Challenging Existing Perspectives of “Ideal” Characteristics of Teachers of English

Addressing their concern about status inequalities among teachers of English, in this viewpoint paper, the authors argue that characteristics related to association with an Inner Circle country, Caucasian appearance, middle and upper class socio-economic status and university education seem to be related to the image of the “ideal” teacher of English to Speakers of Other Languages (ESOL). This image, in turn, affects job prospects, salary and recognition by students and peers. By reflecting on their experiences in relation to how well they fit the “ideal”, the authors show that the construct is highly flawed and potentially destructive and divisive. To redress the inequities brought about by perceptions of the “ideal” language teacher, strategies pertaining to providing role models, raising awareness, providing tools and techniques for improving proficiency, and discussing status and identity issues are suggested for assigning competence to people who do not fit the idealized image. The article aims to offer a fairly new perspective from the unique experiences of three established language teachers, one from each of Kachru’s (1992) circles, and to also raise awareness about the need to accept greater diversity among language teaching professionals. Keywords: teacher identity, teacher characteristics, teacher employment, NNESTs, non-native teachers of English, assigning competence, narrative enquir

Challenging existing perspectives about the "ideal" characteristics of teachers of English

Addressing their concern about status inequalities among teachers of English, in this viewpoint paper, the authors argue that characteristics related to association with an Inner Circle country, Caucasian appearance, middle and upper class socio-economic status and university education seem to be related to the image of the “ideal” teacher of English to Speakers of Other Languages (ESOL). This image, in turn, affects job prospects, salary and recognition by students and peers. By reflecting on their experiences in relation to how well they fit the “ideal”, the authors show that the construct is highly flawed and potentially destructive and divisive. To redress the inequities brought about by perceptions of the “ideal” language teacher, strategies are suggested for assigning competence to people who do not fit the idealized image. The article aims to offer a fairly new perspective from the unique experiences of three established language teachers and to also raise awareness about the need to accept greater diversity among language teaching professionals

Examining Doctoral Student Development of a Researcher Identity: Using the Draw a Researcher Test

With a core identity as working professionals, education doctoral students struggle with seeing themselves as researchers. Because research is essential in a doctoral program, the sooner doctoral students include researcher as an identity, the smoother and more successful their journey will be. To support doctoral student researcher identity development, we focused on scaffolding and embedding academic writing experiences in the first year seminar in a U.S. doctoral program. The purpose of this study was to describe and explain doctoral students’ development of a researcher identity as measured by the Draw-a-Researcher Test (DART). In the fall and spring, we collected drawings (DART) and narrative reflections from nine students. We created a five-dimension DART scoring guide. In the fall, the drawings revealed students’ uncertainty about the agency (ability to make changes) and the research process dimensions; in the spring, however, the drawings showed students’ clearer understanding of these two dimensions. In the narrative reflections, students noted the influence of writing expectations and experiences on their role identity as researchers. Implications, as measured by the DART, are that an embedded writing support model seems to assure the development of doctoral students’ core identity as researchers during the first year of the program

Challenging Existing Perspectives of “Ideal” Characteristics of Teachers of English

Addressing their concern about status inequalities among teachers of English, in this viewpoint paper, the authors argue that characteristics related to association with an Inner Circle country, Caucasian appearance, middle and upper class socio-economic status and university education seem to be related to the image of the “ideal” teacher of English to Speakers of Other Languages (ESOL). This image, in turn, affects job prospects, salary and recognition by students and peers. By reflecting on their experiences in relation to how well they fit the “ideal”, the authors show that the construct is highly flawed and potentially destructive and divisive. To redress the inequities brought about by perceptions of the “ideal” language teacher, strategies pertaining to providing role models, raising awareness, providing tools and techniques for improving proficiency, and discussing status and identity issues are suggested for assigning competence to people who do not fit the idealized image. The article aims to offer a fairly new perspective from the unique experiences of three established language teachers, one from each of Kachru\u27s (1992) circles, and to also raise awareness about the need to accept greater diversity among language teaching professionals. Keywords: teacher identity, teacher characteristics, teacher employment, NNESTs, non-native teachers of English, assigning competence, narrative enquir

Update on the current status of onchocerciasis in Cote d’Ivoire following 40 years of intervention: Progress and challenges

Background Onchocerciasis control in Côte d’Ivoire started with aerial insecticide spraying in 1974 and continued with community directed treatment with ivermectin (CDTi) from 1992 to the present. Onchocerciasis and lymphatic filariasis (LF) are co-endemic in 46 of the 81 health districts in the country. Fourteen and 12 districts are endemic for only LF or onchocerciasis, respectively. This paper aims to review the impact of past interventions on onchocerciasis in Côte d’Ivoire between 1975 and 2013, and review plans for disease elimination. Methods We reviewed microfilaria (MF, skin snip) prevalence and community microfilarial load (CMFL) data from published reports from 53 health districts during two major epidemiological assessment periods. Data from 1975 through 1991 provided information on the impact of vector control, and data from 1992 through 2016 provided information on the impact of CDTi. Results Weekly aerial insecticide spraying in 8 endemic districts between 1975 and 1991 reduced the overall MF prevalence by 68.1% from 43.5% to 13.9%. The CMFL also decreased in 7 out of 8 surveyed communities by 95.2% from 9.24 MF/snip to 0.44 MF/snip. Ivermectin distribution started in 1992. The coverage targets for control (65% of the total population) was reached in most endemic districts, and some areas achieved 80% coverage. Two sets of surveys were conducted to assess the impact of CDTi. Results from the first repeat surveys showed a significant decrease in overall MF prevalence (by 75.7%, from 41.6% to 10.1%). The second follow-up evaluation showed further improvement in most endemic districts and also documented major reductions in CMFL compared to baseline. Conclusions Extensive data collected over many years document the very significant impact of interventions conducted by the National Onchocerciasis and other Eyes Diseases Control Programme during challenging times with periods of civil unrest. The Health Ministry has now integrated efforts to control neglected tropical diseases and adopted the goal of onchocerciasis elimination

The Effect of Pointing Gesture on Spatial Memory

Master'sMASTER OF SOCIAL SCIENCE

Glucose in the hypothalamic paraventricular nucleus regulates GLP-1 release.

Glucokinase (GK) is highly expressed in the hypothalamic paraventricular nucleus (PVN); however, its role is currently unknown. We found that GK in the PVN acts as part of a glucose-sensing mechanism within the PVN that regulates glucose homeostasis by controlling glucagon-like peptide 1 (GLP-1) release. GLP-1 is released from enteroendocrine L cells in response to oral glucose. Here we identify a brain mechanism critical to the release of GLP-1 in response to oral glucose. We show that increasing expression of GK or injection of glucose into the PVN increases GLP-1 release in response to oral glucose. On the contrary, decreasing expression of GK or injection of nonmetabolizable glucose into the PVN prevents GLP-1 release. Our results demonstrate that gluco-sensitive GK neurons in the PVN are critical to the response to oral glucose and subsequent release of GLP-1

Heritage Quay: What Will You Discover? Transforming the Archives of the University of Huddersfield, Yorkshire, UK

The Heritage Quay project is changing how archive services at the University of Huddersfield are delivered. This article examines how the Staff/Space/Collections dependency model and Customer Service Excellence framework have been used, and what lessons can be drawn for other archives