Strategic abandonment

행사명 : Academic Symposiu

A Possible Pathway for High School Science in a STEM World

Today‘s high school science teachers find themselves in a period of transition. For the past decade there have been calls for replacing a narrow focus on science education—the traditional courses in physics, chemistry, biology, and Earth and space science—with a broader curriculum on STEM (that is, the four allied fields of science, technology, engineering, and mathematics). However, at present there are no guidelines on what that broader curriculum should include or how it should be designed, and the gulf that has separated science and mathematics seems as wide as ever, despite decades of efforts to bridge the two disciplines. Next Generation National Standards for Science Education are currently being written, but they will not be released until at least 2013. To meet the challenge this paper suggests that educators look to the Technology and Engineering Literacy Framework for the 2014 National Assessment of Educational Progress (NAEP) as a source of principles on which to start the process of remodeling the high school science curriculum to better prepare our students to enter the STEM world of the 21st century

Edith Wharton: Vision and Perception in Her Short Stories

In Edith Wharton\u27s short stories, vision and perception play key roles in stories pertaining to marriage and divorce, artists and writers, and social and personal values

Decolonizing Gender: Indigenous Feminism and Native American Literature

An Indigenous feminist approach to Native literature reveals the ways in which Native authors attempt to build balanced relationships and conversations across cultures, nations, and histories. I explore ways that Native authors depict gender violence and male characters who, like Native women, negotiate colonization and assert sovereignty. Doing so offers a new way of reading Native literature that seeks to also decolonize our analytical approaches for similar use across academic disciplines and for practical applications within and outside of academia. I define Indigenous Feminism as the responsibility for the nurturance and growth of Native communities through storytelling as a communal process and action reflecting personal sovereign power. I focus on how these authors adapt traditional knowledge of social balance through ideological subversion. I read literary conventions as creating complementary and reciprocal relationships in order to develop critical awareness thus enacting an Indigenous feminist ideology. An authors rhetorical and literary use of these principles attempts to create a balanced relationship between reader and author that simultaneously decolonizes readers\u27 minds. Reading constructions of masculinities in connection with complementarity and reciprocity discloses and helps to understand colonial gender violence thus asserting an Indigenous feminist decolonizing process that seeks to remove colonial ideological shackles. Thus, I read Native texts for a balanced distribution of power across relationships, specifically gender-based relationships and systems of power. This exploration of complementary and reciprocal relationships enables us to read literature as critical responses to gender violence and its effects on both Native men and women. These texts and their authors offer a way of seeing gender identity on a continuum based on both individual and communal needs. Furthermore, such an analysis allows for balanced dialogue needed to uncover a new understanding of shared experiences to effect social change. Therefore, a more inclusive Indigenous feminist perspective presents a new way of recognizing literature and storytelling as social activism, or attempting to affect social justice within the imaginations and ideologies of its readers.\u2

Teaching Growth Mindset in a Secondary Mathematics Classroom

Carol Dweck’s research in fixed and growth mindsets has garnered attention in mathematics education, especially as the frustration of students of mathematics becomes more apparent with new or more difficult content. The literature review and subsequent project seeks to answer the question: How can teaching high school students about growth mindset affect their attitudes toward mathematics learning and academic achievement? Research demonstrates that students with a growth mindset perform better academically than students with a fixed mindset. While these mindsets may be more inherent in nature, students have the potential to develop a growth mindset through classroom learning and skill building. Integrating growth mindset into classroom practices presents an opportunity for school and district educators to stretch students’ perspectives about learning and find success in mathematics. By teaching students to understand the relationship between learning and mindset, we may empower them to take on the responsibility of deepening their understanding of the content taught in the classroom. With this aim, the project consists of a series of professional development sessions for mathematics educators, instructional coaches, and administrators to understand growth and fixed mindsets, learn teaching strategies to help students develop a growth mindset, and reflect on current and future classroom practices that may lead to a student’s growth mindset

Does use of touch screen computer technology improve classroom engagement in children?

Many studies have shown that the use of technology in the classroom may influence pupil engagement. Despite the recent widespread use of tablet technology, however, very little research has been carried out into their use in a primary school setting. We investigated the use of tablet computers, specifically Apple’s ‘iPad’, in an upper primary school setting with regard to children’s engagement. Cognitive, emotional and general engagement was higher in lessons based on iPads than those which were not. There was no difference in behavioral engagement. Of particular significance was the increase in engagement seen in boys, which resulted in their engagement levels increasing to levels comparable to those seen in girls. These findings suggest that tablet technology has potential as a tool in the classroom setting

Pulmonary tuberculosis in the urban Bantu: A pilot study of 115 cases

No Abstract

Políticas públicas administrativas para la rehabilitación de niños niñas y adolescentes (NNA) en mendicidad en la ciudad de Bogotá

En el presente artículo se revisarán las políticas públicas administrativas para la rehabilitación de Niños, niñas y adolescentes (NNA) que se encuentran en mendicidad en la ciudad de Bogotá, el restablecimiento de derechos que tendría a cargo el ICBF, y la verificación de la situación actual en cuanto al nexo familiar, porque es obligación del Estado proteger los derechos de los mismos, por ser personas de especial protección. Entendiendo que los fines de las políticas públicas es buscar que las autoridades propongan soluciones efectivas para darle solución a una problemática que afecta a un grupo población, en especial de las personas de especial protección. Para ello, se revisará todo material bibliográfico recuperado en motores de búsqueda como google academic, Dialnet, e-brary, y repositorios universitarios, especialmente de la Universidad Libre.Universidad libre Facultad de Derecho Especiaización de Derecho AdminisrativoIn this article, the administrative public policies for the rehabilitation of children and adolescents who are begging in the city of Bogotá, the restoration of rights that the ICBF would be in charge of, and the verification of the current situation regarding the family relationship, will be reviewed. Because it is the obligation of the State to protect their rights, as they are persons of special protection. To do this, all bibliographic material retrieved from search engines such as google academic, Dialnet, e-brary, and university repositories, especially from the Free University, will be reviewed