The early development of moderatism in the Church of Scotland

Preface: pp. iii-iv

Estudiantes en situación de desplazamiento, transformaciones socioculturales y esbozos de una propuesta pedagógica intercultural.

Este trabajo investigativo nace con la observación de procesos de interacción escolar de estudiantes en condición de desplazamiento en la IED Paraíso Mirador. Tras hallar situaciones de invisibilización cultural en las prácticas pedagógicas, se hace un análisis de un posible actuar desde la educación. De esta manera se hace un vínculo académico con la Universidad Pedagógica Nacional, ingresando al programa de la Maestría en Educación. Énfasis en Educación Comunitaria, Interculturalidad y Ambiente. Grupo Etnicidad, Colonialidad e Interculturalidad. Allí se inicia un proceso pedagógico en el que se desarrolla una revisión teórica-analítica de diferentes temáticas que guiaron este trabajo. De forma paralela se desarrolla un trabajo de campo en este colegio aplicando instrumentos de investigación a diferentes actores escolares como los estudiantes en condición de desplazamiento, padres/madres, docentes y directivos docentes. A partir de este proceso investigativo se trazan dos intenciones fundamentales, la primera trasciende por el hallazgo de transformaciones socioculturales en estos estudiantes a partir de las dinámicas de interacción en el entorno escolar y comunitario. La segunda consiste en la construcción de una propuesta pedagógica intercultural crítica, con la participación de los diferentes escolares, como un mecanismo que responda a las demandas que implica la presencia de estos estudiantes en el contexto escolar

The mammals of Botswana

Please read the abstract in the 00front of this document.Thesis (DSc)--University of Pretoria, 2011.Zoology and Entomologyunrestricte

Social and emotional aspects of learning: Complementing, compensating and countering parental practices

This article draws on a study which investigated the interpretation and use of Social and Emotional Aspects of Learning (SEAL) in primary schools in the UK (the authors gratefully acknowledge Studentship funding from the Economic and Social Research Council for this study). The paper focuses on school staff members' perceptions about the intentions and purposes of the scheme. The testimonies of head teachers, management staff, teachers, teaching assistants, welfare assistants and pastoral staff members illustrated how the interpretation and use of SEAL was influenced by their perceptions about the pupils' parents and, in particular, parental ability to develop ‘appropriate’ social, emotional and behavioural skills in their children. In schools where parenting was positively appraised, SEAL was used to complement parenting practices; whilst in schools where parents were negatively appraised, SEAL was used to counter their endeavours. The scheme was also used to compensate for certain inadequacies that were deemed to be taking place in the home. These differing perceptions of parents were linked to social class, with the scheme being used to complement the practices of middle-class parents and to counter those of minority-ethnic and working-class people. We contend that this interpretation and use of the scheme helped to re-affirm the practices of the dominant culture whilst serving to marginalise the values of the less powerful groups in society. Implications of the study's findings are discussed and recommendations for staff, schools and policy are made

Deweyan tools for inquiry and the epistemological context of critical pedagogy

This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey\u27s conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and emotive dimensions of the ongoing failure of institutions to provide ideas that help individuals both recognize social problems and imagine possible solutions. Focusing on Dewey\u27s epistemological framework, specifically tools for inquiry, provides a way to grasp this problem. It also affords some innovative solutions; for instance, it helps conceive of possible links between the regular curriculum and the study of specific social justice issues, a relationship that is often under-examined. The aims of critical pedagogy depend upon students developing dexterity with the conceptual tools they use to make meaning of the evidence they confront; these are background skills that the regular curriculum can be made to serve even outside social justice-focused curricula. Furthermore, the article concludes that because such inquiry involves the exploration and potential revision of students\u27 world-ordering beliefs, developing flexibility in how one thinks may be better achieved within academic subjects and topics that are not so intimately connected to students\u27 current social lives, especially where students may be directly implicated

[Fe III] emission lines in the planetary nebula NGC 2392

NGC 2392 is a young double-shell planetary nebula (PN). Its intrinsic structure and shaping mechanism are still not fully understood. In this paper we present new spectroscopic observations of NGC 2392. The slits were placed at two different locations to obtain the spectra of the inner and outer regions. Several [Fe III] lines are clearly detected in the inner region. We infer that NGC 2392 might have an intrinsic structure similar to the bipolar nebula Mz 3, which also exhibits a number of [Fe III}] lines arising from the central regions. In this scenario, the inner and outer regions of NGC 2392 correspond to the inner lobes and the outer outflows of Mz 3, respectively. We construct a three-dimensional morpho-kinematic model to examine our hypothesis. We also compare the physical conditions and chemical composition of the inner and outer regions, and discuss the implications on the formation of this type of PN.Comment: 41 pages, 13 figures, Accepted for publication in Ap

Modelling the Warm H2 Infrared Emission of the Helix Nebula Cometary Knots

Molecular hydrogen emission is commonly observed in planetary nebulae. Images taken in infrared H2 emission lines show that at least part of the molecular emission is produced inside the ionised region. In the best-studied case, the Helix nebula, the H2 emission is produced inside cometary knots (CKs), comet-shaped structures believed to be clumps of dense neutral gas embedded within the ionised gas. Most of the H2 emission of the CKs seems to be produced in a thin layer between the ionised diffuse gas and the neutral material of the knot, in a mini photodissociation region (PDR). However, PDR models published so far cannot fully explain all the characteristics of the H2 emission of the CKs. In this work, we use the photoionisation code \textsc{Aangaba} to study the H2 emission of the CKs, particularly that produced in the interface H^+/H^0 of the knot, where a significant fraction of the H2 1-0S(1) emission seems to be produced. Our results show that the production of molecular hydrogen in such a region may explain several characteristics of the observed emission, particularly the high excitation temperature of the H2 infrared lines. We find that the temperature derived from H2 observations even of a single knot, will depend very strongly on the observed transitions, with much higher temperatures derived from excited levels. We also proposed that the separation between the H_alpha and NII peak emission observed in the images of CKs may be an effect of the distance of the knot from the star, since for knots farther from the central star the NII line is produced closer to the border of the CK than H_alpha.Comment: Accepted by MNRAS. The paper contains 12 pages, 9 figures, and 3 table

Temperature of the central stars of planetary nebulae and the effect of the nebular optical depth

The effect of the nebula optical depth on the determination of the temperature (T*) of the central stars in planetary nebulae is discussed. Based on photoionization models for planetary nebulae with different optical depths, we show, quantitatively, that the details of the distribution of the H and He II Zanstra temperatures are mainly explained by an optical depth effect; in particular, that the discrepancy is larger for low stellar temperatures. The results also show that for high stellar temperatures the He II Zanstra temperature underestimates the stellar temperature, even for high optical depths. The stellar temperature, as well as the optical depth, can be obtained from a Zanstra temperature ratio (ZR) plot ZR = Tz(He II)/Tz(H) versus Tz(He II). The effects of departures from a blackbody spectrum, as well as of the He abundance in the nebulae, are also discussed. For nebulae of very low optical depth and/or high stellar temperature the distribution ZR versus Tz(He II) only provides lower limits for T*. In order to obtain better values for the optical depth and T*, we propose the use of the line intensity ratio He II/He I versus Tz(He II) diagram.Comment: 24 pages, 4 figures; to appear in ApJ, Nov 200

The sexuality of Malcolm X

This article engages the controversy over whether Malcolm Little, who would become Malcolm X, had same-sexual encounters. A minute sifting of all evidence and claims, augmented by new findings, yields strong indication that Malcolm Little did take part in sex acts with male counterparts. If set in the context of the 1930s and 1940s, these acts position him not as a “homosexual lover,” as has been asserted, but in the pattern of “straight trade”—heterosexual men open to sex with homosexuals—an understanding that in turn affords insights into the black revolutionary's mature masculinity