Digital artefacts for reflection on identity in the first year of teacher education: the teacher I want to be

This paper presents an analysis of digital reflective narratives of identity constructed by student teachers in their first year in a Spanish University. The literature review demonstrates the multidimensional nature of teacher identity, showing that, during the transition of their first year at University, student teachers’ ideas of identity reflect a highly emotional and committed stance on childhood and social justice. The innovative approach taken in the current work includes a review of the possibilities of digital artefacts, as OER, for reflection. The conclusion discusses the importance of scaffolding approaches to the development of teacher identity through a reflective methodology

The development of the reflective practitioner through digital storytelling

This paper presents a multiple case study on the use of digital storytelling to support the development of reflection and digital skills in professional education. Students from two universities, one group studying health and social care, the other training to be teachers, were asked to produce two artefacts, at the beginning and end of their respective modules, in which they reflected on the aspects of professional and personal learning. The artefacts, some of which were produced in groups, others by individual students, were analysed for recurring themes, levels of reflection and digital competence, particularly in the use of open educational resources. Findings from the analysis support the use of digital storytelling methods to develop a range of key skills pertinent to professional education in general but concluded that the deeper levels of reflection may be most evident in individual artefacts produced in the later stages of professional education. The study provides some important insights for teaching and learning in professional education as it suggests that digital storytelling provides a highly engaging way of introducing both reflective and open educational practices

Survival, Nest Success and Productivity of Female Common Eiders (Somateria mollissima dresseri) on Flag Island, Harspwell, Casco Bay, Maine

In 2008, we concluded the 6th and final year of what was originally designed as a 5-year study to examine survival, recruitment and recovery rates of nesting common eiders (Somateria mollissima dresseri) on Flag Island, Harpswell, Maine. The total breeding population of common eiders on Flag Island was estimated to be about 500 nesting pairs in 2008, which is at the long term estimate of approximately 500-600 nesting pairs for this island. Both the 2007 and 2008 nesting estimates were, however, a marked improvement from the 2006 estimate when only 200 hens actually nested. This low point coincided with the beginning of significant non-nesting events by hen eiders in east Casco Bay at and leading up to two significant mortality events on the wintering grounds in Massachusetts. One cause contributing to these die-offs was determined to by an RNA virus. Nest success over the duration of this study was high at 75% in 2005, 74% in 2006 to 89% in 2007. Although the percentage of nesting great black-backed gulls increased during this investigation, the overall size of the nesting gull population remained fairly constant

Openness in Teachers' Digital Competence Frameworks: Looking for the Open Educator

There has been a wide variety of definitions of digital competence, from early narrow and technology-focused explanations to more recent attempts , such as the one by Ferrari (2013), who describes it as a complex concept encompassing a wide set of skills, attitudes and knowledge when performing tasks with Information and Communication Technologies (ICT). Furthermore, there have been various different attempts to describe teachers’ digital competence, as the literature review by McGarr and McDonagh (2019) demonstrates. These authors evidence that models either depict teachers’ digital competence in diverse taxonomies of areas and dimensions, or as a hierarchical and progressive evolution from low to high levels of awareness and ability. They observe that openness does not have a presence in most of the taxonomic models and thus they propose openness as a dimension of their four-part model, under the label of attitudes. In this current work, we analyse international and national teachers’ digital competence frameworks and review whether openness has been included in them, and, if so, how it is described. In the case of frameworks that offer a model of increasing performance, we observe the levels at which open-related concepts appear. An initial review of the frameworks by the European Commission, UNESCO, ISTE (US) and INTEF (Spain) indicates that ‘openness’ typically does not constitute a dimension in itself and tends to appear at intermediate and high levels of teachers’ digital competence, except from the UNESCO framework, where access to OER (Open Educational Resources) is present already at the lowest level. In this paper we reflect on the need for international and national frameworks of teacher professional development to boost openness: in particular, for open educational practices to be included at lower levels of teachers’ pre-service and in-service professional education. We argue that becoming an open educator requires both the development of the dispositions associated with reflective practice and the confidence to challenge neo-liberal educational assumptions in order to embrace participatory, equitable and open educational practices from the early stages of the development of teachers’ digital competence

Development of electron-beam equipment and technology of layer welding of the wire in the conditions of additive technologies

Immunotoxins are powerful tools to specifically eliminate deviated cells. Due to the side effects of the original immunotoxins, they were only considered for the treatment of cancer as in these cases, the potential favourable effect outweighed the unwanted toxic side effects. Over time, many improvements in the construction of immunotoxins have been implemented that circumvent, or at least strongly diminish, the side effects. In consequence this opens the way to employ these immunotoxins for the treatment of non-life threatening diseases. One such category of disease could be the many chronic inflammatory disorders in which an uncontrolled interaction between inflammatory cells leads to chronicity. In several of these chronic conditions, activated macrophages, which are characterised by an increased expression of CD64, are known to play a key role. In this review we discus the data presently available on elimination of activated macrophages through CD64 immunotoxins in several animal models for chronic disease. A chemically linked complete antibody with the plant toxin Ricin-A, proved very effective and provided proof of concept. Subsequently, the development towards genetically engineered, fully human, multivalent single chain based immunotoxins that have diminished immunogenicity, is discussed. The data show that the specific elimination of activated macrophages through CD64 is indeed beneficial for the course of disease. As opposed to other methods used to inactivate or eliminate macrophages, with the CD64 based immunotoxins only the activated population is killed. This may open the way to apply these immunotoxins as therapeutics in chronic inflammatory disease

Evaluation of the ESBL-coding plasmids transmissibility in E. coli isolated from ambulatory patient's urina

Representatives of the Enterobacteriaceae family are the main causative agents of urinary tract infections. Escherichia coli can exhibit resistance to [beta] -lactam antibiotics by synthesizing ESBL (extended spectrum [beta]-lactamases). CTX-M [beta] -lactamases are the dominant group of ESBL. In this paper, we investigated the ability of E. coli urinary isolates to transmit resistance genes within the plasmid. An analysis of the effectiveness of conjugation has shown that E. coli strains producing ESBL are capable of transferring resistance genes to a recipient bacterium at a high frequency

An active learning approach for statistical spoken language understanding

The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-642-25085-9_67In general, large amount of segmented and labeled data is needed to estimate statistical language understanding systems. In recent years, different approaches have been proposed to reduce the segmentation and labeling effort by means of unsupervised o semi-supervised learning techniques. We propose an active learning approach to the estimation of statistical language understanding models that involves the transcription, labeling and segmentation of a small amount of data, along with the use of raw data. We use this approach to learn the understanding component of a Spoken Dialog System. Some experiments that show the appropriateness of our approach are also presented.Work partially supported by the Spanish MICINN under contract TIN2008-06856-C05-02, and by the Vicerrectorat d’Investigació, Desenvolupament i Innovació of the Universitat Politècnica de València under contract 20100982.García Granada, F.; Hurtado Oliver, LF.; Sanchís Arnal, E.; Segarra Soriano, E. (2011). An active learning approach for statistical spoken language understanding. En Progress in Pattern Recognition, Image Analysis, Computer Vision, and Applications. Springer Verlag (Germany). 7042:565-572. https://doi.org/10.1007/978-3-642-25085-9_67S5655727042De Mori, R., Bechet, F., Hakkani-Tur, D., McTear, M., Riccardi, G., Tur, G.: Spoken language understanding: A survey. IEEE Signal Processing Magazine 25(3), 50–58 (2008)Fraser, M., Gilbert, G.: Simulating speech systems. Computer Speech and Language 5, 81–99 (1991)Gotab, P., Bechet, F., Damnati, G.: Active learning for rule-based and corpus-based spoken labguage understanding moldes. In: IEEE Workshop Automatic Speech Recognition and Understanding (ASRU 2009), pp. 444–449 (2009)Gotab, P., Damnati, G., Becher, F., Delphin-Poulat, L.: Online slu model adaptation with a partial oracle. In: Proc. of InterSpeech 2010, Makuhari, Chiba, Japan, pp. 2862–2865 (2010)He, Y., Young, S.: Spoken language understanding using the hidden vector state model. Speech Communication 48, 262–275 (2006)Ortega, L., Galiano, I., Hurtado, L.F., Sanchis, E., Segarra, E.: A statistical segment-based approach for spoken language understanding. In: Proc. of InterSpeech 2010, Makuhari, Chiba, Japan, pp. 1836–1839 (2010)Riccardi, G., Hakkani-Tur, D.: Active learning: theory and applications to automatic speech recognition. IEEE Transactions on Speech and Audio Processing 13(4), 504–511 (2005)Segarra, E., Sanchis, E., Galiano, M., García, F., Hurtado, L.: Extracting Semantic Information Through Automatic Learning Techniques. International Journal of Pattern Recognition and Artificial Intelligence 16(3), 301–307 (2002)Tur, G., Hakkani-Tr, D., Schapire, R.E.: Combining active and semi-supervised learning for spoken language understanding. Speech Communication 45, 171–186 (2005

Spectroscopy of 13B via the 13C(t,3He) reaction at 115 AMeV

Gamow-Teller and dipole transitions to final states in 13B were studied via the 13C(t,3He) reaction at Et = 115 AMeV. Besides the strong Gamow-Teller transition to the 13B ground state, a weaker Gamow-Teller transition to a state at 3.6 MeV was found. This state was assigned a spin-parity of 3/2- by comparison with shell-model calculations using the WBP and WBT interactions which were modified to allow for mixing between nhw and (n+2)hw configurations. This assignment agrees with a recent result from a lifetime measurement of excited states in 13B. The shell-model calculations also explained the relatively large spectroscopic strength measured for a low-lying 1/2+ state at 4.83 MeV in 13B. The cross sections for dipole transitions up to Ex(13B)= 20 MeV excited via the 13C(t,3He) reaction were also compared with the shell-model calculations. The theoretical cross sections exceeded the data by a factor of about 1.8, which might indicate that the dipole excitations are "quenched". Uncertainties in the reaction calculations complicate that interpretation.Comment: 11 pages, 6 figure

A high efficiency, low background detector for measuring pair-decay branches in nuclear decay

We describe a high efficiency detector for measuring electron-positron pair transitions in nuclei. The device was built to be insensitive to gamma rays and to accommodate high overall event rates. The design was optimized for total pair kinetic energies up to about 7 MeV.Comment: Accepted for publication by Nucl. Inst. & Meth. in Phys. Res. A (NIM A