The authors spent some thirty weeks at the Universidad de Guayaquil, Ecuador, between 1983 and 19... more The authors spent some thirty weeks at the Universidad de Guayaquil, Ecuador, between 1983 and 1985. The project, sponsored by the CanadianInternational Development Agency, was aimed at improving university teaching and initiating curriculum reform. Over the three years, seven professional development courses were offered to professors in education, medicine, engineering, and architecture. The frameworks of two centres to improve university teaching were established. An extensive survey evaluating the curriculum of the Facultad de Filosofia, Letras, y Ciencias de la Educacion (Faculty of Education) was prepared. Based on these results, some specific recommendations for curriculum change were made and some initial steps were taken to get the process underway. RESUME Les auteurs ont passe quelque 30 semaines a l'Universidad de Guayaquil en Equateur entre 1983 et 1985. Ce projet, finance par l'Agence Canadienne de Developpement International, avait pour but de parfaire l'en...
In this paper, we focus on monitoring, a particular aspect of reflection related to teaching. We ... more In this paper, we focus on monitoring, a particular aspect of reflection related to teaching. We define monitoring as a feedback mechanism which entails attending to and evaluating a multitude of cues in the envi- ronment in order to evaluate progress towards a goal. We direct our attention to monitoring because it is a way in which a teacher is able to gain understanding of how effective his/her teaching actions are. Thus, knowing what cues to evaluate (and being able to do so) is a critical skill in reflection. Further, we focus exclusively in this paper on the concur- rent monitoring of cues related to students since we believe that attention to student cues while teaching provides teachers with a window into their students' learning experiences. We call this particular type of reflection, reflection-in-action. As well as depicting multiple examples of monitoring drawn from our research, we explore the contribution of this work to the literature in higher education and to fac...
Designing physical learning environments that connect to indicators of effective educational prac... more Designing physical learning environments that connect to indicators of effective educational practice reflects a university’s pedagogical commitment to student success. This article describes an approach to teaching and learning space design based on research-informed pedagogical principles implemented successfully at our university. It then articulates how those principles can be translated into classroom design features, with examples. These principles have had an operational and conceptual impact on campus, providing a framework for diverse audiences to think about spaces in a way that reflects shared goals, language and values.
Page 1. :№ Cynthia Weston PA Cranton Selecting Instructional Strategies The selection or developm... more Page 1. :№ Cynthia Weston PA Cranton Selecting Instructional Strategies The selection or development of teaching methods and materials is one of the most complex components of the process of curriculum design, and yet ...
We would describe ourselves as qualitativeresearchers who use mixed methods. Like manyother resea... more We would describe ourselves as qualitativeresearchers who use mixed methods. Like manyother researchers, we strive to find productiveways of interacting with research participantsto inform the studies we engage in. Severalyears ago, we used two different researchstrategies, an individual debriefing interviewand a group colloquium, and then did ananalysis of their relative effectiveness. Inthis paper, we describe our research approach,the actual research
Induction of class I MHC-restricted cytotoxic T lymphocyte (CTL) responses by soluble proteins or... more Induction of class I MHC-restricted cytotoxic T lymphocyte (CTL) responses by soluble proteins or peptides requires complex adjuvants or carrier systems which are not licensed for use with human vaccines. The data presented in this report show that vaccination with a highly purified recombinant influenza protein antigen in aluminium hydroxide adjuvant, the only adjuvant currently licensed for clinical use, elicited class I restricted CTL and protection from lethal challenge with H1N1 and H2N2 viruses. The antigen (D protein, SK&F 106160) is produced by expression of H1N1 influenza virus-derived cDNA (strain A/PR/8/34) in Escherichia coli, and is composed of the first 81 N-terminal amino acids (aa) of the non-structural protein 1 (NS1) fused via a nine nucleotide non-viral linker sequence to the 157 C-terminal aa of the haemagglutinin 2 subunit (HA2). Previous work by Kuwano et al demonstrated that in vitro stimulation of spleen cells from influenza virus-primed mice, with a partially purified preparation of the D protein, selected for CD8+ CTL clones which facilitated lung clearance of H1N1 and H2N2 viruses. In the current study, these results were extended by studying the responses of mice actively immunized with highly purified D protein in the presence or absence of adjuvants. Vaccination of CB6F1 (H-2dxb) mice with D protein in aluminum hydroxide or Freund's complete adjuvant generated H1N1 cross-reactive, H-2d-restricted, CD8+ CTL directed against an immunodominant HA2 epitope (aa 189-199). D protein without adjuvant did not elicit CTL, regardless of the route of injection. However, long-lived (greater than 6 months) splenic memory CTL were elicited by boosting mice intraperitoneally (i.p.) with the D protein in the absence of adjuvant. In mice injected subcutaneously with D protein in aluminium hydroxide at weeks 0 and 3, survival was increased relative to controls up to 16 weeks beyond the second vaccination, after which time additional boosting was required for protection. Studies in H-2b and H-2k mice vaccinated with the D protein showed that induction of CD4+ T-cell or antibody responses, in the absence of CD8+ CTL, did not correlate with protection. Passive transfer of immune sera from CB6F1 mice was also not protective. This prototype H1N1 recombinant subunit vaccine in aluminium adjuvant should directly address the feasibility of achieving a protective cell-mediated immune response in human influenza.
Many individuals are creating instruction that will be used for online learning. This paper revie... more Many individuals are creating instruction that will be used for online learning. This paper reviews four generic categories of instructional principles: Instructional Design (pedagogical issues), Subject Matter (content issues), Language (semantic and syntactic issues), and ...
The authors of this article value the framework provided by the conceptions and approaches to tea... more The authors of this article value the framework provided by the conceptions and approaches to teaching literature, yet have come to feel it does not fully represent the complexity of the relation between teacher thinking and action. Drawing on a socio‐cognitive perspective, they studied lecturer interviews collected over a semester to examine how their thinking related to action. They identified
The authors spent some thirty weeks at the Universidad de Guayaquil, Ecuador, between 1983 and 19... more The authors spent some thirty weeks at the Universidad de Guayaquil, Ecuador, between 1983 and 1985. The project, sponsored by the CanadianInternational Development Agency, was aimed at improving university teaching and initiating curriculum reform. Over the three years, seven professional development courses were offered to professors in education, medicine, engineering, and architecture. The frameworks of two centres to improve university teaching were established. An extensive survey evaluating the curriculum of the Facultad de Filosofia, Letras, y Ciencias de la Educacion (Faculty of Education) was prepared. Based on these results, some specific recommendations for curriculum change were made and some initial steps were taken to get the process underway. RESUME Les auteurs ont passe quelque 30 semaines a l'Universidad de Guayaquil en Equateur entre 1983 et 1985. Ce projet, finance par l'Agence Canadienne de Developpement International, avait pour but de parfaire l'en...
In this paper, we focus on monitoring, a particular aspect of reflection related to teaching. We ... more In this paper, we focus on monitoring, a particular aspect of reflection related to teaching. We define monitoring as a feedback mechanism which entails attending to and evaluating a multitude of cues in the envi- ronment in order to evaluate progress towards a goal. We direct our attention to monitoring because it is a way in which a teacher is able to gain understanding of how effective his/her teaching actions are. Thus, knowing what cues to evaluate (and being able to do so) is a critical skill in reflection. Further, we focus exclusively in this paper on the concur- rent monitoring of cues related to students since we believe that attention to student cues while teaching provides teachers with a window into their students' learning experiences. We call this particular type of reflection, reflection-in-action. As well as depicting multiple examples of monitoring drawn from our research, we explore the contribution of this work to the literature in higher education and to fac...
Designing physical learning environments that connect to indicators of effective educational prac... more Designing physical learning environments that connect to indicators of effective educational practice reflects a university’s pedagogical commitment to student success. This article describes an approach to teaching and learning space design based on research-informed pedagogical principles implemented successfully at our university. It then articulates how those principles can be translated into classroom design features, with examples. These principles have had an operational and conceptual impact on campus, providing a framework for diverse audiences to think about spaces in a way that reflects shared goals, language and values.
Page 1. :№ Cynthia Weston PA Cranton Selecting Instructional Strategies The selection or developm... more Page 1. :№ Cynthia Weston PA Cranton Selecting Instructional Strategies The selection or development of teaching methods and materials is one of the most complex components of the process of curriculum design, and yet ...
We would describe ourselves as qualitativeresearchers who use mixed methods. Like manyother resea... more We would describe ourselves as qualitativeresearchers who use mixed methods. Like manyother researchers, we strive to find productiveways of interacting with research participantsto inform the studies we engage in. Severalyears ago, we used two different researchstrategies, an individual debriefing interviewand a group colloquium, and then did ananalysis of their relative effectiveness. Inthis paper, we describe our research approach,the actual research
Induction of class I MHC-restricted cytotoxic T lymphocyte (CTL) responses by soluble proteins or... more Induction of class I MHC-restricted cytotoxic T lymphocyte (CTL) responses by soluble proteins or peptides requires complex adjuvants or carrier systems which are not licensed for use with human vaccines. The data presented in this report show that vaccination with a highly purified recombinant influenza protein antigen in aluminium hydroxide adjuvant, the only adjuvant currently licensed for clinical use, elicited class I restricted CTL and protection from lethal challenge with H1N1 and H2N2 viruses. The antigen (D protein, SK&F 106160) is produced by expression of H1N1 influenza virus-derived cDNA (strain A/PR/8/34) in Escherichia coli, and is composed of the first 81 N-terminal amino acids (aa) of the non-structural protein 1 (NS1) fused via a nine nucleotide non-viral linker sequence to the 157 C-terminal aa of the haemagglutinin 2 subunit (HA2). Previous work by Kuwano et al demonstrated that in vitro stimulation of spleen cells from influenza virus-primed mice, with a partially purified preparation of the D protein, selected for CD8+ CTL clones which facilitated lung clearance of H1N1 and H2N2 viruses. In the current study, these results were extended by studying the responses of mice actively immunized with highly purified D protein in the presence or absence of adjuvants. Vaccination of CB6F1 (H-2dxb) mice with D protein in aluminum hydroxide or Freund's complete adjuvant generated H1N1 cross-reactive, H-2d-restricted, CD8+ CTL directed against an immunodominant HA2 epitope (aa 189-199). D protein without adjuvant did not elicit CTL, regardless of the route of injection. However, long-lived (greater than 6 months) splenic memory CTL were elicited by boosting mice intraperitoneally (i.p.) with the D protein in the absence of adjuvant. In mice injected subcutaneously with D protein in aluminium hydroxide at weeks 0 and 3, survival was increased relative to controls up to 16 weeks beyond the second vaccination, after which time additional boosting was required for protection. Studies in H-2b and H-2k mice vaccinated with the D protein showed that induction of CD4+ T-cell or antibody responses, in the absence of CD8+ CTL, did not correlate with protection. Passive transfer of immune sera from CB6F1 mice was also not protective. This prototype H1N1 recombinant subunit vaccine in aluminium adjuvant should directly address the feasibility of achieving a protective cell-mediated immune response in human influenza.
Many individuals are creating instruction that will be used for online learning. This paper revie... more Many individuals are creating instruction that will be used for online learning. This paper reviews four generic categories of instructional principles: Instructional Design (pedagogical issues), Subject Matter (content issues), Language (semantic and syntactic issues), and ...
The authors of this article value the framework provided by the conceptions and approaches to tea... more The authors of this article value the framework provided by the conceptions and approaches to teaching literature, yet have come to feel it does not fully represent the complexity of the relation between teacher thinking and action. Drawing on a socio‐cognitive perspective, they studied lecturer interviews collected over a semester to examine how their thinking related to action. They identified
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