new tools emerging from the NACDA Program on Aging at the University of Michigan that will allow researchers to link confidential EHRs to contextual data, which provides insight on community and environmental impacts on the risk of cognitive health concerns. Results: The presentation shows that the Population Health framework is a very useful model to employ when describing cognitive change across individuals and population groups. While barriers do exist in terms of access to confidential and individual level health records, new approaches will allow researchers to incorporate contextual resources into health outcomes analysis of cognitive change in treatment. Conclusions: The use of Population Health models are becoming more common research framework across health research disciplines. The routine incorporation of this framework into the study of cognitive change will greatly enhance our understanding of this phenomenon at both the individual and population level.NIA U24AG056918Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/145171/1/Population Health Alzheimer's Care.pdfDescription of Population Health Alzheimer's Care.pdf : PowerPoint Presentatio

Patterns of Depression among Elderly Asian Immigrants to the United States Over the Past Decade

Immigrants in the United States often face increased stressors associated with the transitions from an established home to a new environment. Factors such as cultural displacement, language barriers, economic and employment concerns, immigration status and safe housing can all contribute to fears that can manifest themselves in depression or anxiety. These risks can be further intensified when the individual is elderly, and their health, socioeconomic status and social support networks within the United States are weakened. This paper will use eleven years of the National Health Interview Survey (NHIS) to examine patterns of social anxiety among the elderly Asian population. The paper will compare immigrant elders to native-born Asian elders and control for citizen status, sociodemographic characteristics, health factors and household composition to isolate the impacts of immigration on mental health outcomes.NIA 1U24AG056918Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/142799/1/Patterns of Depression Among Elderly Immigrants to the US 2006-2011.pdfDescription of Patterns of Depression Among Elderly Immigrants to the US 2006-2011.pdf : PowerPoint Presentatio

Articulating Race and Nation in Brazilian Popular Song

This article presents a cultural history of Brazilian popular song (canção popular) and the many musical genres that fall under its umbrella. From the early days of samba to contemporary popular styles, popular song in Brazil has long represented a site for negotiating complex questions of race, nation, and politics

Molecular Mechanisms of Neuropeptide Secretion from Neurohypophysial Terminals: a Dissertation

A clear definition of the mechanisms involved in synaptic transmission is of paramount importance for the understanding of the processes governing synaptic efficacy. Despite decades of intense study, these mechanisms remain poorly understood. The work contained in this thesis examines several such mechanisms using the hypothalamic-neurohypophysial system (HNS), a classical preparation for the study of Ca2+-dependent neuropeptide release. The first portion of this thesis is comprised of my efforts to define the cellular machinery essential for the exocytosis of secretory granules isolated from peptidergic neurohypophysial terminals of the HNS. Here, using the planar lipid bilayer model system, I have been able to show that syntaxin alone in the target membrane is sufficient to elicit fusion of modified neurohypophysial secretory granules. Surprisingly, SNAP-25 does not appear to be necessary for this process. This suggests that syntaxin may be able to substitute for SNAP-25 to form functional non-cognate fusion complexes. Additionally, the coupling of amperometric detection with the planar lipid bilayer system has allowed me to confirm these results using native, unmodified secretory granules, and also provides some insight into the kinetics of release in this reconstituted system. This model system should provide a convenient means for the study of additional regulatory factors believed to be involved in secretory vesicle exocytosis. The second and third sections of this thesis involve my examination of the role of presynaptic Ca2+ stores in neuropeptide secretion from isolated peptidergic neurohypophysial terminals (NHT). I initially examined the source of recently discovered ryanodine-sensitive Ca2+ stores in this system. Using Immuno-electron microscopy I have found that ryanodine receptor (RyR) labeling appears to co-localize with large dense core granules. Additionally, I have shown that a large conductance cation channel, with similarities to the RyR, found in the membrane of these granules has the same characteristic response to pharmacological agents specific for the RyR. Further, application of RyR agonists modulates basal neuropeptide release from NHT. These results suggest that the large dense core granules of NHT serve as the source of a functional ryanodine-sensitive Ca2+store. Recent work has revealed that spark-like Ca2+ transients, termed syntillas, can be observed in NHT. These syntillas arise from ryanodine-sensitive intracellular stores. In other neuronal preparations, similar Ca2+ transients have been suggested to affect spontaneous transmitter release. However, such a role for syntillas had yet to be examined. To assess if syntillas could directly trigger spontaneous release from NHT, I used simultaneous Ca2+imaging along with amperometric detection of release. Amperometry was adapted to this system via a novel method of false-transmitter loading. Using this approach I have found no apparent correlation between these two events, indicating that syntillas are unable to directly elicit spontaneous transmitter release. As this finding did not rule out an indirect modulatory role of syntillas on release, I additionally present some preliminary studies examining the ability of ryanodine-sensitive Ca2+ release to modulate vesicular priming. Using immunocytochemistry, I have shown that RyR agonist treatment shifts the distribution of neuropeptides toward the plasma membrane in oxytocinergic NHT, but not in vasopressinergic NHT. RyR antagonists have the opposite affect, again only in oxytocinergic NHT. Further, I have found that application of RyR agonists result in a facilitation of elicited release in NHT using membrane capacitance recording. This facilitation appears to be due primarily to an increase in recruitment of vesicles to the readily-releasable pool. These findings suggest that ryanodine-sensitive Ca2+stores may be involved in vesicular priming in NHTs. Taken together, the work presented in this thesis provides some new and interesting insights into the underlying mechanisms and modulation of transmitter release in both the HNS and other CNS terminals

Promoting Inquiry in Science Classrooms in European Schools : a Handbook for Tutors

In Scotland, PISCES stands for Promoting Inquiry Skills for a Curriculum for Excellence in Science. It is a CPD module for teachers of science, which has been developed in Scotland with the support of the S-TEAM project. However, this Handbook uses our international acronym in which PISCES stands for Promoting Inquiry in Science Classrooms in European Schools . It is, we believe, potentially equally as successful across Europe as it was designed around the idea of empowering teachers to think for themselves how to make their practice more-inquiry based, wherever they are. It is recognised that some school, social, policy and cultural environments may be more supportive of the idea of ‘more inquiry-based practice’ than others. PISCES empowers teachers to make small or large changes to their practice, according to those sorts of contextual factors, their own aims and how they perceive the needs of their pupils. You will note that we have been careful to use the word ‘more’ in ‘more inquiry-based.’ As befits the idea of empowerment to adapt to one’s own context, there is no single model of inquiry being ‘pushed’ here. Indeed, we count it as a measure of success of PISCES that the teachers who have participated did very different things in making their practice more inquiry-based. Strathclyde University is a leading partner in S-TEAM. Members of Strathclyde University, along with the Development Officer for Curriculum for Excellence for East Lothian, successfully developed and delivered a pilot version of PISCES as a module to a group of East Lothian teachers, in 2010/11. The module resulted in successful ‘experiments in practice’ and increased awareness of the benefits of inquiry-based teaching and learning. The same group of teachers have also taken part in a follow-up course (ARIES: Advanced Resources for Inquiry and Evaluation in Science). PISCES is a high quality CPD programme, valued by teachers and supportive of their professional self-development. It can be applied to both primary and secondary teaching, in all science subjects. Pupils benefit from learning experiences, which develop scientific inquiry skills. Feedback from participating teachers has been consistently positive

Promoting inquiry skills in Curriculum for Excellence in Science: conceptualising inquiry to improve practice

This paper describes a Scottish initiative (arising out of a EU funded development project) involving university researchers, a local authority curriculum development officer and a group of teachers interested in developing more inquiry based approaches in science education. The project is not one in which the researchers bring prescriptions from research. Rather, it is seen as a joint effort aimed at solving practitioners' conceptual and practice issues. The overall question for the teachers was, How do I (we) make our practice more inquiry based? The question for the researchers was, How do we help you (the interested science teachers) to make your practice more inquiry based? This has two sub-questions: How do we help you to conceptualise the issues? How do we help you to solve the practice problems? As it turned out, the particular group of teachers we worked with did not ask for help with practice issues, so we have not made much progress in answering the second question. Therefore, this paper will focus on the first. We seem to have been successful in helping the teachers to acquire some useful conceptual tools for thinking about and changing their practice in ways that they valued for themselves. Perhaps the answer to the second question is that researchers can help teachers to solve their practice problems by helping them to conceptualise the issues