Fish Assemblage of Cedar Fork Creek, Ohio, Unchanged for 28 Years

Author Institution: Dept of Evolution, Ecology & Organismal Biology, The Ohio State University, Mansfield, OHAuthor Institution: Museum of Comparative Zoology, Dept of Ichthyology, Harvard University, Cambridge, MAA 270 m section of Cedar Fork Creek, a clear, gravel-bottomed, headwater stream of the Ohio River System in north-central Ohio, was sampled 48 times from 1975-2003. During the 28 year period 32,237 individuals of 10 fish families and 44 species were collected. Eight taxa made up 86% of the total number collected. Cyprinids (Luxilus cornutus, Campostoma anomalum, Pimephales notatus, Semotilus atromaculatus, and Notropis buccatus) accounted for 65% of the individuals. Two darter species Etheostoma caeruleum, E. nigrum) made up 17.4% of the total, and the white sucker, Catostomus commersoni, accounted for 3.3%. The same common species were abundant throughout the 28 years, and the same rare species were consistently present in small numbers. Species richness averaged 23 species per year. Margalef’s index of diversity varied only slightly from 2.8 to 3.6 during the study indicating the constancy of species composition. Two jackknife estimators (nonparametric resampling procedures) suggested that the collections detected 97-100% of the species present. Exotic species failed to make inroads into the Cedar Fork community except for carp, Cyprinus carpio, that have been in Ohio since 1879, and brown trout, Salmo trutta, that were recently stocked by the Ohio Department of Natural Resources

Fibrose cística e doença nasossinusal = Cystic fibrosis and sinonasal disease

Objetivos: Realizar uma revisão da literatura sobre os principais aspectos da doença nasossinusal em pacientes com fibrose cística (FC), tendo como enfoque principal a resposta inflamatória que ocorre nas vias aéreas superiores desses pacientes. Fonte de dados: Revisão de artigos publicados em periódicos disponíveis na base de dados Medline. Síntese dos dados: Doença nasossinusal é muito comum em pacientes com FC, especialmente polipose nasal e rinossinusite crônica. O melhor entendimento da fisiopatogenia da FC ao nível molecular resultou na melhora do manejo clínico e cirúrgico desses pacientes. Um dos aspectos importantes para o tratamento da doença nasossinusal em pacientes com FC está na compreensão de que a doença é de característica inflamatória. Conclusões: Estudos são necessários para buscar uma compreensão melhor dos mecanismos inflamatórios envolvidos na gênese dos pólipos nasais e rinossinusite crônica nos portadores de FC, na busca de uma melhor qualidade de vida para estes paciente

Promoting digital competence in secondary education: are schools there? Insights from a case study

In recent years, a large number of educational systems, following the recommendations of international organisations, have introduced a competence-based emphasis into their traditionally subject-based curriculum. This move, beyond what any document can deal with, does not seem to find its way into everyday school practice easily or with instant results. This paper explores encounters and clashes between policy and practice regarding a competence-based curriculum framework. We refer firstly to the notions about information processing and digital competence held by international organisations and the Spanish and Catalan Ministry of Education, and the implications of said notions for teaching. Then, from evidence collected through class observations, interviews with students and teachers, and documents analysis in a case study, we draw on four teaching and learning scenarios where ICT is regularly used. Promoting students' digital competence is one of the key competences prescribed in the curriculum; however, our study showed that the backgrounds and educational views of teachers, as well as the teaching culture and organisation of schools, should be deeply challenged to foster this competence

Students' perspectives on engagement, learning and pedagogy: self-evaluations of university students in Spain.

Student engagement in higher education has been studied from different theoretical perspectives and in different countries. Current issues include both concerns regarding students' attitudes and ambivalence and, in addition, the definition of the concept of student engagement and how various pedagogical approaches may contribute to contrasting definitions. The present study thematically analyzed self-evaluations of 46 students attending two pedagogy courses of the University of Barcelona; both courses included lectures and discussions. Special attention was given to how participants described their engagement and related it to their learning, the teacher's pedagogy, and the course content. Different forms of engagement emerged, both with the lecture and discussion sessions of the classes, that suggest some aspects of student engagement may (a) be invisible to the teacher and (b) follow an independent decision-making process that may favor passing over learning

Críticas Piagetianas e Psicanalíticas à Atual Formação de Professores

Neste artigo, parte-se das teorias piagetianas e psicanalíticas para criticar algumas práticas atuais na formação de educadores. Pela teoria psicanalítica, é impossível chegar a um meio termo ideal entre repressão excessiva e falta de limites, mas é possível criticar a idéia de ajustar medidas educativas aos educandos por dificultar a ação educativa e aumentar a impotência de pais e professores. Pela teoria piagetiana, parece claro que a mera repetição de teorias apresentadas em cursos não causa grande impacto na prática educativa e que uma alternativa viável mais interessante para mudar a educação seriam cursos nos quais os educadores possam construir sua

Entre o necessário e o impossível: o ensino da teoria psicanalítica na formação de psicanalistas

The psychoanalytical theory, even though between reinvention and repetition, is still part of the psychoanalytical formation and its teaching is required by many psychoanalytical institutions. The theory may avoid the psychoanalysis transmission to be reduced to transmitting powers, but its teaching may lead to subjection. The psychoanalytical theoretical framework applied to educational processes allow the identification here of disciples formation and, among those who teach, the not so spoken desire of future analysts that don’t resist to theory. A psychoanalysis compatible teaching should refrain from subjection strategies and be open to the unconscious effects.La teoría psicoanalítica, mismo que se quede entre la reinvención y la repetición, es parte de la formación analítica y su enseñanza es exigida por varias instituciones psicoanalíticas. La teoría puede evitar que la transmisión del psicoanálisis sea reducida a pasar poderes, pero su enseñanza puede ser sujetadora. El cuadro teórico psicoanalítico aplicado a los procesos educativos permite aquí identificar la formación de discípulos y, entre quien enseña, el deseo no asumido de futuros psicoanalistas que no resistan a la teoría. Una enseñanza compatible con el psicoanálisis debería abdicar de estrategias de sujeción y ser permeable a los efectos del inconsciente.A teoria psicanalítica, ainda que fique entre a reinvenção e a repetição, continua parte da formação analítica e seu ensino é exigido por várias instituições psicanalíticas. A teoria pode evitar que a transmissão da psicanálise seja reduzida a transmitir poderes, mas seu ensino pode ser assujeitante. O crivo teórico psicanalítico aplicado a processos educativos permite aqui identificar a formação de discípulos e, entre aqueles que ensinam, o desejo nem tão assumido de futuros psicanalistas que não resistam à teoria. Um ensino compatível com a psicanálise deveria abdicar de estratégias de sujeição e ser permeável aos efeitos do inconsciente

La relación con el Otro en una investigación educativa con jóvenes

The article discusses the dominant narratives about school failure based on two empirical studies. Our position drew from Charlot’s (2000) notion of savoir in order to use it as an alternative for rethinking the discourse surrounding school “failure”. This inquiry led us to undertake a study based on the life stories of young people who did not complete the requirements of secondary school. In the second project, we explored the relationship young people have with savior, producing (collaboratively with the youth participants) biographical narratives of young people who either did or did not succeed in meeting the expectations of their secondary school. In light of these results, this paper discusses what this research experience has meant for the investigators who were involved. We consider what it has meant to position ourselves in relation to the Other in an investigation where we looked at how young people position themselves inrelation to savior, the world, and to others.Key words: narrative inquiry, researching with youth, youth research, school failure andsuccess, savior.El artículo discute las narrativas dominantes sobre el fracaso escolar, con base en dos estudios empíricos. A partir de la posición de Charlot (2000), que considera la noción de “saber” como alternativa a la de “fracaso” escolar, en el primer estudio se analizó historias biográficas sobre jóvenes que no habían cumplido con las expectativas de la escuela secundaria. En el segundo proyecto, fueron exploradas las relaciones de los jóvenes con el saber, mediante narrativas biográficas escritas con jóvenes que habían cumplido con estas expectativas junto a otros que no las habían cubierto. Con base en eses estudios, este artículo da cuenta de lo que ha significado para los investigadores este tránsito a la hora de situar nuestra posición en la relación con el Otro, en la investigación entorno a la relación de los jóvenes con el saber de sí mismo, del mundo y de los otros.Palabras clave: investigación narrativa, investigación con jóvenes, investigación sobre jóvenes, éxito y fracaso escolar, saber

What Is Inclusive Education? Voices and Views From a Carpentry Classroom Workshop

Theories of inclusive education usually assume the schooling of all students within the same educational contexts, focusing on presence, participation, and success. However, the current implementation of inclusive education in regular schools has encountered resistance and difficulties that have led to special education schools assuming a complementary role in ensuring that all students' educational needs are met. In this context, the limited scope of inclusive education theories is evident. Therefore, the present case study addresses the need to develop new theories to adapt inclusive practices to a carpentry classroom workshop. Our research took place in a carpentry classroom workshop in a Catalan special education school and aimed to identify the various meanings that participants (students and teachers) give to inclusive education, especially regarding presence, participation, success, and relationships between students. The results indicate that, while literature on inclusive education is divergent, literature on the Sloyd methodology converges. In conclusion, we invite readers to consider the need for more research on inclusive education in a given context and in relation to the Sloyd educational methodology