Pedagogical Interventions

Conventionally, teacher education programs are set around the familiar boundaries of fixed courses—curriculum and instruction, psychology, foundations, practicum, and so forth. These elements persist for reasons of logic and habit. How these various components actually work for a student wishing to become a teacher is seldom given much attention in any systematic way. This paper describes some of the insights and practices resulting form an ongoing action research project into the effects of teacher education on professional identity formation. These insights and practices raise questions about the curriculum of teacher education and the pedagogical roles of university teacher educators, faculty consultants, and cooperating teachers

The Difficulty With Difference in Teacher Education: Toward a Pedagogy of Compassion

In this article we consider possibilities for addressing the dilemmas and difficulties that often arise in preparing beginning teachers for culturally diverse classrooms. Based on our research and personal experiences in teacher education classes and informed by psychoanalytic theory, we discuss student teachers' possible resistance to the "difficult knowledge" of racism and oppression. We suggest that a pedagogy of compassion may offer potential for opening productive conversations with our students on questions of cultural difference and teaching.Dans cet article, les auteurs étudient diverses strategies pourfaireface aux dilemmes et aux difficulties qui se posent souvent alors que Von prépare les nouveaux enseignants à travailler dans des salles de classe où il y existe une diversité culturelle parmi les apprenants. En puisant tant dans leurs recherches que leurs vécu, et s'appuyant sur la théorie psychoanalytique, les auteurs discutent de la résistance que les stagiaires pourraient manifester face à "Vapprentissage difficile" du racisme et de I'oppression. lis terminent en proposant qu'une pédagogie de la compassion pourrait s'averer utile pour entamer avec les étudiants des conversations productives au sujet des differences culturelles et de I'enseignement

Helpful hints to painless payload processing

The helpful hints herein describe, from a system perspective, the functional flow of hardware and software. The flow will begin at the experiment development stage and continue through build-up, test, verification, delivery, launch and deintegration of the experiment. An effort will be made to identify those interfaces and transfer functions of processing that can be improved upon in the new world of 'Faster, Better, and Cheaper.' The documentation necessary to ensure configuration and processing requirements satisfaction will also be discussed. Hints and suggestions for improvements to enhance each phase of the flow will be derived from extensive experience and documented lessons learned. Charts will be utilized to define the functional flow and a list of 'lessons learned' will be addressed to show applicability. In conclusion, specific improvements for several areas of hardware processing, procedure development and quality assurance, that are generic to all Small Payloads, will be identified

Building Place: Students’ Negotiation of Spaces and Citizenship in Schools

This study explored how high school students’ negotiate school spaces beyond the classroom within a broader context of citizenship education and identity construction. Using visual hermeneutics, researchers worked over three years with students and staff in a large, diverse, urban, public high school. Through student-produced photo- graphs of school space, questionnaires, interviews with staff and students, and obser- vations of students’ use of space, researchers found that physical and social construc- tion of space, students’ occupation and congregatation in spaces, the visual landscape of a school, and practices of school surveillance all influence the negotiation of identi- ties and citizenship among students. Key words: identity, physical enrvironment, social environment, visual hermeneutics, school landscape Cet article relate comment des élèves du secondaire négocient des espaces scolaires en dehors de la classe dans un contexte d’éducation à la citoyenneté et de construction d’identité. À l’aide d’une herméneutique visuelle, les chercheurs ont travaillé sur trois ans avec des élèves et des membres du personnel dans une école secondaire urbaine de grande taille accueillant une clientèle diversifiée. À travers des photos d’espaces scolaires prises par les élèves, des questionnaires, des entrevues avec des membres du personnel et des élèves et l’observation de l’utilisation de l’espace par les élèves, les auteurs ont trouvé que les constructions physiques et sociales des espaces, leur occupation par les élèves et leurs habitudes de rassemblement dans ces espaces, le paysage visuel de l’école et les pratiques de l’école en matière de surveillance exer- cent tous une influence sur la négociation des identités et de la citoyenneté chez les élèves. Mots clés: identité, environnement physique et social, herméneutique visuelle, pay- sage de l’école

The Food Standards Agency: making a difference?

The governance of food in Britain has been in a state of flux in recent years. For over a decade, from the mid 1980s to the late 1990s, the then Ministry of Agriculture, Fisheries and Food (MAFF) found itself mired in a series of food controversies. Eventually, partly overwhelmed by its inability to reassure consumers or the food industry on the safety of food in Britain the Ministry was replaced by the Food Standards Agency (FSA). In this paper, we briefly review the background to the formation of the FSA and its formal role. We then describe how the creation of the FSA has changed the interrelationships between organisations and how these patterns have shifted the nature of food governance in Britain. To analyse the changing nature of food governance two models are outlined; one coercive and the other partnership based. An assessment of the extent to which the FSA works with one or other of these models is then made by exploring how key FSAs activities, especially its approach to enforcement, are shaping its relationships with other organisations and its policy outcomes. The paper draws heavily on material made available by the FSA through its website and a set of key person interviews with those with an interest along the whole food supply chain

Awareness, Discovery, Becoming, and Debriefing: Promoting Cross-Cultural Pedagogical Understanding in an Undergraduate Education Program

This article discusses the first phase of an action research project aimed at identifying a collaborative and collective response to the need to prepare student teachers to work in diverse school contexts. The research brought together university researchers, community and cultural institutions, professional associations, school boards, and government and civil organizations to design a Diversity Institute for integration into the teacher preparation program at the University of Alberta. Student teachers’ responses to the Diversity Institute suggest that although a few participants were able to develop new understandings of themselves and others and to effect changes in their pedagogical practices, many remained at a shallow level of awareness about the complexities of diversity and difference. Reflections on the first phase of the Institute point to the underlying dynamics of learning and unlearning that are at work in becoming a teacher and the need for time and space for a deeper engagement with diversity in the teacher education program.Cet article présente la première phase d’un projet de recherche action visant l’identification d’une réponse collaborative et collective au besoin de préparer les étudiants en pédagogie à travailler dans divers contextes scolaires. La recherche a impliqué la collaboration de chercheurs universitaires, d’instituts communautaires et culturels, d’associations professionnelles, de conseils scolaires et d’organisations gouvernementales et civiles, dans la conception d’une série d’ateliers et de présentations (nommée Diversity Institute 2008) qui a ensuite été intégrée au programme de pédagogie à l’Université de l’Alberta. La réaction des étudiants en pédagogie qui ont participé aux ateliers et aux présentations indique que, même si quelques participants ont pu développer de nouvelles connaissances sur eux-mêmes et les autres, et qu’ils ont réussi à modifier leurs pratiques pédagogiques, plusieurs n’ont acquis qu’une connaissance superficielle des complexités de la diversité et la différence. Les réflexions sur la première phase de Diversity Institute ont fait ressortir, d’une part, les rapports dynamiques et sous-jacents d’apprentissage et de désapprentissage qui accompagnent la formation des étudiants en pédagogie et, d’autre part, le besoin de temps et d’espace au sein du programme de pédagogie pour permettre une appréciation approfondie de la diversité

Poster 385: The Management of Patients With Chronic Spinal Cord Injury in Emergency Departments: A Knowledge Survey of Emergency Medicine Residents

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146856/1/pmr2s169a.pd

The Food Standards Agency: making a difference?

The governance of food in Britain has been in a state of flux in recent years. For over a decade, from the mid 1980s to the late 1990s, the then Ministry of Agriculture, Fisheries and Food (MAFF) found itself mired in a series of food controversies. Eventually, partly overwhelmed by its inability to reassure consumers or the food industry on the safety of food in Britain the Ministry was replaced by the Food Standards Agency (FSA). In this paper, we briefly review the background to the formation of the FSA and its formal role. We then describe how the creation of the FSA has changed the interrelationships between organisations and how these patterns have shifted the nature of food governance in Britain. To analyse the changing nature of food governance two models are outlined; one coercive and the other partnership based. An assessment of the extent to which the FSA works with one or other of these models is then made by exploring how key FSAs activities, especially its approach to enforcement, are shaping its relationships with other organisations and its policy outcomes. The paper draws heavily on material made available by the FSA through its website and a set of key person interviews with those with an interest along the whole food supply chain