251 research outputs found

    When Did It Begin? Catholic and Public School Classroom Commonalities

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    Catholic educational historians note that although preserving Catholic identity has been a constant in the mission of Catholic schools, their curriculum and instructional practices evolved in ways that were similar to public schools, thus enabling Catholic parents to select schools that were both faith based and modern. Since there is an absence of information about when and how this change in Catholic education began, this article documents its origin in the 1940s when Catholic educators joined a public school reform movement called Life Adjustment Education. Once begun, there was no turning back, and Catholic educators participated in the major reforms of the next two decades, discipline-centered curriculum reform and humanistic education. Two case studies are presented to illustrate what reform-based Catholic schools were like in the 1970s, followed by a brief analysis of Catholic school participation in the contemporary common core state standards movement. Points communs entre les classes des écoles catholiques et des écoles publiques : Une perspective historique Les historiens de l\u27enseignement catholique ont remarqué que si la préservation de leur identité catholique représente un trait constant de la mission des écoles catholiques, leurs programmes et pratiques pédagogiques ont évolué de la même manière que dans les écoles publiques, ce qui permet aux parents catholiques de choisir des écoles à la fois confessionnelles et modernes. Étant donné le manque d\u27information sur le moment et le lieu où ces changements ont commencé dans l\u27enseignement catholique, cet article cite des documents qui situent son origine dans les années 1940, lorsque les enseignants catholiques se sont associés à un mouvement de réforme des écoles publiques appelé enseignement adapté à la vie. Une fois ce mouvement amorcé, aucun retour en arrière n\u27a été possible et les enseignants catholiques ont pris part aux principales réformes des vingt ans suivants : réforme de l\u27enseignement basé sur la discipline et éducation humaniste. L\u27essai qui suit présente deux études de cas illustrant la manière dont se présentaient les écoles catholiques inspirées par la réforme dans les années 1970, suivies d\u27une brève analyse de la participation des écoles catholiques dans le mouvement actuel en faveur du « Common Core State Standards » (Socle de normes communes établies par État). Mots-clés: Identité catholique, mission, enseignement adapté à la vie, réforme de l\u27enseignement Semejanzas en las aulas de las escuelas católicas y públicas: una perspectiva histórica Los historiadores de la educación católica han constatado que a pesar de que la preservación de la identidad católica ha sido una misión constante de las escuelas católicas, su currículo y sus prácticas educativas se han desarrollado de manera muy similar a las de las escuelas públicas, lo que ha permitido que los padres católicos pudieran elegir escuelas que fueran a la vez religiosas y modernas. Debido a la ausencia de información sobre cuándo y cómo empezó este cambio en la educación católica, este artículo documenta su origen en los años 40, momento en que los educadores católicos se unieron al movimiento de reforma educativa llamado educación adaptada a la vida. En cuanto empezó este esfuerzo, no hubo marcha atrás. Los educadores católicos participaron en las profundas reformas de las siguientes dos décadas: reforma del currículo centrado en las disciplinas y educación humanística. El siguiente ensayo presenta dos estudios de caso que ilustran cómo eran las escuelas católicas basadas en la reforma en los años 70, y finalmente expone un breve análisis de la participación de la escuela católica en el movimiento contemporáneo de los estándares estatales comunes. Palabras clave: Identidad católica, misión, educación adaptada a la vida, reforma educativ

    STARE: Spatio-Temporal Attention Relocation for multiple structured activities detection

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    We present a spatio-temporal attention relocation (STARE) method, an information-theoretic approach for efficient detection of simultaneously occurring structured activities. Given multiple human activities in a scene, our method dynamically focuses on the currently most informative activity. Each activity can be detected without complete observation, as the structure of sequential actions plays an important role on making the system robust to unattended observations. For such systems, the ability to decide where and when to focus is crucial to achieving high detection performances under resource bounded condition. Our main contributions can be summarized as follows: 1) information-theoretic dynamic attention relocation framework that allows the detection of multiple activities efficiently by exploiting the activity structure information and 2) a new high-resolution data set of temporally-structured concurrent activities. Our experiments on applications show that the STARE method performs efficiently while maintaining a reasonable level of accuracy

    Identification of Pathways Critical to Quorum Sensing and Virulence Induction

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    Biological/Biomedical Accelerator Mass Spectrometry Targets. 1. Optimizing the CO2 Reduction Step Using Zinc Dust

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    Biological and biomedical applications of accelerator mass spectrometry (AMS) use isotope ratio mass spectrometry to quantify minute amounts of long-lived radioisotopes such as 14C. AMS target preparation involves first the oxidation of carbon (in sample of interest) to CO2 and second the reduction of CO2 to filamentous, fluffy, fuzzy, or firm graphite-like substances that coat a −400-mesh spherical iron powder (−400MSIP) catalyst. Until now, the quality of AMS targets has been variable; consequently, they often failed to produce robust ion currents that are required for reliable, accurate, precise, and high-throughput AMS for biological/biomedical applications. Therefore, we described our optimized method for reduction of CO2 to high-quality uniform AMS targets whose morphology we visualized using scanning electron microscope pictures. Key features of our optimized method were to reduce CO2 (from a sample of interest that provided 1 mg of C) using 100 ± 1.3 mg of Zn dust, 5 ± 0.4 mg of −400MSIP, and a reduction temperature of 500 °C for 3 h. The thermodynamics of our optimized method were more favorable for production of graphite-coated iron powders (GCIP) than those of previous methods. All AMS targets from our optimized method were of 100% GCIP, the graphitization yield exceeded 90%, and δ13C was −17.9 ± 0.3‰. The GCIP reliably produced strong 12C− currents and accurate and precise Fm values. The observed Fm value for oxalic acid II NIST SRM deviated from its accepted Fm value of 1.3407 by only 0.0003 ± 0.0027 (mean ± SE, n = 32), limit of detection of 14C was 0.04 amol, and limit of quantification was 0.07 amol, and a skilled analyst can prepare as many as 270 AMS targets per day. More information on the physical (hardness/color), morphological (SEMs), and structural (FT-IR, Raman, XRD spectra) characteristics of our AMS targets that determine accurate, precise, and high-hroughput AMS measurement are in the companion paper
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