A reappraisal of online mathematics teaching using LaTeX

The mathematics language LaTeX is often seen outside of academic circles as a legacy technology that is awkward to use. MathML - a verbose language designed for data-exchange, and to be written and understood by machines - is sometimes by contrast seen as something that will aid online mathematics and lack of browser support for it bemoaned. However LaTeX can already do many of the things that MathML might promise. LaTeX is here proposed as a language from which small fragments, with concise syntax, can be used by people to easily create and share mathematical expressions online. The capability to embed fragments of LaTeX code in online discussions is described here and its impact on a group of educators and learners evaluated. Here LaTeX is posited as a useful tool for facilitating asynchronous, online, collaborative learning of mathematics

The interaction between gaze and facial expression in the amygdala and extended amygdala is modulated by anxiety

Behavioral evidence indicates that angry faces are seen as more threatening, and elicit greater anxiety, when directed at the observer, whereas the influence of gaze on the processing of fearful faces is less consistent. Recent research has also found inconsistent effects of expression and gaze direction on the amygdala response to facial signals of threat. However, such studies have failed to consider the important influence of anxiety on the response to signals of threat; an influence that is well established in behavioral research and recent neuroimaging studies. Here, we investigated the way in which individual differences in anxiety would influence the interactive effect of gaze and expression on the response to angry and fearful faces in the human extended amygdala. Participants viewed images of fearful, angry and neutral faces, either displaying an averted or direct gaze. We found that state anxiety predicted an increased response in the dorsal amygdala/substantia innominata (SI) to angry faces when gazing at, relative to away from the observer. By contrast, high state anxious individuals showed an increased amygdala response to fearful faces that was less dependent on gaze. In addition, the relationship between state anxiety and gaze on emotional intensity ratings mirrored the relationship between anxiety and the amygdala/SI response. These results have implications for understanding the functional role of the amygdala and extended amygdala in processing signals of threat, and are consistent with the proposed role of this region in coding the relevance or significance of a stimulus to the observer

ViCoCITY – A virtual company environment used in distance education to teach key professional skills

This paper will discuss the background and rationale for the introduction of ViCoCITY to the Bachelor of Science in Information Technology (BSc in IT) degree offered through distance education by Oscail, Dublin City University (DCU)

How to foster collaboration in an eLearning environment - Lessons from Oscail.

This paper details how social interaction was integrated into a degree programme run by Oscail - the National Distance Education Centre (DCU). While a key objective was to introduce an element of mandatory group work into a module of the distance education programme, the course designers also held the opinion that (given the discursive nature of the content of the chosen module) student learning would benefit greatly from engaging in online discussions on the content of the module. A major challenge was the process of the integration of group work while (as far as possible) maintaining the time and place independence of distance education. After a substantial review of the 2004 presentation, the function of group work was changed radically in the 2005 academic year. In particular, the assessment of students’ online social interaction was radically changed. This paper will focus on the outcomes of the 2005 implementation and discuss the (less radical) changes that have been introduced for the 2006 presentation

Beginning Teachers’ Workplace Experiences: Perceptions of and Use of Support

This paper illuminates the experiences of beginning teachers using a participatory perspective approach and drawing on some of these teachers’ perceptions. We place the ‘subject’ of workplace learning research centrally in understanding the relatedness between workplaces and novice employees/trainees. This paper builds on previous work by the authors using semi-structured interviews with 17 beginning teachers in 19 schools that aim to better understand issues associated with beginning teacher retention. This study explores an application of a framework for evaluating workplaces as from expansive to restrictive learning environments, whilst examining individuals’ responses to and agency in these environments. In addition, these teachers’ personal networks were explored to idedntify how they shaped the teachers’ engagement with workplaces. This analysis revealed networks both internal and external to their schools, and hence a broader view of workplace than is often proposed. Together these analyses allowed an examination of the relatedness between individual beginning teachers and the schools they experienced. This paper identifies the significance of ontogeny and expectation that individuals bring to the workplace, along with individuals exhibiting different agency. These beginning teachers indicate how individuals can be proactive in creating more expansive learning environments for themselves through the utilisation of personal networks, even when these are not offered. This finding may have implications for beginning teachers to re-evaluate their potential to become empowered as they begin their careers

Examining beginning teachers' perceptions of workplace support

Purpose – This paper, taking a participatory perspective of learning, seeks to look at the interaction between individuals and their workplace, focusing on the perceptions of workplaces and self by beginning teachers in terms of support for their learning. Design/methodology/approach – The study presents an analysis of 37 interviews from 17 beginning teachers across 18 workplaces. Analysis used an adapted version of Evans and colleagues' expansive‐restrictive framework for evaluating workplaces, focusing on relational aspects. A matrix of congruence between individuals and their workplace is presented, highlighting the significance of personal networking. Findings – Although beginning teachers concluded that their workplaces were largely expansive, they also identified concerns regarding perceptions of support availability. Formal and informal support was recognized and the significance of outside school support, such as through the University Faculty, was noted even for teachers in post. Good “matches”, differential engagement with the same workplace and similar agency in different workplaces were identified. Practical implications – The matrix of congruence is offered as a tool to researchers and teacher educators interested in understanding how support is experienced by novice professionals. The study highlights the utility of taking a personal network perspective to conceiving workplaces as not necessarily bounded by locality or normative practices. This could offer opportunities for discourse leading to greater engagement by professionals in their own learning. Originality/value – The paper responds to calls that personal‐social processes in the workplace need further attention. The consideration of network perspectives, attending to informal aspects of social engagement, offers new understandings

Looking on the bright side: biased attention and the human serotonin transporter gene

Humans differ in terms of biased attention for emotional stimuli and these biases can confer differential resilience and vulnerability to emotional disorders. Selective processing of positive emotional information, for example, is associated with enhanced sociability and well-being while a bias for negative material is associated with neuroticism and anxiety. A tendency to selectively avoid negative material might also be associated with mental health and well-being. The neurobiological mechanisms underlying these cognitive phenotypes are currently unknown. Here we show for the first time that allelic variation in the promotor region of the serotonin transporter gene (5-HTTLPR) is associated with differential biases for positive and negative affective pictures. Individuals homozygous for the long allele (LL) showed a marked bias to selectively process positive affective material alongside selective avoidance of negative affective material. This potentially protective pattern was absent among individuals carrying the short allele (S or SL). Thus, allelic variation on a common genetic polymorphism was associated with the tendency to selectively process positive or negative information. The current study is important in demonstrating a genotype-related alteration in a well-established processing bias, which is a known risk factor in determining both resilience and vulnerability to emotional disorders

On the Status of Implicit Memory Bias in Anxiety

The present study evaluated the status of mood-congruent memory bias in implicit memory tasks for threat-related information. A literature review complemented by three experiments on high and low trait anxiety participants found no implicit memory bias for threat-related information in anxious individuals on either word fragment completion or tachistoscopic word identification tasks. The theoretical implications of these results are discussed. © 1999 Psychology Press Ltd

A Phenomenological Study on Parents\u27 Advocacy Experiences for The Inclusion of Children Experiencing Disability in The General Education Setting

Recent changes to the Individuals with Disabilities Education Improvement Act (IDEIA) position parents as a mandatory participant in the special education process. Additionally, these revisions to laws mandating increased student access to general education environment have served to increase interest on the topic of inclusion. Despite this legislation, the field of special education continues to be ripe with controversy about parent advocacy. Especially contentious is parental advocacy for inclusive placements for their children. The purpose of this phenomenological study was to learn about the lived experience of five parents advocating for inclusion of their children who experience disability within a large suburban school district in Oregon. Despite over 40 years of legislation and judicial action designed to support their children’s access to quality instruction, this study illuminates the advocacy challenges that still remain for parents. The data analysis revealed seven salient themes as key areas on which professionals need to provide continued focus and progress. As a result of the findings, this dissertation addresses important implications and prescribe specific recommendations