24 research outputs found
Evidence of sub-vent biosphere: enzymatic activities in 308 °C deep-sea hydrothermal systems at Suiyo seamount, Izu–Bonin Arc, Western Pacific Ocean
No full textA high-temperature deep-sea hydrothermal system related to dacitic arc-volcanism was drilled using a tethered, submarine rock-drill system as a part of the Archaean Park Project. The benthic multi-coring system (BMS) employed allowed for direct sampling of microorganisms, rocks and fluids beneath hydrothermal vents. The samples examined in this study were from sites APSK 05 and APSK 07 on the Suiyo Seamount of the Izu-Bonin Arc in the Pacific Ocean. Based on the vertical distribution of samples derived from this vigorous sub-vent environment, a model of deep-sea subterranean chemistry and biology was determined detailing optimal microbial activities. Deep-sea hydrothermal sub-vent core samples of dacitic arc-volcanism obtained at the Suiyo Seamount, Izu-Bonin Arc, Western Pacific Ocean were analyzed for acid and alkaline phosphatase enzymatic activities. Useful biomarkers of acid phosphatase (ACP) and alkaline phosphatase (ALP) enzymatic activities were positively correlated against each other and was greatest at the partial middle core sequences; ACP and ALP activities determined were as high as 5.10 and 6.80 nmol/min/g rock, respectively. Biochemical indicators of ACP and ALP were consistent with the origin of biogenic amino acids occupied in the sub-vent region and microbial cell number in the fluid. The significant enzymatic activities demonstrated in this study provides crucial evidence that sub-vent regions represent part of the previously unknown extreme-environment biosphere, extending the known subterranean habitable spaces of, for example, extremophilic microbes. This boring trial was first example of discharging high temperature hydrothermal activities at the frontal arc volcanoes
Evidence of sub-vent biosphere: enzymatic activities in 308 °C deep-sea hydrothermal systems at Suiyo seamount, Izu–Bonin Arc, Western Pacific Ocean
No full textLandmark victory for children of voluntary evacuees; Court upholds Consolo decision
No full textTwo newspaper clippings reporting on court cases regarding restitution payments for the children of "voluntary evacuees." Clippings discuss the cases of Douglas Ishida and Linda Yae (Kawabe) Consolo, both of which won in the U.S. Court of Appeals.The Japanese American Archival Collection documents the people, places, and daily life of Japanese Americans, primarily those who lived in the once thriving community of pre-war Florin in the Sacramento region, as well as the conditions in American incarceration camps during World War II. The approximately 7,000 original items include personal and official letters, photographs, diaries, arts and crafts, newsletters, textiles, camps artifacts, yearbooks and other publications
Dance With Me Tonight
No full textBoth music and poetry are used to describe experiences and communicate feelings. They express feelings or situations that are meaningful to the artists and speak to every level of emotion. I believe all music has expressive power, some musical works reveal this more than others, but all music carries meaning, with each work uniquely expressing that meaning. Dance With Me Tonight, a poem by Kristi Day, year unknown, has 12 stanzas. The work is mostly used in weddings and anniversaries. As much as I understood of the author\u27s work, the piece begins in a minor mood setting to demonstrate the author\u27s dearest wish to dance with her lover. The music continues and the moods change as the author\u27s inner mind and struggles change from desperate to hopeful. The music and lyrics together represent the inner voice of the narrator. The tension builds until the final climax in the middle part, and then it slowly releases, changing the mood with a switch to a major key. The music gives both oboe and piano the same significant value as the soprano voic
A comparison of high school trainers and college trainers teaching a preventive approach to child abuse program to high school students
No full textMany crisis intervention programs have been developed for child abuse but very few primary prevention programs exist. Teaching prospective parents to cope with aversive child behaviors might prevent the occurrence of child abuse later.
The purpose of this study was to compare the effectiveness of using peer (high school students) and college students as trainers in a preventative approach to child abuse for high school students. It was proposed that peers would be better trainers because the trainees would be more likely to model their behavior and more at ease when asking the trainers questions. One hundred and thirty-four high school seniors were randomly assigned to one of three groups: control, college trained, or peer trained. These students rated their responses to potentially aversive child behavior situations and also role played their responses in these situations. Results indicated that there were no significant effects of training or types of trainers but the author concluded that more work should be done on the type of peer trainers used
‘Yae, Nae, or Dinnae Ken’: Dramatic Responses to the Scottish Referendum and Theatre Uncut
No full textIn this paper Sıla Şenlen Güvenç surveys the key plays staged in the run-up to the Scottish Independence Referendum of September 2014, with special emphasis on the six Theatre Uncut plays – Rob Drummond's Party Pieces, A. J. Taudevin's The 12.57, and Lewis Hetherington's The White Lightning and the Black Stag (composed in 2013), and Davey Anderson's twin plays, Fear and Self-Loathing in West Lothian and Don't Know, Don't Care, and Kieran Hurley's Close from 2014. Written prior to the referendum and performed together for the first time at the Edinburgh Fringe Festival in 2014, these plays became even more meaningful with developing events in the United Kingdom, especially Brexit and the potential for a second independence referendum in Scotland. The plays reflect many of the issues discussed in both the ‘Yes Scotland’ and ‘Better Together’ campaigns. Sıla Şenlen Güvenç is currently Associate Professor at Ankara University's Department of English Language and Literature. Besides articles and theatre reviews on English drama, she is the author of ‘Words as Swords’: Verbal Violence as a Construction of Authority in Renaissance and Contemporary English Drama (2009) and ‘The World is a Stage, but the Play is Badly Cast’: British Political Satire in the Neo-classical Period (in Turkish, 2014).</jats:p
Atuação docente e pedagógica na EJA: importância do afeto e consciência de classe na construção do papel político e crítico da educação
No full textEste artigo visa construir um debate crítico sobre a atuação docente e pedagógica no contexto da Educação de Jovens e Adultos, modalidade de ensino da educação brasileira que atende àqueles que estão em idade considerada irregular conforme a Lei de Diretrizes e Bases da Educação Nacional, nº 9.394/1996. O trabalho utiliza como aporte teórico autores como Arroyo (2006), Marx e Engels (2007) e Prada (1995), entre outros, além de estudos anteriores da autora deste artigo (CRUZ, 2020, 2022). Diante das especificidades que compõem o público da EJA, duas questões se tornam importantes para o papel político da educação: o afeto e a consciência de classe; sendo assim, é importante que o profissional de educação, docente e/ou pedagogo que atua na EJA, perceba a importância do caráter político e crítico da educação em sua atuação profissional, no combate à condição segregacionista do sistema educacional brasileiro, que acentua as desigualdades sociais.
Palavras-chave: educação; EJA; consciência de classe; docência; pedagogia.
Abstract
This article aims to build a critical debate on teaching and pedagogical performance in the context of Youth and Adult Education (YAE), a teaching modality of Brazilian education that assists those who are at an irregular age, according to the National Education Guidelines and Framework Law, no. 9,394/1996. The work uses as theoretical support authors such as Arroyo (2006), Marx and Engels (2007), and Prada (1995), among others, in addition to previous studies by the author of this article (CRUZ, 2020, 2022). Given the specificities that make up the public of YAE, two issues become important for the political role of education: affection and class consciousness; therefore, it is important that the education professional, teacher, and/or pedagogue who works in YAE, comprehend the importance of the political and critical character of education in their professional performance, to combat the segregationist condition of the Brazilian educational system, which accentuates social inequalities.
Keywords: education; YAE; class consciousness; teaching; pedagogy.
Resumen
Este artículo pretende construir un debate crítico sobre la actividad docente y pedagógica en el contexto de la Educación de Jóvenes y Adultos, modalidad de la educación brasileña que atiende a quienes están en edad considerada irregular, según la Lei de Diretrizes e Bases da Educação Nacional, no 9.394/1996. El trabajo utiliza como aporte teórico autores como Arroyo (2006), Marx y Engels (2007) y Prada (1995), entre otros, además de estudios anteriores de la autora de este artículo (CRUZ, 2020, 2022). Frente a las especificidades del público de la EJA, dos cuestiones se vuelven importantes para el papel político de la educación: el afecto y la consciencia de clase; de esa manera, es importante que el profesional de la educación, docente y/o pedagogo que trabaja en la EJA, perciba la importancia del carácter político y crítico de la educación en su actividad profesional, en el combate a la condición segregacionista del sistema educativo brasileño, que fortalece las desigualdades sociales.
Palabras-clave: educación; EJA; consciencia de clase; docencia; pedagogía
Multivariate methods for the statistical analysis of hyperdimensional high-content screening data
No full textThesis: Ph. D., Massachusetts Institute of Technology, Computational and Systems Biology Program, 2014.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Cataloged from student-submitted PDF version of thesis.Includes bibliographical references.In the post-genomic era, greater emphasis has been placed on understanding the function of genes at the systems level. To meet these needs, biologists are creating larger, and increasingly complex datasets. In recent years, high-content screening (HCS) using RNA interference (RNAi) or other perturbation techniques in combination with automated microscopy has emerged as a promising investigative tool to explore intricate biological processes. Image-based HC screens produce massive hyperdimensional data sets. To identify novel components of the DNA damage response (DDR) after ionizing radiation, we recently performed an image-based HC RNAi screen in an osteosarcoma cell line. Robust univariate hit identication methods and manual network analysis identied an isoform of BRD4, a bromodomain and extra-terminal domain family member, as an endogenous inhibitor of DDR signaling. However, despite the plethora of data generated from our and other HC screens, little progress has been made in analyzing HC data using multivariate computational methods that exploit the full richness of hyperdimensional data and identify more than just the most salient knockdown phenotypes to gain a detailed understanding of how gene products cooperate to regulate complex cellular processes. We developed a novel multivariate method using logistic regression models and least absolute shrinkage and selection operator regularization for analyzing hyperdimensional HC data. We applied this method to our HC screen to identify genes that exhibit subtle but consistent phenotypic changes upon knockdown that would have been missed by conventional univariate hit identication approaches. Our method automatically selects the most predictive features at the most predictive time points to facilitate the more ecient design of follow-up experiments and puts the identied hits in a network context using the Prize-Collecting Steiner Tree algorithm. This method offers superior performance over the current gold standard for the analysis of HC RNAi screens. A surprising finding from our analysis is that training sets of genes involved in complex biological phenomena used to train predictive models must be broken down into functionally coherent subsets in order to enhance new gene discovery. Additionally, we found that in the case of RNAi screening, statistical cell-to-cell variation in phenotypic responses in a well of cells targeted by a single shRNA is an important predictor of gene dependent events.by Jonathan Rameseder.Ph. D
Joint Statement on Open Access for Researchers via Plan S
No full textBrussels, 24 September 2018
Three organisations representing early-career and senior researchers across Europe have today released a Joint Statement on Open Access for Researchers via Plan S (PDF 303 Kb).The statement from the European Council of Doctoral Candidates and Junior Researchers (Eurodoc), Marie Curie Alumni Association (MCAA), and Young Academy of Europe (YAE) welcomes and supports proposals from a coalition of national research funding organisations in Europe to achieve full and immediate Open Access to scientific publications by 01 January 2020.
The proposed ‘Plan S’ consists of 10 principles which will be enacted by the 11 national funders of ‘cOAlition S’. Our statement offers support for Plan S and recommendations on implementing the principles to ensure a smooth transition to full and immediate Open Access for researchers in Europe. Eurodoc President Gareth O’Neill: “Plan S is a bold and ambitious move for researchers to take back control of access to scientific publications. Author retention of copyrights, a funding boycott on hybrid publishing, and a funding cap on publication fees are especially radical. It is now crucial that early-career and senior researchers are heard to develop and implement the principles and make Plan S a success”.
The three organisations agree generally with the principles, but call for more details on some key aspects of the plan, such as the amount and duration of the funding cap as well as the importance of self-archiving and publishing models with no author-facing fees. MCAA Chair Matthew DiFranco:“Plan S is a bold step in the right direction for reigning in the exploitation of publicly funded research for private profits. However, the plan should not complicate efforts by researchers to publish their work and advance in their careers. Wider adoption of Plan S will be necessary to ensure that researchers benefit from the proposals”.
The plan should crucially not be implemented in isolation, but should occur simultaneously with the educating and training of researchers in Open Science, and the revision of the research reward system to include Open Science practices. YAE Chair Marcel Swart: “Plan S is only the first step to move away from evaluation practices based on journal impact factors and number crunching. Especially for early-career researchers, who are in a precarious moment in their lives, a fair evaluation is needed where research and scientific advances should play a central role. The implementation of Plan S without jeopardising young careers in an international competitive playfield is crucial for European research”.
We thank all of our members who contributed to this statement and also Ashley Farley, Bianca Kramer, Björn Brembs, Jon Tennant, and Peter Suber for critical comments on a draft version of this statement. Any errors are solely attributed to Eurodoc, MCAA, and YAE
Digital literacy: contributions to enhance learning in reading and writing at EJA
No full textNesta pesquisa intitulada Letramento digital: contribuições para potencializar a aprendizagem em leitura e escrita na EJA, partimos da concepção da Educação Online como potencializadora de aprendizagens, com ênfase na modalidade Semipresencial, tomando como parâmetro as atividades educacionais fomentadas nos encontros presenciais e online com discentes da EJA. Como objetivo geral, buscamos compreender como os conhecimentos relativos à leitura e à escrita, através do Ambiente Virtual de Aprendizagem (AVA) da Plataforma Moodle, em atividades semipresenciais, potencializaram a aprendizagem na EJA. Como objetivos específicos, procuramos investigar, através das práticas de leitura e da escrita, no ambiente virtual de aprendizagem, se os alunos da EJA, constroem autonomia leitora; também identificar ações colaborativas e interativas, nas atividades de leitura e de escrita desenvolvidas no AVA, pelos alunos da EJA; apresentar, por meio de uma pesquisa aplicada, o quanto a aprendizagem pode significar transformação coconstruída, a partir de novos desafios, a exemplo de atividades no AVA. Ademais, criar ações pedagógicas que possam resultar em aprendizagens, por meio da interatividade proporcionada pelas interfaces de conteúdo e de comunicação do AVA. A questão-problema desta pesquisa foi: como os conhecimentos relativos à leitura e à escrita, através Moodle, potencializam a aprendizagem na EJA? Os capítulos foram fomentados e construídos acerca de concepções de Educação Online, modalidade semipresencial, práticas de letramentos, história da EJA, suas implicações e possibilidades de mudanças através de práticas pedagógicas engajadas como políticas públicas no viés do autor Paulo Freire. A pesquisa foi realizada no Colégio Estadual Kleber Pacheco de Oliveira, em Lauro de Freitas, Bahia. Os sujeitos desta pesquisa foram vinte e seis alunos da turma III, do 3º Tempo Formativo, Eixo 6, do Ensino Médio, da área do conhecimento em Humanas. A abordagem metodológica de pesquisa contemplou as análises qualitativa e quantitativa, pela instrumentalização do estudo de caso. Como base teórica, exploramos e entrecruzamos vários caminhos, a saber: reflexões sobre as experiências formativas das professoras online, (FERREIRA, 2008); possibilidades de leitura e produção textual nos cenários digitais (SILVA, 2006); perfil cognitivo do leitor imersivo (SANTAELLA, 2004); cenário, formação e questões didático-metodológicos da Educação Online (SILVA, PESCE & ZUIN, 2010); interatividade em sala de aula (SILVA, 2014); inclusão digital (BONILLA e PRETTO, 2011); letramentos sociais (STREET, 2014); multiletramentos e TIC na escola (ROJO, 2013); hipermodernidade, multiletramentos e gêneros discursivos (ROJO & BARBOSA, 2015), entre outros. Como resultado, percebemos que as categorias Educação online, interatividade, cocriação, inteligência coletiva, intratextos e hipertextos foram fundantes para a potencialização da leitura e escrita no AVA pelos estudantes da EJA. Ratificamos, também, que as práticas e os eventos dos multiletramentos escolares e não escolares são imprescindíveis à formação daqueles sujeitos. Notamos, ainda, que os discentes desenvolveram autonomia na coletividade, ao construírem, no AVA, textos com unidade em diversas interfaces, a exemplo do wiki, do fórum e do chat. Além disso, vimos que as aulas dialógicas, com ênfase no bidirecionamento emissor/receptor, são empoderadoras. Ademais, percebemos que os sujeitos, desta pesquisa, tiveram voz em todos em espaços comunicativos, descortinando, assim, a teoria de comunicação funcionalista que postula a comunicação como via de mão única.In this research titled Digital Literacy: contributions to enhance learning in reading and writing in the YAE, we start from the concept of online education as a learner, with emphasis on the semi-presencial modality, taking as a parameter the educational activities fostered in face-to-face and online meetings with students of the YAE. As a general objective, we seek to understand how reading and writing skills, through the Virtual Learning Environment (VLE) of the Moodle Platform, enhance learning in the YAE. As specific objectives, we seek to investigate practices of teaching, reading and writing with emphasis on the autonomy, by the students, through the ICT and to identify the interactivity before the co-creation of activities developed in the VLE; to present, through applied research, how much learning can mean coconstructed transformation, from new challenges, such as VLE. In addition, to create pedagogical actions in the classes of reading and writing that result in significant learning, through the interactivity, provided by the interfaces of content and communication of VLE. The problem question in this research was: how to reading and writing knowledge, through Moodle, enhance learning in YAE? The chapters were fostered and built on concepts of online education, blended learning, literacy practices, history of the YAE, its implications and possibilities of changes through pedagogical practices engaged as public policies in the bias of the author Paulo Freire. The research was carried out at the Kleber Pacheco de Oliveira State College, in Lauro de Freitas, Bahia. The subjects of this research were the students of class III, of the 3º Formative Time, Axis 6, in High School, in Human area of knowledge. The methodological approach of research contemplated the qualitative and quantitative analyzes, through the instrumentalization of the case study. As a theoretical basis, we explore and intersect several paths, namely: reflections on the online teacher training experiences (FERREIRA, 2008); possibilities of reading and textual production in digital scenarios (SILVA, 2006); cognitive profile of the immersive reader (SANTAELLA, 2004); scenario, training and didactic-methodological questions of online education (SILVA, PESCE & ZUIN, 2010); interactivity in the classroom (Silva, 2014); digital inclusion (BONILLA & PRETTO, 2011); social literacy (STREET, 2014); multiletramentos and ICT in the school (ROJO, 2013); hypermodernity, multiletrations and discursive genres (ROJO & BARBOSA, 2015), among others. As a result, we noticed that the categories online education, interactivity, cocreation, collective intelligence, intratexts and hypertexts were foundations for reading and writing by VLE by the students of the YAE. We also perceive that the practices and events of school and non-school multilearning are essential to the formation of those subjects. We also noticed that the students developed autonomy in the community by constructing in VLE, texts with unity in different interfaces, such as wiki, forum and chat. In addition, we perceive the interest and the brightness in the eyes of the meeting participants when they see the possibilities of reading through hypertext on the computer screen
