International lessons for the digital age

Some commentators hold the view that the digital divide is a problem largely caused by lack of access to appropriate technologies which, when overcome, will act as a virtual panacea for many interlinked ills. Yet, others see this as far too simplistic an analysis in the search for radical solutions in a world of such extreme social inequality and global inequity. This paper will argue for a bottom-up rather than a top-down approach to finding those solutions, advocating a greater amount of needs-based work in this field, getting to the root of the problem by taking into account the particular set of conditions within each situation or case study. At the same time it will strive to create a more harmonious world view where each small scale project is seen as part of a network searching for broader solutions rather than an end product in themselves. In order to provide a framework for this argument, and support theories with informed practice, a case study of a teacher training project delivered to Rwandan students, through the medium of the English language and new technologies, will be used as an example of what has been achieved so far in the field of online learning, and what lessons could be learned for the future. The paper shall also argue for greater involvement on the part of British universities, so that voyages into this multidimensional terrain, widely explored but largely uncharted, remain more pedagogic than economi

Developing Educators for the Digital Age. A Framework for Capturing Knowledge in Action

Evaluating skills and knowledge capture lies at the cutting edge of contemporary higher education where there is a drive towards increasing evaluation of classroom performance and use of digital technologies in pedagogy. Developing Educators for the Digital Age is a book that provides a narrative account of teacher development geared towards the further usage of technologies (including iPads, MOOCs and whiteboards) in the classroom presented via the histories and observation of a diverse group of teachers engaged in the multiple dimensions of their profession. Drawing on the insights of a variety of educational theories and approaches (including TPACK) it presents a practical framework for capturing knowledge in action of these English language teachers – in their own voices – indicating how such methods, processes and experiences shed light more widely on related contexts within HE and may be transferable to other situations. This book will be of interest to the growing body of scholars interested in TPACK theory, or communities of practice theory and more widely anyone concerned with how new pedagogical skills and knowledge with technology may be incorporated in better practice and concrete instances of teaching

Developing Educators for The Digital Age

"Evaluating skills and knowledge capture lies at the cutting edge of contemporary higher education where there is a drive towards increasing evaluation of classroom performance and use of digital technologies in pedagogy. Developing Educators for the Digital Age is a book that provides a narrative account of teacher development geared towards the further usage of technologies (including iPads, MOOCs and whiteboards) in the classroom presented via the histories and observation of a diverse group of teachers engaged in the multiple dimensions of their profession. Drawing on the insights of a variety of educational theories and approaches (including TPACK) it presents a practical framework for capturing knowledge in action of these English language teachers – in their own voices – indicating how such methods, processes and experiences shed light more widely on related contexts within HE and may be transferable to other situations. This book will be of interest to the growing body of scholars interested in TPACK theory, or communities of practice theory and more widely anyone concerned with how new pedagogical skills and knowledge with technology may be incorporated in better practice and concrete instances of teaching.

Attuning to ‘the oneness’ in ‘the church in Taiwan’: an historical ethnography

This thesis describes the life of an international Christian group in Taiwan, which is referred to by members simply as “the church” (zhaohui, 召會) and regionally as “the church in Taiwan” (taiwan zhaohui, 台灣召會). It is more widely known as “the Little Flock”, “the Local Churches” and “Assembly Hall”. The group is founded upon the teachings of the Chinese Christian reformers, Watchman Nee (Ni Tuosheng, 1903-1972) and Witness Lee (Li Changshou, 1905-1997). Initially expanding the group in China, from the late 1940s onward Lee and other group members fled to Taiwan, to escape Mao’s communist takeover. From there, the group spread world-wide. The church’s ‘ministry’ (zhishi, 職事) consists of a relatively unique, detailed and extensive set of ideas concerning the importance of “oneness” (heyiwujian, 合一無間). The group also engages in a distinctive set of aesthetic, linguistic and bodily practices. Aside from describing the group, the thesis attempts to do two further things. First, it attempts to understand the contemporary and historical continuities and discontinuities between this group and other forms of religiosity in China and Taiwan. Secondly, it attempts to construct an ethnographic theory of social unity. Adopting Phillipe Descola’s (2013) “ontological regime” of “analogism” as a frame of ethnographic description and historical contextualisation, I argue that church concepts of “oneness” draw upon pre-conceptualised, and pre-Christian Sino-Taiwanese approaches to social unity. To this “analogistic” framework I add the concept of “attunement”, which is inspired by longstanding Chinese debates concerning the relations between cosmological structure (tianli, 天理) and social propriety (li, 禮). Throughout the thesis I try to understand the social reality of oneness in the church in Taiwan as a “parallax” of sameness and difference, movement and stasis, to which church members are variously attuned

The role of protein hydrolysates for exercise-induced skeletal muscle recovery and adaptation:a current perspective

The protein supplement industry is expanding rapidly and estimated to have a multi-billion market worth. Recent research has centred on understanding how the manufacturing processes of protein supplements may impact muscle recovery and remodeling. The hydrolysed forms of protein undergo a further heating extraction process during production which may contribute to amino acids (AA) appearing in circulation at a slightly quicker rate, or greater amplitude, than the intact form. Whilst the relative significance of the rate of aminoacidemia to muscle protein synthesis is debated, it has been suggested that protein hydrolysates, potentially through the more rapid delivery and higher proportion of di-, tri- and smaller oligo-peptides into circulation, are superior to intact non-hydrolysed proteins and free AAs in promoting skeletal muscle protein remodeling and recovery. However, despite these claims, there is currently insufficient evidence to support superior muscle anabolic properties compared with intact non-hydrolysed proteins and/or free AA controls. Further research is warranted with appropriate protein controls, particularly in populations consuming insufficient amounts of protein, to support and/or refute an important muscle anabolic role of protein hydrolysates. The primary purpose of this review is to provide the reader with a current perspective on the potential anabolic effects of protein hydrolysates in individuals wishing to optimise recovery from, and maximise adaptation to, exercise training

Teaching and learning online for the first time: Student and coordinator perspectives

In recent years the higher education sector has moved towards the flexible delivery of individual units and entire courses. As a result, online delivery methods are becoming increasingly common. In this paper we describe students’ and unit-coordinators’ views concerning teaching and learning online for the first time in an introductory psychology unit. Using an action learning approach, views were ascertained through a focus group, messages posted on the online discussion boards, a survey, and coordinator reflections. The results indicate that the current online design of the unit does little to actively engage students in the learning process. We argue that transformation rather than adaptation of unit material to better suit the online environment is required. Facilitating the transformation of unit materials requires greater institutional support and ongoing professional development for teaching staff. In addition, it is recommended that a combined approach (online and face-to-face learning) may be more beneficial than online delivery only, especially for large undergraduate classes and during the transition year

That\u27s Why I Love You

With Ukulele arrangement. Contains advertisements and/or short musical examples of pieces being sold by publisher.https://digitalcommons.library.umaine.edu/mmb-vp/7128/thumbnail.jp