Academic literature on the topic 'Kenneth McNeill'

En este artículo abordamos dos enfoques sobre la catástrofe ambiental: el Antropoceno y el Capitaloceno. Primero, establecemos una relación entre la sobreexplotación de la naturaleza y la concepción moderna de sujeto des-incorporado que concibe la naturaleza como recurso. En seguida, señalamos la utilidad del término Antropoceno para enfatizar cómo la actividad humana es responsable por el cambio climático y el calentamiento global. En tercer lugar, señalamos las limitaciones del término, en tanto no distingue entre diferentes contextos socio-económicos y culturales y su relación con la naturaleza. En la cuarta parte exponemos las principales tesis del Capitaloceno, según el cual un argumento sobre la responsabilidad humana del calentamiento global retira la responsabilidad de estos procesos a formas muy específicas de explotación, producción, consumo y deshecho, a saber, las del capitalismo. Palabras Clave Antropoceno y Capitaloceno, sujeto moderno, catástrofe ambiental, límites planetarios, producción y explotación. Referencias Bernal, John D. (1986), La ciencia en la historia, México, Ed. Nueva Imagen/UNAM. Bernal Pérez, Javier Rolando (2016), Propuesta de un marco axiológico para la evaluación de un desarrollo tecnológico. El proyecto del tren de alta velocidad México-Querétaro, Tesis presentada para obtener el título de doctor por la Universidad Politécnica de Cataluña. Boulding, Kenneth E. (1966), “The Economics of the Coming Spaceship Earth”, en H. Jarrett (ed.), Environmental Quality in a Growing Economy, Baltimore, Resources for the Future/Johns Hopkins University Press, pp. 3-14. Crutzen, Paul J. (2002), “Geology of Mankind”, Revista Nature, Vol. 415. Descartes, René (2011), en Descartes, Madrid, Ed. Gredos. Ehrlich, Paul, John Holdren (1971), “Impacto of population growth”, Science, New Series, Vol. 171, No. 3977, pp. 1212-1217. Fuller, Steve (2018), “What can philosophy teach us about the Post-Truth condition”, en Peters, et al (eds.), Post-Truth, Fake News: viral modernity and higher education, Singapur, Ed. Springer. Haraway, Donna (2016), Staying with the trouble. Making kin in the Chthulucene, EUA, Duke University Press. Hegel, G. W. F. (2002), Lecciones sobre la historia de la filosofía, vol. III, México, Ed. FCE. Heidegger, Martin (2001), “La época de la imagen del mundo”, en Caminos de Bosque, España, Alianza Editorial. Manzo, Silvia (2001), “Algo nuevo bajo el sol : el método inductivo y la historia del conocimiento en la gran restauración de Francis Bacon”, Revista latinoamericana de filosofía, Vol. 27, No. 2, pp. 227-254. Marx, Karl (1988), “Prólogo a ‘Contribución a la Crítica de la Economía Política’”, en Contribución a la Crítica de la Economía Política, México D. F., Ediciones Quinto Sol. Meadows, D. H., D. L. Meadows, Randers, J., W. Behrens III (1972), The Limits to Growth, Nueva York, Universe Books. Moore, Jason (2017-1), “The Capitalocene: Part I: on the natura and origins of our acological crisis”, The Journal of Peasant Studies. Moore, Jason (2017-2), “The Capitalocene: Part II: accumulation by appropriation an the centrality of unpaid work/energy””, The Journal of Peasant Studies. Parakkal, Varkey (2018), “From Malthus to Thanos : The Problem with ‘Thinning the Herd’”, Ramjas Reading Room. Recuperado de https://ramjasreadingroom.wordpress.com/2018/11/22/from-malthus-to-thanos-the-problem-with-thinning-the-herd/ el 30 de septiembre de 2020. Radowitz, Jon Von (2017), “Stephen Hawking says we must colonise other planets to ensure human survival”, Independent. Recuperado de https://www.independent.co.uk/news/science/stephen-hawking-colonise-other-planets-ensure-human-survival-a7746016.html el 28 de spetiembre de 2020. Raworth, Kate (2012), A safe and just space for humanity: can we live within the doughnut?, Oxfam Discussion Papers. Röckstrom, Johan, et al (2009), “Planetary Boundaries: Exploring the Safe Operating Space for Humanity”, Ecology and Society, Vol. 14, No. 2. Sandel, Michael (1998), Liberalism and the limits of justice, EUA, Cambridge University Press. Stephen, Will, Jacques Grinevald, Paul Crutzen y John McNeil (2011), “The Anthropocene: conceptual and historical perspectives”, Philosophical Transactions of the Royal Society, Vol. 369, No. 1938. Taylor, Charles (2001), Sources of teh Self. The making of the modern identity, EUA, Harvard University Press. Vallaeys, François (1996), “Las deconstrucciones del sujeto cartesiano”, Areté, Revista de Filosofía, Vol. 8, No. 2, pp. 309-318. WWF (2018), Living Planet Report - 2018: Aiming Higher, Grooten, M. and Almond, R.E.A.(Eds), WWF, Gland, Switzerland.

Written by Michelle A. Amazeen, Fabrício Benevenuto, Nadia M. Brashier, Robert M. Bond, Lia C. Bozarth, Ceren Budak, Ullrich K. H. Ecker, Lisa K. Fazio, Emilio Ferrara, Andrew J. Flanagin, Ales-sandro Flammini, Deen Freelon, Nir Grinberg, Ralph Hertwig, Kathleen Hall Jamieson, Kenneth Jo-seph, Jason J. Jones, R. Kelly Garrett, Daniel Kreiss, Shannon McGregor, Jasmine McNealy, Drew Margolin, Alice Marwick, FiIippo Menczer, Miriam J. Metzger, Seungahn Nah, Stephan Lewan-dowsky, Philipp Lorenz-Spreen, Pablo Ortellado, Irene Pasquetto, Gordon Pennycook, Ethan Porter, David G. Rand, Ronald Robertson, Briony Swire-Thompson, Francesca Tripodi, Soroush Vosoughi, Chris Vargo, Onur Varol, Brian E. Weeks, John Wihbey, Thomas J. Wood, & Kai-Cheng Yang

The objective of this article is to explore how suitable Team-Based Learning (TBL) is for students with social and communication disabilities, such as those on the autism spectrum or with social anxiety. TBL is a structured form of Active Collaborative Learning, combining a flipped classroom approach with students working in permanent teams to apply concepts, models and theories into practice. The design of the study was based on an idiographic case study approach at Anglia Ruskin University, UK, treating each student as an individual rather than a representative sample. Towards the end of the academic year 2017/18, an electronic questionnaire was sent out to all students who had taken TBL modules at ARU during the preceding academic year, asking about various aspects of TBL experience. The questionnaire was repeated towards the end of the first semester of 2018/19. The questionnaire was analysed with a focus on questions relating to inclusivity, and the responses related to students who had declared a disability. The questionnaire was followed by semi-structured interviews with students with disabilities who had experienced TBL. We focused primarily on disabilities broadly related to communication, notably with dyslexia, dysgraphia, social phobia and autism that may impair students’ abilities to work in teams. Interviews were audio recorded and then transcribed. Transcriptions were thematically analysed by the research team using NVivo. The results of the study provide anonymized case studies for each of the students who took part in an interview, explaining their disability or condition, their coping strategies for studying in HE, and their experiences, both positive and negative, of the TBL modules they had taken. References Active Collaborative Learning. (2019). Scaling Up Active Collaborative Learning for Student Success. Project website. https://aclproject.org.uk. ARU. (2017). Equality, Diversity and Inclusion at our University. Annual Report. Anglia Ruskin University.https://web.anglia.ac.uk/anet/student_services/public/AngliaRuskinReport_2017_AW_ACCESSIBLE.pdf. ARU. (2018). Student Snapshots. Anglia Ruskin University. https://aru.ac.uk/about-us/equality-diversity-and-inclusion/equality-diversity-and-inclusion-for-students/aru-student-snapshots. ARU. (2020). Disability Support. Anglia Ruskin University. https://aru.ac.uk/student-life/support-and-facilities/study-skills/disability-support. ARU. (2020b). Inclusive Practices. Anglia Ruskin University. https://aru.ac.uk/about-us/equality-diversity-and-inclusion/equality-diversity-and-inclusion-for-students/inclusive-practices. Berkson, R., & Richter, U.M. (2019). Can Active Collaborative Learning Improve Equality? The European Conference on Education 2019 Official Conference Proceedings. https://papers.iafor.org/submission51859/. Berkson, R.G., & Richter, U.M. (2020). Barriers to scaling up active collaborative learning. IN S. Pratt-Adams, U.M. Richter & M. Warnes (Eds.), Innovations in Active Learning in Higher Education, Ch 7. Anglia Ruskin University (in press). Chenail, R. J. (2009). Interviewing the Investigator: Strategies for Addressing Instrumentation and Researcher Bias Concerns in Qualitative Research. The Qualitative Report, 13(4): 14-21. https://nsuworks.nova.edu/tqr/vol13/iss4/14/. Dearnley, Ch., Rhodes, Ch., Roberts, P., Williams, P., & Prenton, S. (2018). Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change. Nurse Education Today, 60: 75-83. http://dx.doi.org/10.1016/j.nedt.2017.09.012. Eksteen, M.J. (2019). Does team-based learning develop essential generic skills in pharmacy students? South African Journal of Higher Education, 33(1). https://www.journals.ac.za/index.php/sajhe/article/view/1332. http://dx.doi.org//10.20853/33-1-1332. Haidet, P., Kubitz, K., & McCormack, W. T. (2014). Analysis of the team-based learning literature: TBL comes of age. Journal on Excellence in College Teaching, 25(3-4): 303-333. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4643940/. Hefce. (2018). Differences in student outcomes. The effect of student characteristics. Data Analysis report March 2018/05. https://dera.ioe.ac.uk/31412/1/HEFCE2017_05%20.pdf HM Government. (2017). Industrial Strategy. Building a Britain fit for the future. UK Government White Paper. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/664563/industrial-strategy-white-paper-web-ready-version.pdf. Kent, S., Wanzek, J., Swanson, E.A., & Vaughn, S. (2015). Team-Based Learning for Students with High-Incidence Disabilities in High School Social Studies Classrooms. Learning Disabilities Research & Practice, 30(1): 3-14. https://onlinelibrary.wiley.com/doi/abs/10.1111/ldrp.12048. Koles, P.G., Stolfi, A., Borges, N.J., Nelson S., & Parmelee, D.X. (2010). The impact of team-based learning on medical students' academic performance. Academic Medicine: Journal of the Association of American Medical Colleges, 85(11): 1739-1745. https://pubmed.ncbi.nlm.nih.gov/20881827/ http://dx.doi.org/: 10.1097/ACM.0b013e3181f52bed. Michaelsen, L. K., Davidson, N., & Major, C. H. (2014). Team-based learning practices and principles in comparison with cooperative learning and problem-based learning. Journal on Excellence in College Teaching, 25(3&4): 57-84. https://www.lhthompson.com/uploads/4/2/1/1/42117203/team_based_learning_-_group_work.pdf. Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative use of small groups in higher education. Sterling, VA: Stylus. McNeil, J., Borg, M., Kennedy, E., Cui, V., Puntha, H., Rashid, Z., Churchill, T., Howitt, E. and Trivedy, K., (2019a). SCALE-UP Handbook 2019-20 (3rd ed). Centre for Academic Development and Quality, Nottingham Trent University. https://www.ntu.ac.uk/__data/assets/pdf_file/0033/906927/FINAL-SCALE-UP-Handbook-2019-20.pdf. McNeil, J., Borg, M., Kerrigan, M., Waller, S., Richter, U., Berkson, R., Tweddell, S., & McCarter, R. (2019b). Addressing barriers to student success. Scaling up Active Collaborative Learning for Student Success. Final Report, 28 March 2019, Updated 28 October 2019. https://aclproject.org.uk/wp-content/uploads/2019/07/NTU-ABSS-Final-Report-revised-Oct-2019.pdf. OECD. (2019). OECD Future of Education and Skills 2030. OECD Learning Compass 2030. A Series of Concept Notes. OECD. http://www.oecd.org/education/2030-project/contact/OECD_Learning_Compass_2030_Concept_Note_Series.pdf. Office for Students. (2019a). Addressing Barriers to Student Success programme. https://www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/addressing-barriers-to-student-success-programme/ Office for Students. (2019b). Beyond the bare minimum: Are universities and colleges doing enough for disabled students? OfS Insight Brief 4. https://www.officeforstudents.org.uk/publications/beyond-the-bare-minimum-are-universities-and-colleges-doing-enough-for-disabled-students/#participation. Roulston, K., & Shelton, St. A. (2015). Reconceptualizing Bias in Teaching Qualitative Research Methods. Qualitative Inquiry, (21)4: 332-342. https://journals.sagepub.com/doi/10.1177/1077800414563803. Sangwan, P., & Sangwan, S. (2011). Inclusive Education: A Developmental Approach in Special Education. Journal of Indian Education, 36(4): 18-32. http://www.ncert.nic.in/publication/journals/pdf_files/iea/JIE_FEB2011.pdf#page=20 Sibley, J., & Ostafichuk, P. (2014). Getting Started with Team-Based Learning. Sterling, VA, USA: Stylus. Sisk, R. J. (2011). Team-based learning: systematic research review. Journal of Nursing Education, 50(12): 665–669. https://pubmed.ncbi.nlm.nih.gov/22007709/. Vaccaro, A., Daly-Cano, M., & Newman, B. M. (2015). A sense of belonging among college students with disabilities: An emergent theoretical model. Journal of College Student Development, 56(7): 670-686. https://muse.jhu.edu/article/597267 Vaughn, S., Danielson, L., Zumeta, R., & Holdheide, L. (2015). Deeper Learning for Students with Disabilities. Students at the Center. Deeper Learning Research Series. Boston, MA: Jobs for the Future. https://files.eric.ed.gov/fulltext/ED560790.pdf. Wanzek, J., Vaughn, S., Kent, S.C., Swanson, E.A., Roberts, G., Haynes, M., & Solis, M. (2014). The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School. Journal of Research on Educational Effectiveness. 7(2): 183-204. https://www.tandfonline.com/doi/abs/10.1080/19345747.2013.836765. Williams, M., Pollard, E., Helena Takala, H., & Houghton, A-M. (2019). Review of Support for Disabled Students in Higher Education in England. Report to the Office for Students by the Institute for Employment Studies and Researching Equity, Access and Participation. IES Report. Institute for Employment Studies and Researching Equity, Access and Participation. https://www.officeforstudents.org.uk/media/a8152716-870b-47f2-8045-.fc30e8e599e5/review-of-support-for-disabled-students-in-higher-education-in-england.pdf World Economic Forum. (2018). The Future of Jobs 2018. Insight Report. Centre for the New Economy and Society. http://www3.weforum.org/docs/WEF_Future_of_Jobs_2018.pdf.