Urban Education Research: A Paradigm Shift

Significantly due to the institutional separation of theory and practice, the gap between academia and society continues to broaden, arguably pointing towards the failure of traditional educational research and, to an extent, the university’s neglect to authenticate alternate epistemologies and methodologies that seek to elicit mobilization, activism, and reform

Investigating First Returns: The Effect of Multicolored Vectors

By definition, a first return is the immediate moment that a path, using vectors in the Cartesian plane, touches the x-axis after leaving it previously from a given point; the initial point is often the origin. In this case, using certain diagonal and horizontal vectors while restricting the movements to the first quadrant will cause almost every first return to end at the point (2n,0), where 2n counts the equal number of up and down steps in a path. The exception will be explained further in the sections below. Using the first returns of Catalan, Schröder, and Motzkin numbers, which resulted from the lattice paths formed using a combination of diagonal and/or horizontal vectors, we then investigated the effect that coloring select vectors will have on each of the original generatin

Culturally Appropriate Authentic Assessments: Exploring the Use of Authentic Assessments for African American Children at Risk for Special Education in Urban Settings

Authentic assessments provide an alternative to informal and formal assessments which may reduce the number of African Americans in special education programs. This literature review will explore the use of authentic assessment for at risk students in special education programs in urban settings

People out of place : emotional geography, postmodern identity and gender in three contemporary Japanese texts.

Master of Arts in English. University of KwaZulu-Natal, Pietermaritzburg 2015.This dissertation examines contemporary Japanese notions of place, gender and identity as discussed in three texts by Japanese and Japanese-descended authors. The texts under examination include Kiyoshi Kurosawa’s film Tokyo Sonata (2008), Haruki Murakami’s novel After Dark (2007) and Japanese-American author Ruth Ozeki’s novel A Tale for the Time Being (2013). Within each text, I will discuss how the author or filmmaker’s conception of location affects, and is affected by, their characters’ shifting experience of identity and gender. I begin with a brief exploration of the history of Japan’s exposure to the West, and the Orientalist notions which have been perpetuated about Japan which contribute to the image of Japan as other. Thereafter I examine theories of emotional geography, which is the exploration of the emotional connections between self, setting and society at large. I then tie this theoretical perspective with conceptions of the fluidity of gender and postmodern identity’s imaginings of the fractured self. Each text progressively widens the spatial areas of interest – from Kurosawa’s concern for the home, Murakami’s focus on the city, and Ozeki’s discussion of trans-oceanic and imaginative spaces – while emphasising the dynamic interplay of place, person and performativity within each of these spaces. Each of these arenas of thought are linked through their interest in the destruction of the rigid boundaries governing human experience, and I will argue that each of the texts under analysis presents a profound observation of not only what it means to be Japanese today, but also offers a touching and hopeful case for shared humanity on a global scale

Surveillance of acute flaccid paralysis in Akwa Ibom State, Nigeria 2004–2009

Introduction: The last case of wild polio virus transmission occurred in Akwa Ibom state in October 2001; however, combination high routine immunization coverage with OPV, high quality AFP surveillance, mass immunization campaign in which two doses of potent oral polio vaccine is administered to eligible children and mop-up campaigns in areas with identified immunization or surveillance gaps has help the state in maintaining a free polio status for over ten years. This study was carried out to describe the characteristics of reported acute flaccid paralysis cases between 2004 and 2009, and to evaluate the performance of the acute flaccid paralysis surveillance system using indicators recommended by the World Health Organization. Methods: A retrospective study was conducted among children, 0-15 years, by the World Health Organization (WHO) and Epidemiology unit of State Ministry of Health (SMOH), Uyo. The demographic characteristics and the results of isolation and identification of polio and other enteroviruses in stool samples sent to the WHO Polio Laboratory Ibadan for cases was analyzed. Results: A total of 521 cases of AFP (270 males and 251 females) aged 0 month to = 15 years were reported by the surveillance system between 2004 and 2009. Those below 5 years of age accounted for 82.5% of cases reported and investigated. Of the 521 cases investigated 512 (98.3%) received at least three doses of oral polio vaccine, while 9(1.7) never received any oral polio vaccine (zero-dose). In all 5.1% of the isolates were Sabin, 7.9% non polio enterovirus (NPEV) and 2.3% were classified by national expert committee as compatible with poliomyelitis. There was consistent and steady increase in three critical indicators; Non polio AFP rate in children <15 years from 4.5 to 6.4 per 100 000 population, proportion of AFP cases with 2 stool specimens collected within 14 days of onset of paralysis from 57% in 2005 to 91% in 2009 and proportion of Local Government Areas (Districts) meeting both core indicators from 23% in 2005 to 87% in 2009. The highest numbers of cases were seen in the months of March, May and September. Conclusion: This study showed high levels of surveillance performance with some challenges in reverse the cold chain system, the continuation and sustained AFP case detection, prompt investigation and response, improvement in the reserve cold chain system would achieve optimal standards recommended by WHO and might provide a good model for the eradication of poliomyelitis.Key words: Acute flaccid paralysis, Surveillance, Poliomyelitis, Nigeri

Chronic regulation of colonic epithelial secretory function by activation of G protein-coupled receptors.

BACKGROUND: Enteric neurotransmitters that act at G protein-coupled receptors (GPCRs) are well known to acutely promote epithelial Cl(-) and fluid secretion. Here we examined if acute GPCR activation might have more long-term consequences for epithelial secretory function. METHODS: Cl(-) secretion was measured as changes in short-circuit current across voltage-clamped T(84) colonic epithelial cells. Protein expression was measured by western blotting and intracellular Ca(2+) levels by Fura-2 fluorescence. KEY RESULTS: While acute (15 min) treatment of T(84) cells with a cholinergic G(q) PCR agonist, carbachol (CCh), rapidly stimulated Cl(-) secretion, subsequent CCh-induced responses were attenuated in a biphasic manner. The first phase was transient and resolved within 6 h but this was followed by a chronic phase of attenuated responsiveness that was sustained up to 48 h. CCh-pretreatment did not chronically alter responses to another G(q)PCR agonist, histamine, or to thapsigargin or forskolin which elevate intracellular Ca(2+) and cAMP, respectively. This chronically acting antisecretory mechanism is not shared by neurotransmitters that activate G(s)PCRs. Conditioned medium from CCh-pretreated cells mimicked its chronic antisecretory actions, suggesting involvement of an epithelial-derived soluble factor but further experimentation ruled out the involvement of epidermal growth factor receptor ligands. Acute CCh exposure did not chronically alter surface expression of muscarinic M(3) receptors but inhibited intracellular Ca(2+) mobilization upon subsequent agonist challenge. CONCLUSIONS \u26 INFERENCES: These data reveal a novel, chronically acting, antisecretory mechanism that downregulates epithelial secretory capacity upon repeated G(q)PCR agonist exposure. This mechanism involves release of a soluble factor that uncouples receptor activation from downstream prosecretory signals

Formação docente numa perspectiva decolonial: o encontro com uma pesquisa de mestrado

We are aware that the curriculum encompasses different formative perspectives that imbricate power and knowledge relations. This article intends, produced in 2022, to present a trajectory of teacher education in pedagogy from a decolonial perspective and the encounter with an object of study of a master's degree, in which the focus is cultural diversity in teacher education. Methodologically, of qualitative approach (YIN, 2016), systematizes a bibliographic review on the subject, and has the Experience Report (RE) (FREITAS MUSSI; FLORES; ALMEIDA, 2021) as a research method. To this end, we discuss the relationship between coloniality, education, and teacher training. And then, we present the experience of the encounter with the object of study now under investigation in the academic master's program in education at Ceará State University. We conclude that cultural diversity is an issue dear to education, given the plurality that constitutes our society in terms of race, gender, and class, and this is reflected in our social and educational practices.Estamos cientes que o currículo engloba diferentes perspectivas formativas que imbricam relações de poder e de saber. Este artigo tem como objetivo, produzido em 2022, apresentar uma trajetória de formação docente em pedagogia numa perspectiva decolonial e o encontro com um objeto de estudo de uma pesquisa de mestrado, no qual o foco é diversidade cultural na formação docente. Metodologicamente, de abordagem qualitativa (YIN, 2016), sistematiza uma revisão bibliográfica sobre o assunto, e tem o Relato de Experiência (RE) (FREITAS MUSSI; FLORES; ALMEIDA, 2021) como método de pesquisa. Para tanto, discutimos a relação entre colonialidade, educação e formação docente. E em seguida, apresentamos a experiência do encontro com o objeto de estudo hoje investigado no mestrado acadêmico em educação da Universidade Estadual do Ceará. Concluímos que, a diversidade cultural é um tema caro à educação, visto a pluralidade que constitui nossa sociedade em raça, gênero e classe, e isso reflete nas nossas práticas sociais e educacionais

Projeto de extensão (NEDIMPE): aprendizagens sobre o planejamento de ensino

This study aims to understand what learning is constituted by the members of the Nucleus of Studies on Didactics, Interaction and Research Methodologies in Education - NEDIMPE on teaching planning. The research was developed through a qualitative approach. A questionnaire was applied to the participants, seeking to understand the learning acquired during their participation in the project, focusing on their experiences and knowledge arising from their participation in NEDIMPE. We had as a theoretical basis the reading and reflection of the texts of the following authors: Assis, Barros and Cardoso (2013); Conceição et al (2019); Gil (2002); Gonçalves et al (2014); Haydt (2006); Klosouski and Reali (2008); Marconi and Lakatos(2003); and Nunes and Silva (2011). Thus, it is evident that teaching planning is a moment that teachers have to be able to organize their next classes, reflect on their pedagogical practices and develop teaching methods.Este estudo tem como objetivo compreender que aprendizagens são constituídas pelos integrantes do Núcleo de Estudos de Didática, Interação e Metodologias de Pesquisa em Educação - NEDIMPE sobre o planejamento de ensino. A pesquisa foi desenvolvida por meio de uma abordagem qualitativa. Foi aplicado um questionário para os participantes buscando compreender sobre os aprendizados adquiridos no decorrer da participação no projeto, com foco em suas experiências e conhecimentos decorrentes da participação no NEDIMPE. Tivemos como base teórica a leitura e reflexão dos textos dos seguintes autores: Assis, Barros e Cardoso (2013); Conceição et al (2019); Gil (2002); Gonçalves et al (2014); Haydt (2006); Klosouski e Reali (2008); Marconi e Lakatos (2003); e Nunes e Silva (2011). Desse modo, evidencia-se que o planejamento de ensino é um momento que o professor tem para poder organizar suas próximas aulas, refletir sobre suas práticas  edagógicas e desenvolver métodos de ensino