When Memories Make a Difference: Multimodal Literacy Narratives for Preservice ELA Methods Students

This article examines multimodal literacy narrative projects designed by students in a methods of teaching course for secondary preservice English Language Arts teachers. For the multimodal project, preservice teachers infused written, audio, and visual text using a variety of creative mediums. Through combined theoretical frames, the researcher explores semiotics and preservice teachers’ use of multiliteracies as they shift their conceptions of what it means to compose. Finally, this article explores how the act of reflection through the literacy narrative influences preservice teachers’ notions of teaching composition through a variety of mediums

LGB-Affirmative Cognitive Behavioral Treatment for Social Anxiety: A Case Study Applying Evidence-Based Practice Principles

Guided by the American Psychological Association’s principles of evidence-based practice, this article reviews a single-case treatment outcome study whereby a client characteristic, sexual identity, was integrated into the assessment and treatment of social anxiety symptoms. The case involved a young adult European-American male who presented to a training clinic with a primary diagnosis of social anxiety disorder as well as secondary symptoms of excessive worry and concerns of sexual identity confusion. Recent evidence suggests that gay men report more symptoms of social anxiety when compared to heterosexual men, and those who make more efforts to conceal their sexual identity experience increased anxiety and have greater difficulty committing to a personal identity. Further, it has been hypothesized that fear of rejection from heterosexual individuals underlies this anxiety. The client attended 50 sessions over the course of 18 months. Treatment progress was assessed via self-report questionnaires assessing social anxiety and worry. Consistent with principles of evidence-based practice, a cognitive behavioral treatment protocol was employed at the outset of therapy and resulted in a decline in the client’s social anxiety scores. However, once the case conceptualization and treatment focus shifted to focus on sexual identity, his scores continued to decline at an even steeper rate. He ultimately came to identify himself as having a same-sex sexual orientation, began living his life in a manner consistent with that identification, and reported a number of positive outcomes at termination of therapy. Implications for treatment of social anxiety in sexual minorities are discussed

Shifts to global development : is this a reframing of power, agency and progress?

This special section on global development has been developed from a conference roundtable event run by the Development Geographies Research Group of the Royal Geographical Society. In this special section, we (some of the committee) introduce the four papers and their critical contributions to emerging debates. These extend early work on how the “global” is being made, focusing on the projects of multilateral development agencies and state institutions to examine how (and whether) the rebranding of “international development” as “global development” constitutes a shift in thinking and practice. Together, the papers draw our attention to the considerable opportunities and implications that this reframing offers, while highlighting that critical attention is required as to how that framing is deployed and by whom. They reveal disparity between global development as a much-needed reframing of power, agency, and progress and global development as produced by mainstream development actors and interventions, necessitating more critical research into how this normative agenda is adopted and enacted in dominant policy and practice.PostprintPeer reviewe

Establishment of Bovine 3D Enteroid-derived 2D monolayers

Three-dimensional (3D) intestinal enteroids are powerful in vitro models for studying intestinal biology. However, due to their closed structure direct access to the apical surface is impeded, limiting high-throughput applications of exogenous compounds and pathogens. In this study, we describe a method for generating confluent 2D enteroids from single-cell suspensions of enzymatically-dissociated ileum-derived bovine 3D enteroids. Confluent monolayers were first achieved using IntestiCult media but to establish a defined, cost-effective culture media, we also developed a bovine enteroid monolayer (BEM) medium. The monolayers cultured in BEM media proliferated extensively and formed confluent cell layers on both Matrigel-coated plastic plates and transwell inserts by day 3 of culture. The 2D enteroids maintained the epithelial cell lineages found in 3D enteroids and ileum tissue. In addition, the monolayers formed a functional epithelial barrier based on the presence of the adherens and tight junction proteins, E-cadherin and ZO-1, and electrical resistance across the monolayer was measured from day 3 and maintained for up to 7 days in culture. The method described here will provide a useful model to study bovine epithelial cell biology with ease of access to the apical surface of epithelial cells and has potential to investigate host–pathogen interactions and screen bioactive compounds

Forest and Water Policies. The need to reconcile public and science perceptions

This paper compares and contrasts some of the science and public perceptions of the role of forests in relation to the water environment. It is suggested that the disparity between the two perceptions needs to be addressed before we are in a position to devise and develop land and water policies (whether market or non-market based) which are aimed at either improving the water environment, and by doing so improving the livelihoods of poor people by greater access to water, or conserving and protecting forests. Examples are given of three research projects in South Africa, India and Costa Rica where, through the involvement of stakeholder groups, often with representatives comprising both the science and public perceptions, interactive research programmes were designed not only to derive new research findings with regard to the biophysical processes but also to achieve better "ownership" and acceptance of research findings by the stakeholders. It is concluded that to move towards a reconciliation of the different perceptions and to put in place better policies and management systems, where policy is better connected with science, will require further efforts: a) To understand how the "belief" systems underlying the science and public perceptions have evolved, and how these are affecting land and water policy processes; b) To develop management support tools, ranging from simple dissemination tools, which can demonstrate the impacts of land use decisions on the water environment to institutions and local people, to detailed robust and defensible hydrological models which are needed to help implement the new land and water policies, such as those now being implemented in RSA; and c) To understand better how land and water related policies impact on the poorest in society. It is argued that many present policies may not be significantly benefiting the poor and may even, in some situations, be resulting in perverse outcomes

The Bristol Method: Green Capital Student Capital - The power of student sustainability engagement

THE BRISTOL METHODThe Bristol Method is a knowledge-transfer programme aimed at helping people in other cities understand and apply the lessons that Bristol has learned in becoming a more sustainable city, not just in 2015 but in the last decade. Each module of the Bristol Method is presented as an easy-to-digest ‘how to’ guide on a particular topic, which use Bristol’s experiences as a case study. The modules contain generic advice and recommendations that each reader can tailor to their own circumstances.This module focusses on the Green Capital: Student Capital project, and explains how the University of the West of England, Bristol (UWE) and the University of Bristol – with their respective students’ unions – have been working in partnership with the city and local communities, using Higher Education Funding Council for England Catalyst funding to promote student involvement in Green Capital activities across Greater Bristol.Student Capital created a broad programme of citywide impact during European Green Capital. It delivered a programme of student and staff engagement in enhancing sustainability within the city and has developed student and staff engagement with sustainability action. Through action research approaches it is also providing lessons for how institutions can collaborate across cities and communities to have internal and external impacts for sustainability. This report is for anyone seeking to increase sustainability engagement. In it we tell the story of the Student Capital project, explaining the processes and the outcomes, and suggesting pieces of advice and lessons for what went well, and what could have been done better or differently

Developing the Enquiring Student and Enhancing the Research-Teaching Interface: Student-led Pedagogical Research and Educational Initiatives in Enquiry Based Learning

This paper describes the progress of a project running at the University of Glasgow to develop elements of Enquiry Based Learning (EBL) in undergraduate degree courses across a range of disciplines. It focuses on the second part of the project but an overview of the first part is also given. During phase 1 of the project, in the summer of 2007, seven undergraduate students spent four weeks working together exploring enquiry based learning (EBL) in the institution’s central, educational development unit. This phase was approached as an EBL exercise itself; the student groups were given full responsibility for the process with the proviso that by the end of this phase they would have developed a guide for staff and students about EBL. The second phase of the project continues throughout the academic year 07/08. Here, each student worked alongside a member of staff from their department of study to develop discipline specific EBL activities taking a research-informed approach to this development. All pairings were charged with introducing EBL such that no major course change procedures had to be followed; this hopefully ensured the sustainability of such adjustments. Staff and students involved in the project represent dentistry, chemistry, biology, theology, law and psychology and the courses under development range from large first year classes to small honours level courses. An overview of the range of enquiry-based learning developments within the courses will be described

Developing the Enquiring Student and Enhancing the Research-Teaching Interface: Student-led Pedagogical Research and Educational Initiatives in Enquiry Based Learning

This paper describes the progress of a project running at the University of Glasgow to develop elements of Enquiry Based Learning (EBL) in undergraduate degree courses across a range of disciplines. It focuses on the second part of the project but an overview of the first part is also given. During phase 1 of the project, in the summer of 2007, seven undergraduate students spent four weeks working together exploring enquiry based learning (EBL) in the institution’s central, educational development unit. This phase was approached as an EBL exercise itself; the student groups were given full responsibility for the process with the proviso that by the end of this phase they would have developed a guide for staff and students about EBL. The second phase of the project continues throughout the academic year 07/08. Here, each student worked alongside a member of staff from their department of study to develop discipline specific EBL activities taking a research-informed approach to this development. All pairings were charged with introducing EBL such that no major course change procedures had to be followed; this hopefully ensured the sustainability of such adjustments. Staff and students involved in the project represent dentistry, chemistry, biology, theology, law and psychology and the courses under development range from large first year classes to small honours level courses. An overview of the range of enquiry-based learning developments within the courses will be described