Reflections on symmetries and asymmetries in the internationalization of higher education in Brazil and Canada

In this article we reflect on how internationalization is articulated in different ways within the context of a relatively new global educational credentials export industry (GEEI). This industry emerged largely as a response to decreased public funding of higher education in specific \u27education export\u27 countries. We take Canada as an example of one of these countries, to illustrate how the marketization of internationalization in higher education is reproduced and contested within that context. We contrast how internationalization is articulated in Canada with the context of internationalization in Brazil. We offer the case of a Brazilian university - UNILA, the Federal University for Latin American Integration, as an example of internationalization that attempts to challenge the global credentials export industry. mple. The example of UNILA shows how a commitment to international public service stands in contrast to transactional internationalization processes that sustain dominant trends of student and knowledge flows in North-South asymmetrical engagements

How Seventh Grade Readers Who Completed An Intensive Phonics Intervention Program in Sixth Grade Comprehend Informational Text

The purpose of this study was to explore the processes by which seventh grade readers who completed an intensive phonics intervention program in sixth grade comprehend informational text. The informational text chosen for this study was a social studies passage from a seventh grade textbook. Completion of a phonics intervention program presumes an improvement in automaticity, a foundational reading skill characterized by the ability to read with speed and accuracy. Multiple case studies were the overall approach to inquiry and data gathering. With the assistance of a middle school reading specialist informant, the researcher invited the participation of five seventh grade students reflecting a variation in race and gender who were performing below grade level on reading assessments at the beginning of grade six, and who completed an intensive phonics intervention program by the end of grade six. Data collection included administration of an Informal Reading Inventory (IRI) graded word list, reading interest and reading behavior surveys, interviews and observations of students, read and think aloud sessions, an informal comprehension check, and a brief paragraph written by the students to indicate how they saw themselves as readers. The study results suggest that a structured and sequential phonics intervention program holds the promise of improved reading automaticity (the ability to read with speed and accuracy). Reading with speed did not guarantee comprehension. Automaticity was hindered and comprehension affected when students encountered multisyllabic words that were not easily decoded. The five students in this study were able to summarize, paraphrase, infer, predict, interpret, and question marked segments of the text with varying degrees of accuracy, but they were generally unable to demonstrate understanding of the broader ideas and concepts of the selection. Students expressed that they knew comprehension had failed. They did not have the means to repair their comprehension. For these students, explicit comprehension monitoring strategy instruction in addition to a phonics intervention program remains an important component of the reading program

Who decides? In whose name? For whose benefit? Decoloniality and its discontents

The growing traction of decolonization as a discourse and practice within and beyond the context of academic scholarship has generated important spaces for critical, selfreflexive engagements with the role of systemic, historical, and ongoing colonial violence in the foundations of various scholarly fields. Although the overarching area of "decolonial critique" contains a considerable range of perspectives, both complementary and contradictory, overall these perspectives challenge the common assumption that colonialism is "over", pointing instead to the ways that it has persisted and shapeshifted both in settler colonial countries (where the colonizing power never \u27left\u27), as well as in purportedly decolonized countries that are nonetheless characterized by "patterns of power that emerged as a result of colonialism, but that define culture, labor, intersubjective relations, and knowledge production well beyond the strict limits of colonial administrations" (Maldonado-Torres, 2007, p. 243). (DIPF/Orig.

Time above the MIC of piperacillin-tazobactam as a predictor of outcome in pseudomonas aeruginosa bacteraemia.

All rights reserved. Pseudomonas aeruginosa bacteremia is an infection associated with a high mortality rate. Piperacillin-tazobactam is a β-lactam-β-lactamase inhibitor combination that is frequently used for the management of Pseudomonas aeruginosa infections. The pharmacokinetic-pharmacodynamic index associated with in vitro maximal bacterial killing for piperacillin-tazobactam is the percentage of the time between doses at which the free fraction concentration remains above the MIC (%fT>MIC). However, the precise %>MICtarget associated with improved clinical outcomes is unknown. The aim of this study was to investigate the correlation between the survival of patients with Pseudomonas aeruginosa bacteremia and the threshold of the piperacillin-tazobactam %fT>MIC. This retrospective study included all adult patients hospitalized over an 82-month period with Pseudomonas aeruginosa bacteremia and treated with piperacillin-tazobactam. Patients with a polymicrobial infection or those who died within 72 h of the time of collection of a sample for culture were excluded. The %fT>MICof piperacillin-tazobactam associated with in-hospital survival was derived using classification and regression tree analysis. After screening 270 patients, 78 were eligible for inclusion in the study; 18% died during hospitalization. Classification and regression tree analysis identified a %fT>MICof >60.68% to be associated with improved survival, and this remained statistically significant after controlling for clinical covariates (odds ratio=7.74, 95% confidence interval=1.32 to 45.2). In conclusion, the findings recommend dosing of piperacillintazobactam with the aim of achieving a pharmacodynamic target %fT>MICof at least 60% in these patients

1988 Ruby Yearbook

A digitized copy of the 1988 Ruby, the Ursinus College yearbook.https://digitalcommons.ursinus.edu/ruby/1091/thumbnail.jp

A meta-review of typologies of global citizenship education

This paper reports on a reflexive exercise contributing a meta-mapping of typologies of GCE and supplementary analysis of that mapping. Applying a heuristic of three main discursive orientations reflected in much of the literature on GCE—neoliberal, liberal, and critical—and their interfaces, we created a social cartography of how 9 journal articles categorize GCE. We found the greatest confluence within the neoliberal, greatest number within the liberal, and a conflation of different ‘types’ of GCE within the critical orientation. We identified interfaces between neoliberal-liberal and liberal-critical orientations as well as new interfaces: neoconservative-neoliberal-liberal, critical-liberal-neoliberal, and critical-post critical. Despite considerable diversity of GCE orientations, we argue GCE typologies remain largely framed by a limited range of possibilities, particularly when considered as implicated in the modern-colonial imaginary. In a gesture toward expanding future possibilities for GCE, we propose a new set of distinctions between methodological, epistemological, and ontological levels