196,021 research outputs found
PRIMER NOTE: ISOLATION AND CHARACTERIZATION OF MICROSATELLITE LOCI IN THE ASCIDIAN CIONA INTESTINALIS (L.)."
No full textPRIMER NOTE: ISOLATION AND CHARACTERIZATION OF MICROSATELLITE LOCI IN THE ASCIDIAN CIONA INTESTINALIS (L.)."
No full textTechnology in Education, between political demands and teachers' functions.:Cross-case analysis from Denmark and Brazil, Nordisk Forening for Pædagogiske Forskere, NERA, Turku, Marts 2020
No full textNERA 2020 Technology in Education, between political demands and teachers' functions. Cross-case analysis from Denmark and Brazil. Karen Borgnakke, University of Copenhagen, UCPH Magda Pischetola, Pontificia Universidade Catolica do Rio de Janeiro, PUC-Rio Abstract In the last two decades, Information and Communication Technologies (ICT) integration in education has been on the highest agenda for public policies worldwide. At the macro level of the political discourse, the introduction of new tools in the educational context is supposed to change the way pupils access information, elaborate it into knowledge and develop new skills. In addition, it points to teaching reforms, raising demands for 'high professionalism' of the teachers, which includes functions such as 'learning management' and 'digital formation'. At the micro level, we observe teachers at a crossroad between the expectations of the policy-makers, and their concrete activities in situated classroom settings. The contrast about the educational policy discourse and the everyday dilemmas that the professionals face in school contexts raises the need of a better understanding of the teachers' functions. The paper addresses this conflict, referring to results from case studies undertaken in four different countries – Denmark, Italy, Ethiopia and Brazil – between 2000 and 2019. Based on meta-ethnographic analyses across fieldwork, this paper will sharpen the focus on cross-case analysis from Denmark and Brazil and exemplify the main themes and research findings about the practical consequences for teachers' functions. The empirical-analytical framework shows, at the policy level, an increasing amount of top-down policies, which extend the demands for a wider spectrum of teacher functions, such as student-centered and collaborative work in the classroom; group mentoring; ICT-based activities to address the subject matter; interdisciplinary school projects; digital learning management. At the practical level, the meta-analysis explores how these demands created a work overload for teachers, who are expected to integrate ICT in their daily practices, otherwise being considered 'resistant' by academic and political assessments. Cross-case demands and cross-case dilemmas result in a conflict between intentions and practicalities, given by the contextual conditions of the policies implementation process. The paper concludes by discussing how in meta-analysis the decades 2000–2019 are marked by a shift, where the powerful discourse about the ICT-based learning paradigm and top-down directed demands for change did not implement alternative teaching practices, but provided teachers with a greater accumulation of functions. References Borgnakke, K. (2012). Challenges for the Next Generation in Upper Secondary School: Between Literacy, Numeracy, and Technacy. I W. T. Pink (red.), Schools for Marginalized Youth : An International Perspective (s. 117-172). New York: Hampton Press. Understanding Education, Social Justice and Policy. Borgnakke, K., Dovemark, M., & Marques da Silva, S. (red.) (2017). The postmodern professional: Contemporary learning practices, dilemmas and perspectives. London: Tufnell Press. Borgnakke, K. (2019). Ethnographic methods for researching online learning and e-pedagogy. I G. Noblit (red.), Oxford Research Encyclopedia of Education Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.542 Pischetola, M., Heinsfeld, B. D. (2018). Technologies and teacher’s motivational style: A research study in Brazilian public schools.Journal of Educational, Cultural and Psychological Studies, 17, 163-177. Doi: https://doi.org/10.7358/ecps-2018-017-pisc Pischetola, M. (2015).Technology for Inclusion and Change: comparative research studies on one to-one programs in Italy, Ethiopia and Brazil In: Pereira, S. (ed.). Digital Literacy, Technology and Social Inclusion. Making sense of one-to-one computer programmes around the world. Famalição: Humus Lda, p. 129-164
A mouse gene related to Distal-less shows a restricted expression in the developing forebrain
No full textTHE DNA GLYCOSYLASE T:G MISMATCH-SPECIFIC THYMINE DNA GLYCOSE REPRESSES THYROID TRANSCRIPTION FACTOR-1-ACTIVATED TRANSCRIPTION.
No full textTHE DNA GLYCOSYLASE T:G MISMATCH-SPECIFIC THYMINE DNA GLYCOSE REPRESSES THYROID TRANSCRIPTION FACTOR-1-ACTIVATED TRANSCRIPTION.
No full textThe DNA glycosylase T:G mismatch-specific thymine DNA glycosylase represses thyroid transcription factor-1-activated transcription.
No full textDr. Duane M. Jackson, Morehouse College, July 2011
No full textThis video is a conversation with Dr. Duane M. Jackson. Dr. Jackson talks about his paper, "Recall and the Serial Position Effect: The Role of Primacy and Recency on Accounting Students' Performance." Jackie Daniel, AUC Woodruff Library, is the interviewer
"Reflections on the subject of Emigration from Europe with a view to Settlement in the United States" By M. Carey.
No full text"Reflections on the subject of Emigration from Europe with a view to Settlement in the United States: containing bried sketches of the moral and political character of those states.
By M. Carey, member of the American philosophical, and of the American Antiquarian Society, and author of The Olive Branch, Cindiciae Hibernicae, essays on banking, on political economy, and on internal improvement.
To which are now added the English editor's comments on the subject; together with Important Advice to Emigrants, and Cautions Against Impositions Practiced in the Outports
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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