Journal articles on the topic 'Lab School of Washington (Washington, D.C.)'

This discussion was moderated by Ronald J. Oudiz, MD, Associate Professor of Medicine, UCLA School of Medicine and Director, Liu Center for Pulmonary Hypertension, Division of Cardiology, Los Angeles Biomedical Research Institute at Harbor-UCLA Medical Center, Torrance, California. Participants included: Hunter C. Champion, MD, PhD, Assistant Professor, Department of Medicine, Division of Cardiology, Johns Hopkins University School of Medicine, Baltimore, Maryland; Robert Naeije, MD, PhD, Professor and Chairman of the Department of Physiology and Pathophysiology at Erasme University Hospital, Brussels, Belgium; Virginia D. Steen, MD, Professor of Medicine and Director of the Rheumatology Fellowship Program, Georgetown University School of Medicine, Washington, DC; and David Systrom, MD, Director, Cardiopulmonary Exercise Lab, Department of Medicine, Pulmonary Critical Care, Massachusetts General Hospital, Boston, Massachusetts.

Abstract: The purpose of this study is to describe the implementation of the One-Roof Junior Secondary School as an alternative to the distribution of nine-year basic education in remote areas in the cultural setting of Central Kalimantan Betang Houses. This research is a qualitative research with a multi-site study design on 3 One-Roof Junior Secondary Schools in Gunung Mas Regency. Data collection is done by methods: in-depth interviews (indepth interview), participant observation (participant observation), and study documentation (study of document). Determination of data sources is done by using purposive sampling technique. Data analysis is done through the activities of organizing data, organizing and dividing data into units that can be managed, mensiteis, looking for patterns, find what is meaningful and what is researched to be decided and reported systematically (Bogdan and Biklen, 1998). Data analysis in this research was carried out in two stages, namely: data analysis for each site (single site) and cross-site data analysis. Checking the validity of the data is done by using a degree of credibility through both source and method triangulation techniques. The results of the study found that the values of the betang house culture that underlies the implementation of the One-Roof Junior Secondary School appeared on: (1) bureaucratic structure, including: SOP, coordination and empowerment of HR; (2) resources, including: human resources, infrastructure and financing; and (3) communication, including: internal communication, with supporting elementary schools, with related agencies, and the community around the school. Keywords: One-Roof Junior Secondary School, Remote Area, Betang House Culture Abstrak: Tujuan penelitian ini adalah mendeskripsikan penyelenggaraan program SD-SMP Satu Atap sebagai alternatif pemerataan pendidikan dasar sembilan tahun pada daerah terpencil dalam latar budaya rumah betang Kalimantan Tengah. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi multi situs pada 3 SMPN Satu Atap di wilayah Kabupaten Gunung Mas. Pengumpulan data dilakukan dengan metode: wawancara mendalam (indepth interview), observasi partisipan (participant observation), dan studi dokumentasi (study of document). Penetapan sumber data dilakukan dengan teknik purposive sampling. Analisis data dilakukan melalui kegiatan mengorganisasi data, menata dan membagi data dalam unit-unit yang dapat dikelola, mensitesis, mencari pola, menemukan apa yang bermakna dan apa yang diteliti untuk diputuskan dan dilaporkan dengan sistematis (Bogdan dan Biklen, 1998). Analisis data dalam penelitian ini dilakukan dalam dua tahap, yaitu: analisis data tiap situs (situs tunggal) dan analisis data lintas situs. Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan (credibility) melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian menemukan bahwa nilai-nilai budaya rumah betang yang mendasari dalam penyelenggaraan SD-SMP Satu Atap muncul pada: (1) struktur birokrasi, meliputi: SOP, koordinasi dan pemberdayaan SDM; (2) sumberdaya, meliputi: SDM, sarana prasarana dan pembiayaan; dan (3) komunikasi, meliputi: komunikasi intern, dengan SD penyangga, dengan dinas terkait, dan masyarakat sekitar sekolah. Kata Kunci: SD-SMP Satu Atap, Daerah Terpencil, Budaya Rumah Betang References: Arikunto, S. (1998). Prosedur Penelitian: SuatuPendekatan Praktek. Jakarta: Rineka Cipta. Ary, D., Jacobs, L. C., & Razavieh, A.(2002). Introduction to Research in Education. Sixth Ed. Belmont, CA: Wadswort. Thomson Learning. Bogdan, R. C.,& Biklen, S.K.(1998). Qualitative Research For Educatio: An Introduction to Theory and Methods.Third Ed. Boston: Allyn and Bacon. Bollen, R. (1997). Making Good Schools: Linking School Effectiveness and School Improvement. London and New York: Routledge. Brienkerhoof, D. W.,& Crosby, L.B. (2002). Managing Policy Reform: Concept and Tool for Decision-Makers in Developing and Transitionong Countries. United States of America: Kumarian Perss, Inc. Castetter, W.B. (1996). The Human Resources Function in Educational Administration (Sixth Edition). New Jersey: Prentice Hall, Inc. Dunn, W. N. (1981). Public Policy Analysis: An Introduction. Englewood: Cliff, N.J. Prentice, Inc. Dwijowijoto, R. N. (2004). Komunikasi Pemerintahan. Jakarta: Elek Media Komputindo Kelompok Gramedia. Edward, G. (1980). Implementing Public Policy. Washington, DC. Congressional Quarterly, Inc. Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2009). The Basic to Supervision and Instructional Leadership. Secon Ed, Boston: Pearson. Koehler. (1981). Organizational Communication, Behavioral Perspective. New York: Holt, Rinehart and Winston. Kratzer. (1996). Marketing the Nation. New York: Free Press. Kusni. J. J. (2006). Pergulatan Identitas Dayak Dan Indonesia: Belajar dari Tjilik RiwutPalangka Raya: Penerbit Galangpress. Mantja, W. (2002). Manajemen Pendidikan dan Supervisi Pengajaran (Kumpulan Karya Tulis Terpublikasi). Malang: Wineka Media. Mantja, W. (2008). Ethnography, Desain Penelitian Manajemen Pendidikan. Malang: Elang Mas. Nasution, S. (1998). Metode Penelitian Naturalistik Kualitatif Bandung: Transito. Peraturan Pemerintah RI Nomor47 Tahun 2008. Wajib Belajar. Bandung: Penerbit Citra Umbara. Robbins, S., P. (1998). Organizational Behavior. New Jersey: Englewood Cliffs. Sonhadji. K. H. A. (1996). Teknik Pengumpulam Data dan Analisis Data dalam Penelitian Kualitatif dalam Arifin. Penelitian Kualitatif. Malang: Kalimasahda Press. Sugiyono. (2006). Metode Penelitian Administrasi. Bandung: Alfabeta. Undang-Undang Dasar Republik Indonesia Tahun1945. Bandung: Penerbit Citra Umbara. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. 2006. Bandung: Pcnerbit Citra Umbara. Usop, K. M.A.(1994). Pakat Dayak: Sejarah Integrasi dan Jati Diri Masyarakat Dayak dan Daerah Kalimantan Tengah. Palangka Raya: Yayasan Dikbud Batang Garing. Winarno, B. (2002). Kebijakan Publik: Teori dan Proses. Yogyakarta: Media Pressindo.

Problems 1–19, 28, and 29 were submitted by Margaret J. Kenney and Stanley J. Bezuszka. S.J. of the Mathematics Institute, Boston College, Chestnut Hill. MA 02167-3809. Problems 20–22 appear in The Wohascum County Problem Book by George T. Gilbert. Mark I. Krusemeyer, and Loren C. Larson Washington, D. C.: Mathematics) Association of America, 1993). Problems 23–27 were prepared by Robert Gerver and hts mathematics-research students, Sharon Poczter, Parisa Golestaneh, Nancy Friedlander, A1exis Soterakis, Nicole Miritello, Laura Henning, and Dalita Balassanian of North Shore High School, Glen Head, NY 11545.

The Society for the Teaching of Psychology (Division Two) celebrated the 26th year of its annual Teaching Awards Program at the August convention of the American Psychological Association in Washington, D.C. The 2005 winners received a plaque and a check for 750. Recognition for outstanding teaching was given in each of the following categories: (a) Robert S. Daniel Award (4-year college or university professor), (b) 2-year College Award, (c) Moffett Memorial Award (high school teacher), and (d) McKeachie Graduate Student Teaching Excellence Award.

Background: Although the active transportation (AT) indicator received an F grade on the 2016 US Report Card on Physical Activity for Children and Youth, this AT assessment excluded public transportation. An objective of the Built Environment and Active Play Study was to assess youth AT, including public transportation, among Washington, DC area children in relation to parental perceptions of neighborhood built environment (BE) variables. Methods: Questionnaires were mailed to 2000 parents of children aged 7–12 years. AT to school (ATS) was assessed with the question: “In an average school week, how many days does your child use each of the following ways to get to and from school? (a) Walk; (b) Bike; (c) Car; (d) Bus or Metro.” Parental perceived BE data were obtained through questionnaire items, and logistic regression was conducted to determine if BE variables were associated with youth ATS. Results: The sample included 144 children (50% female; average age 9.7 years; 56.3% white; 23.7% African American; 10.4% Asian American). Over 30% used ATS-public transportation 5 days per week, and nearly 13% used ATS-walking daily. Parental perceived BE variables significantly predicted youth ATS-walking and ATS-public transportation. Conclusions: ATS-public transportation is common among Washington, DC area youth, and parental perceptions of BE can significantly predict ATS.

General Relativity (GR) is consistent with a wide range of experiments/observations from millimeter scales up to galactic scales and beyond. However, there are reasons to believe that GR may need to be modified because it includes singularities (it is an incomplete theory) and also it requires fine-tuning to explain the accelerating expansion of the universe through the cosmological constant. Therefore, it is important to check various experiments and observations beyond the above range of scales for possible hints of deviations from the predictions of GR. If such hints are found it is important to understand which classes of modified gravity theories are consistent with them. The goal of this review is to summarize recent progress on these issues. On sub-millimeter scales, we show an analysis of the data of the Washington experiment [D. J. Kapner, T. S. Cook, E. G. Adelberger, J. H. Gundlach, B. R. Heckel, C. D. Hoyle and H. E. Swanson, Phys. Rev. Lett. 98 (2007) 021101, arXiv:hep-ph/0611184 [hep-ph]] searching for modifications of Newton’s Law on sub-millimeter scales and demonstrate that a spatially oscillating signal is hidden in this dataset. We demonstrate that even though this signal cannot be explained in the context of standard modified theories (viable scalar tensor and [Formula: see text] theories), it is a rather generic prediction of nonlocal gravity theories. On cosmological scales we review recent analyses of Redshift Space Distortion (RSD) data which measure the growth rate of cosmological perturbations at various redshifts and show that these data are in some tension with the [Formula: see text]CDM parameter values indicated by Planck/2015 CMB data at about [Formula: see text] level. This tension can be reduced by allowing for an evolution of the effective Newton constant that determines the growth rate of cosmological perturbations. We conclude that even though this tension between the data and the predictions of GR could be due to systematic/statistical uncertainties of the data, it could also constitute early hints pointing towards a new gravitational theory.

In early June 2002, yellow spots and bands with erumpent telia on previous year's needles of Colorado blue spruce (Picea pungens) were noted in landscape tree nurseries in both northern (Sawyer County) and southern (Dane County) Wisconsin. Many 1 to 2 m tall trees were symptomatic at each location. Based on the age of affected needles, time of year of telium development, and telial characteristics including the size and shape of teliospores, the pathogen was identified as Chrysomyxa weirii, the cause of Weir's cushion rust (1,2). Identification of the pathogen was confirmed by Dale Bergdahl, (School of Natural Resources, University of Vermont), who also observed basidiospores. C. weirii is an autoecious microcyclic rust pathogen known to affect P. englemanii, P. glauca, P. mariana, P. pungens, and P. sitchensis. Although this fungus has been reported in the western United States from the Black Hills of South Dakota to Washington State, in the eastern United States from the southern Appalachian Mountains (Tennessee and West Virginia) to Vermont, and in most Canadian provinces and territories (1,2), to our knowledge, this is the first report from the Great Lakes Region of the United States. The occurrence of Weir's cushion rust in Wisconsin has direct implications for the economically important nursery and Christmas tree industry in this region. References: (1) D. Bergdahl and D. Smeltzer. Plant Dis. 67:918, 1983. (2) W. Ziller. The Tree Rusts of Western Canada. Canadian Forestry Service, Victoria, BC, 1974.

This study aims to determine the effectiveness of using mind mapping method in improving early childhood educator’s skill in mastering the child development assessment. This research is quasi-experimental using a pre-test and post-test design. The population was the entire classes of early childhood education training held by LPK Yayasan Indonesia Mendidik Jaka Sampurna at Cileungsi, Bogor. The participants were 45 early childhood educators. This study used three research methods which are implemented from learning methods in child development assessment was as pre-test and post-test. Data were collected by using two instruments to measure early childhood educators for child development assessment. The data were analysed by using t-test to measures the differences data in pre-test and post-test. The results showed that the use of mind mapping methods can help early childhood educators to improve their mastery of the development assessment concept which averages 51.9 percent. It showed significant results with ttest value is 18,266 (N = 10, α = 0,0). This capacity building is reinforced by various qualitative findings which arise from early childhood educators’ awareness to change the old learning style into learning by mind mapping method as a learning method that follows how the brain works. This study also found that early childhood educators as adults who are in the stage of formal thinking have shown an understanding that mind mapping method are appropriate, fast, easy and practical in mastering various development assessment concepts. Early childhood educators believe that they can use the method for mastering other material concepts. Keywords: Assessment, Brain-based teaching, Mind mapping References Anthony, J. N. (2001). Educational Assesment of Student. New Jersey: Merril Prentice Hall. Armstrong, T. (2009). Multiples Intelligences in the Classroom. Virginia: SCD. Bagnato, S. J. (2007). Authentic Assessment for Early Childhood Intervention. New York: The Guilford Press. Bellman, M., & Byrne, O. (2013). Developmental assessment of children, (January), 4–9. https://doi.org/10.1136/bmj.e8687 Blessing, O. O., & Olufunke, B. T. (2015). Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics. Science Journal of Education, 3(4), 78–84. Bowman, B. T., Donovan, M. S., & Burns, M. S. (2001). Eager to Learn. Eager to Learn. Washington DC: NAtional Academy Press. https://doi.org/10.17226/9745 Bricker, D., & Squires, J. (1999). Ages and stages questionnaires: A parent completed, child-monitoring system (2nd editio). Baltimore, MD: Brookes Publishing. Buzan, T. & Buzan, B. (1996). The mind map book: How to use radiant thinking to maximize your brain’s untapped potential. New York: Plume. Buzan, T. (1974). Use Your Head. Innovative Learning and Thinking Techniques to Fulfil Your Mental Potential. BBC books. Choo, Y. Y., Yeleswarapu, S. P., How, C. H., & Agarwal, P. (2019). Developmental assessment: practice tips for primary care physicians. Singapore Medical Journal, 60(2), 57–62. https://doi.org/10.11622/smedj.2019016 DIKMAS, D. (2015). Pedoman Penilaian Hasil Pembelajaran. Jakarta, Indonesia. Feeney, S. D. C., & Moravcik, E. (2006). Who Am I in The Live Of Children. New Jersey: Pearson Merill Prentice Hall. Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction (4th ed.). New York: Longman Inc. Goel, P. S., & N. Singh. (1998). Creativity and innovation in durable product development. Computers & Industrial Engineering, 35(1–2), 5–8. https://doi.org/http://dx.doi.org/10.1016/S0360- 8352(98)00006-0 Hartati, S. (2012). Tingkat Pengetahuan Guru TK tentang Asesmen Perkembangan Anak Usia Dini di TK Kelurahan Rawamangun, DKI Jakarta. Jakarta. Indonesia, D. P. dan K. Menteri Pendidikan dan Kebudayaan, Pub. L. No. No. 146 (2014). Indonesia. Jensen, E. (2008). Brain-Based Learning. Pembelajaran Berbasis Kemampuan Otak. Yogyakarta: Pustaka Pelajar. Jones, B. D., Ruff, C., Tech, V., Snyder, J. D., Tech, V., Petrich, B., … Koonce, C. (2012). The Effects of Mind Mapping Activities on Students ’ Motivation. International Journal for the Scholarship of Teaching and Learning, 6(1). Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2007). Developmentally Approriate Curriculum, Best Practice In Early Childhood Education. New Jersey: Pearson Education Inc. Lienhard, D. A. (n.d.). Roger Sperry ? s Split Brain Experiments ( 1959 ? 1968 ). The Embryo Project Encyclopedia. Meisels, S. J. (2001). Fusing assessment and intervention: Changing parents’ and providers’ views of young children. ZERO TO THREE, 4–10. NAEYC. (2003). Early Childhood Curriculum, Assessment, and Program Evaluation. Riswanto, & Putra, P. P. (2012). The Use of Mind Mapping Strategy in the Teaching of Writing at SMAN 3 Bengkulu , Indonesia. International Journal of Humanities and Social Science, 2(21), 60–68. Sandy, M. G. (1992). Pice of Mind. Jakarta: Gramedia Pustaka Utama. Slentz, K. L. (2008). A Guide to Assessment in Early Childhood. Washington: Washington State. Suyadi, S. (2017). Perencanaan dan Asesmen Perkembangan Pada Anak Usia Dini. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(1), 65–74. Retrieved from http://ejournal.uin-suka.ac.id/tarbiyah/index.php/goldenage/article/view/1251 Thomas, H. S. (2007). Today’s topics on creativity engineering system division. Massachusetts. Thornton, S. (2008). Understanding Human Development. New York: Palgrave, Macmillan. Windura, S. (2013). Mind Map Langkah Demi Langkah. Jakarta: Elex Media Computindo. Wortham, S. C. (2005). Assesment in Early Childhood Education. NewJersey: Pearson. Wycoff, J. (1991). Mindmapping: Your Personal Guide to Exploring Creativity and Problem-Solving. Berkley; Reissue edition. Yunus, M. M., & Chien, C. H. (2016). The Use of Mind Mapping Strategy in Malaysian University English Test (MUET) Writing. Creative Education, 76, 619–662.

En este testimonio, presentado ante el Comité Judicial de la Cámara de Diputados de los Estados Unidos, Michael J. Glennon se ocupa de la opinión de la Suprema Corte de los Estados Unidos en Los Estados Unidos vs. Alvarez-Machain. Sostiene que, en contra de lo que popularmente se cree, la opinión de la Suprema Corte no sostiene que el secuestro patrocinado por el gobierno esté permitido por la ley internacional; resulta claro que no lo es. Señala que la Suprema Corte simplemente se ocupó de si está o no permitido el llevar a juicio por una ofensa criminal a un reo que fue secuestrado, lo que no está prohibido ni por la ley internacional ni por la ley constitucional de los Estados Unidos. No obstante, exhorta al Congreso a prohibir semejante práctica.

The object of this research is a totem symbol in decorative tradition of the peoples of pre-Columbian America. The subject of this research is the images of jaguar in the art of the Aztecs of Mesoamerica. The images of a human and jaguar are captured on the metal, stone and clay artifacts of pre-Columbian civilizations that are available to the public in Mexico City National Museum of Anthropology, Peruvian Museum of the Nation in Lima, Metropolitan Museum of Art in New York, and Smithsonian National Museum of Natural History in Washington, D. C. The research methodology is based on compilation of the results of fundamental research of the leading scholars of North American School of Anthropology. The article conduct a general systematization and brief analytics of scientific records on the specificity of Mesoamerican decorative tradition of totem symbols throughout an extensive period of time: 1500 BC – 400 AD (Olmec Civilization), III century BC – VII century AD (Teotihuacan Civilization), 900 BC – 200 AD (Chavín Civilization), 750 BC – 100 AD (Paracas Civilization), 2300 – 1200 BC (Kotosh Civilization), 1250 – 1470 AD (Chimú Civilization). The presented materials substantiate the thesis that jaguar as a totem symbol carried out the functions of unification and identification of ethnoses of Mesoamerica, reflecting relevant sociocultural trends at various stages of anthropogenesis. The novelty of this work consists in scientific systematization of the facts that the nuances of fusion of the images of human and jaguar in art objects of Aztec culture reflect a harmonious or turbulent frame of mind in pre-Columbian era.

A Review of: Fidel, R., Davies, R. K., Douglass, M. H., Holder, J. K., Hopkins, C. J., Kushner, E. J.,…. Toney, C. D. (1999). A visit to the information mall: Web searching behavior of high school students. Journal of the American Society for Information Science, 50(1), 24-37. http://dx.doi.org/10.1002/(SICI)1097-4571(1999)50:13.0.CO;2-W Abstract Objective – The research study aimed to discover high school students’ information searching behaviour on the Web and suggest Web changes that would benefit student learning. This study was conducted in 1999, seven years after the Internet was publicly available and on the cusp of Web 2.0. Design – Field study with class observations, students thinking aloud at their terminals, and interviews with the students after their searching. The study’s duration was three class searching sessions. Setting – West Seattle High School in Seattle, Washington. This school had a diverse population of students, with 50% students of color and many of these students first generation to finish high school. Due to a grant from Microsoft, West Seattle had operational four computer labs. Subjects – Eleventh and twelfth graders in a horticulture class. There were eight student participants, six males and two females. Five of these students were in 12th grade and three were in 11th grade. The teacher for this class, the school librarian, and the principal of West Seattle High School were also interviewed for this project. Methods – Qualitative, case-study method was used with controlled comparison. Team members observed the students while they searched and wrote down descriptions of the students’ searching methods. After the three observation sessions and interviews with the students, team members wrote up a case study for each student. The students’ think-aloud audio, along with all the interviews conducted, were recorded. This type of method can be considered an early version of usability testing and user experience studies, a field that has grown tremendously since 1999. Main Results – While each student observed had a different relationship with the Web and training on how to use it, similar searching strategies emerged from all participants. These strategies included focused searching, swift and flexible searching when results were not immediately found, using a webpage as a landmark to return to while searching, starting a new search, and asking for help when needed. It should be noted that focused searching along with the swift, flexible searching were strategies influenced by student motivation to complete their homework assignment as quickly as possible. The team noted exploration of the Web was kept to a minimum and this was due to the parameters of the assignment. Team members also identified similar frustrations and joys from the students when searching the Web. The study identified three steps that should be taken to help students more effectively navigate the Web. The steps included an increase in formal teaching on Web searching, embedded support in the Web to help students search, and relying on graphics to strengthen a Web experience. Conclusion – Authors noted the possibilities the World Wide Web has to offer, especially in a school context. However, in order to fully maximize those possibilities, the Web needs to take into account user experiences and information seeking behaviour, along with an increase in training on how to use the Web.

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>* </span><span>A previous versions of this article was published in C. James Newlan’s journal, T</span><span>HE </span><span>S</span><span>OCIAL </span><span>C</span><span>RITIC</span><span>, </span><span>as Ellis Washington, </span><span>Excluding the Exclusionary Rule</span><span>, 3 T</span><span>HE </span><span>S</span><span>OC</span><span>. C</span><span>RITIC </span><span>(1998), and in E</span><span>LLIS </span><span>W</span><span>ASHINGTON</span><span>, T</span><span>HE </span><span>I</span><span>NSEPARABILITY OF </span><span>L</span><span>AW AND </span><span>M</span><span>ORALITY</span><span>: T</span><span>HE </span><span>C</span><span>ONSTITUTION</span><span>, N</span><span>ATURAL </span><span>L</span><span>AW AND THE </span><span>R</span><span>ULE OF </span><span>L</span><span>AW </span><span>16-28 (2002) [</span><span>hereinafter </span><span>W</span><span>ASHINGTON</span><span>, I</span><span>NSEPARABILITY OF </span><span>L</span><span>AW AND </span><span>M</span><span>ORALITY</span><span>]. For a comprehensive legal and historical analysis regarding the integration of the rule of law, jurispru- dence, and society in modern times, </span><span>see generally </span><span>Ellis Washington, </span><span>Reply to Judge Richard A. Posner on the Inseparability of Law and Morality</span><span>, 3 R</span><span>UTGERS </span><span>J. L. &amp; R</span><span>ELIG</span><span>. 1 (2001-2002); </span><span>The Nuremberg Trials: The Death of the Rule of Law </span><span>(In International Law), 49 L</span><span>OY</span><span>. L. R</span><span>EV</span><span>. 471-518 (2003). </span></p><p><span>** </span><span>Ellis Washington, DePauw University; B.A. 1983, University of Michigan; M.M. 1986, John Marshall Law School; J.D. 1994. The author an editor at the U</span><span>NIVERSITY OF </span><span>M</span><span>ICHIGAN </span><span>L</span><span>AW </span><span>R</span><span>EVIEW </span><span>and a law clerk for the Rutherford Institute. He was a faculty member at Davenport University and member of the Board of Visitors at Ave Maria School of Law. Currently, Mr. Washington is a freelance writer and lecturer at high schools, universities, and law schools throughout America specializing in the history of law, legal and political philosophy, jurisprudence, constitutional law, critical race theory, and legal feminist theory. He also teaches composition at Lansing Community College. In addition to numerous articles, he has published three books: T</span><span>HE </span><span>D</span><span>EVIL IS IN THE </span><span>D</span><span>ETAILS</span><span>: E</span><span>SSAYS ON </span><span>L</span><span>AW</span><span>, R</span><span>ACE</span><span>, P</span><span>OLITICS AND </span><span>R</span><span>ELIGION </span><span>(1999); B</span><span>EYOND </span><span>T</span><span>HE </span><span>V</span><span>EIL</span><span>: E</span><span>SSAYS IN THE </span><span>D</span><span>IALECTICAL </span><span>S</span><span>TYLE OF </span><span>S</span><span>OCRATES </span><span>(2000, 2004); T</span><span>HE </span><span>I</span><span>NSEPRABILITY OF </span><span>L</span><span>AW AND </span><span>M</span><span>ORALITY</span><span>: T</span><span>HE </span><span>C</span><span>ONSTITUTION</span><span>, N</span><span>ATURAL </span><span>L</span><span>AW AND THE </span><span>R</span><span>ULE OF </span><span>L</span><span>AW </span><span>(2002). His article, </span><span>The Nuremberg Trials: The Death of the Rule of Law (In International Law)</span><span>, 49 L</span><span>OY</span><span>. L. R</span><span>EV</span><span>. 471-518 (2003), has received both national and international recognition and has been accepted into many prestigious archives and collections including–Chambers Library of the Supreme Court of the United States, State Museum of Auschwitz-Birkenau, The Simon Wiesenthal Center, The U.S. Holocaust Memorial Museum, The Elie Wiesel Foundation for Humanity. </span></p><p><span>*Exceeding gratitude to my friend, attorney Che Ali Karega (a.k.a. “Machiavelli”) for his antagonism, advice, ideas, source materials, and inspiration. To Arthur LaBrew, musicologist and historian, founder Michigan Music Research Center (Detroit), for his prescient comments and attention to detail on earlier drafts of the Article. To C. James Newlan, publisher of the Journal, T</span><span>HE </span><span>S</span><span>OCIAL </span><span>C</span><span>RITIC</span><span>, for being my friend, my first publisher, an intellectual, a visionary, and the first person to believe that I had ideas worthy to be published and read. </span></p></div></div></div>

Alsa, A. (2014). Pendekatan kualitatif dan kuantitatif serta kombinasinya dalam penelitian psikologi. Cetakan V. Yogyakarta: Pustaka Pelajar.Badan Koordinasi Keluraga Berencana Nasional (BKKBN). (2011). Kajian profil penduduk remaja (10-24 tahun): Ada apa dengan remaja. Policy Brief Puslitbang Kependudukan. Retrieved fromhttp://www.depkes.go.id/resources/download/pusdatin/infodatin/infodatin%20reproduksi%20remaja-ed.pdfBadan Pusat Statistik (BPS). (2012). Survei demografi dan kesehatan Indonesia 2012. Kesehatan Reproduksi remaja. Jakarta: Kementerian Kesehatan Jakarta. Retrieved from http://www.bkkbn.go.id/litbang/pusdu/Hasil%20Penelitian/SDKI%202012/Laporan%20Pendahuluan%20REMAJA%20SDKI%202012.pdfBadan Pusat Statistik Provinsi D.I. Yogyakarta. (2015). Statistik politik dan keamanan Provinsi Daerah Istimewa Yogyakarta. Yogyakarta: Badan Pusat Statistik.Baumrind, D., Larzele, R. E., & Owens, E. B. (2010). 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Camelina or false flax (Camelina sativa), of the Brassicaceae, is an annual flowering plant native to Europe and Central Asia where it is grown commercially as an oilseed crop. At the end of May 2012, symptoms of downy mildew were observed on camelina plants grown in the Savinja Valley in Slovenia. The disease was found in four monitored fields (total area 3 ha), and the incidence ranged from 2 to 38% depending on the variety. Symptomatic plants showed whitish, abundant, and fluffy mycelia covering the stems, flowers, seed pods, and undersides of the leaves. The disease mainly affected the upper half of the plants, and the stems were reduced and distorted. During disease progression, the mycelium turned from gray to black. Microscopic observations revealed hyaline, straight conidiophores that were branched monopodially (3 to 4 times) with 6 to 12 re-curved tips/branch, and measured 140 to 300 × 12 to 20 μm. Conidia were hyaline, oval to broadly ellipsoidal, 24 to 29 × 18 to 24 μm. Oospores formed in necrotic stem and leaf tissues were dark brown and measured 30 to 38 μm in diameter. Based on these morphological characteristics, the causal agent was identified as Hyaloperonospora camelinae (1,3,4,5). DNA was extracted from mycelium and conidia collected from infected plants in two fields in the Savinja Valley (1HpC and 2HpC). Nuclear internal transcribed spacer (ITS) regions of ribosomal DNA (rDNA) were amplified by PCR assay from two isolates using the universal primers ITS4 and ITS5, and sequenced. Both samples yielded a 781-bp sequence, which showed 100% identity to H. camelinae ITS sequence JX445136 in GenBank. The nucleotide sequence was assigned to GenBank Accession No. KJ768405. Pathogenicity was confirmed by spraying 25 3-week-old plants of C. sativa cv. Ligena planted in pots (5 plants/pot) with a conidial suspension (105 conidia/ml) obtained from 10 infected plants of the same variety collected from the field 1HpC. Inoculated plants were covered with polyethylene bags for 2 days to maintain high humidity, and incubated at 20°C with a 12-h photoperiod/day in a growth chamber. Downy mildew symptoms first developed on leaves 6 days after inoculation. An additional 25 control plants sprayed with sterilized distilled water and otherwise treated similarly to the inoculated plants developed no symptoms. The identity of the pathogen on the inoculated plants as H. camelinae was confirmed based on the morphological features described above. Downy mildew of false flax caused by H. camelinae has been reported in Europe from Austria, Bulgaria, Germany, Poland, Portugal, Spain, and Switzerland (2); and in the United States from Florida, Oregon, Minnesota, Montana, Nebraska, and Washington (1,3,4,5). To the best of our knowledge, this is the first report of downy mildew caused by H. camelinae on C. sativa in Slovenia. The representative samples were deposited in the phytopatological herbarium of the Slovenian Institute of Hop Research and Brewing. References: (1) E. M. Babiker et al. Plant Dis. 96:1670, 2012. (2) D. F. Farr and A. Y. Rossman, Fungal Databases, Syst. Mycol. Microbiol. Lab. Retrieved from http://nt.ars-grin.gov/fungaldatabases/ . (3) R. M. Harveson et al. Plant Health Progress. doi: 10.1094/PHP-2011-1014-01-BR, 2011. (4) M. L. Putnam et al. Plant Health Progress. doi: 10.1094/PHP-2009-0910-01-BR, 2009. (5) P. Srivastava et al. Plant Dis. 96:1692, 2012.

e4139111This article features schools and school districts with successful induction programs, all easily replicable. Increasingly, research confirms that teacher and teaching quality are the most powerful predictors of student success. In short, principals ensure higher student achievement by assuring better teaching. To do this, effective administrators have a new teacher induction program available for all newly hired teachers, which then seamlessly becomes part of the lifelong, sustained professional development program for the district or school. What keeps a good teacher are structured, sustained, intensive professional development programs that allow new teachers to observe others, to be observed by others, and to be part of networks or study groups where all teachers share together, grow together, and learn to respect each other’s work.ResumoEste artigo apresenta escolas e distritos escolares com programas bem sucedidos de indução, todos facilmente replicáveis. Cada vez mais, a pesquisa confirma que o professor e a qualidade do ensino são os mais poderosos preditores do sucesso do aluno. Em suma, os diretores garantem maior desempenho dos alunos, garantindo melhor ensino. Para fazer isso, os administradores eficazes têm um novo programa de indução de professores disponível para todos os professores recém-contratados, que então se torna parte do programa de desenvolvimento profissional sustentado ao longo da vida para o distrito ou escola. O que mantém um bom professor são programas estruturados, constantes e intensivos de desenvolvimento profissional que permitem que os novos professores observem outros, sejam observados por outros e façam parte de redes ou grupos de estudo onde todos os professores compartilham juntos, crescem juntos e aprendem a respeitar o trabalho um do outro.Tradução do original WONG, Harry K. “Induction Programs That Keep New Teachers Teaching and Improving”. NASSP Bulletin – Vol. 88 No 638 March 2004. © Harry K. Wong Publications, Inc. por Adriana Teixeira Reis.Palavras-chave: Programas de indução, Professor iniciante, Desenvolvimento profissional docente.Keywords: Induction programs, Beginner teacher, Teacher professional development.ReferencesALLINGTON, R. (2003). The six ts of effective elementary literacy instruction. Retrieved from www.readingrockets.org / article.php?ID=413.BREAUX, A., & WONG, H. (2003). New teacher induction: How to train, support, and retain new teachers. Mountain View, CA: Harry K. Wong Publications.BRITTON, E., PAINE, L., PIMM, D., & RAIZEN, S. (Eds.). (2003). Comprehensive teacher induction: Systems for early career learning. State: Kluwer Academic Publishers and WestEd.CROSS, C. T., & RIGDEN, D. W. (2002, April). Improving teacher quality [Electronic version]. American School Board Journal, 189(4), 24–27.DARLING-HAMMOND, L., & SYKES, G. (2003). Wanted: A national teacher sup- ply policy for education: The right way to meet the “highly qualified teacher” challenge. 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Re- trieved June 26, 2002, from www.ncrel.org / policy/ pubs / html / strategy/ index.htmlHASSEL, E. (1999). Professional development: Learning from the best. Naperville, IL: North Central Regional Educational Laboratory.HIEBERT, H., GALLIMORE, R., & STIGLER, J. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.JOHNSON, S., & BIRKELAND, S. (2003). Pursuing a sense of success: New teach- ers explain their career decisions. American Educational Research Journal, 40(3), 581–617.JOHNSON, S. M., & KARDOS, S. M. (2002). Keeping new teachers in mind. Educational Leadership, 59(6), 13–16.KARDOS, S. (2003, April). Integrated professional culture: Exploring new teachers’ experiences in 4 states. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.LEHMAN, P. (2003, November 26). Ten steps to school reform at bargain prices. Education Week, 23(13), 36, 28.LIU, E. (2003, April). New teachers’ experiences of hiring: Preliminary findings from a 4-state study. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.MARTIN, S. (2003, March). From the ground up: Building your own university. Paper presented at the annual meeting of the Association of Supervision and Curriculum Development, San Francisco, CA.NORTH CAROLINA TEACHING FELLOWS COMMISSION. (1995). Keeping talented teach- ers. Raleigh, NC: Public School Forum of North Carolina.PALOMBO, M. (2003). A network that puts the net to work. Journal of Staff Development, 24(1), 24–28.ROTHMAN, R. (2002 / 2003). Transforming high schools into small learning communities. Challenge Journal, 6(2), 1–8.SANDERS, W. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research & Assessment Center.SAPHIER, J., FREEDMAN, S., & ASCHHEIM, B. (2001). 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The government is attempting to obtain the access of Early Childhood Education pro- grams providing educational assistance. Unfortunately, the government has spent funds to calculate the unit costs that should not occur in the real world of education. In consequence, the aims of this study are to (1) calculate the amount of operational unit costs for Early Childhood Education pro- grams, and (2) enumerate variations and projections of the amount of the operational unit costs in Early Childhood Education programs by region category. This study uses quantitative data with pop- ulation of all Early Childhood Education institutions in Indonesia. The unit of analysis of this re- search is Early Childhood Education institutions consisting of kindergarten, Playgroup, Daycare, and ECCD units. The findings are that the highest operating unit cost is in TPA because there is a full day of service. Next is a Kindergarten institution because at this institution already has a special curriculum to prepare the child proceed to the level of basic education. Then the unit cost is the highest area in the eastern region. Recommendation in determining the amount of financial assistance it is necessary to consider the amount of operational unit costs so that the purpose of providing fi- nancial assistance is to improve access and quality can be achieved. Keywords: Early Childhood Education, Operational Unit Cost, Fund Aid Reference Afmansyah, T. H. (2019). Efektifitas Dan Efisiensi Pembiayaan Pendidikan. INA-Rxiv Paper. https://doi.org/10.31227/osf.io/5ysw4 Akdon. (2015). Manajemen Pembiayaan Pendidikan. Bandung: PT Remaja Rosdakarya. Aos, S., & Pennucci, A. (2013). K–12 CLASS SIZE REDUCTIONS AND STUDENT OUTCOMES: A REVIEW OF THE EVIDENCE AND BENEFIT–COST ANALYSIS. Washington State Institute for Public Policy, (13), 1–12. Azhari, U. L., & Kurniady, D. A. (2016). Manajemen Pembiayaan Pendidikan, Fasilitas Pembelajaran, Dan Mutu Sekolah. Jurnal Administrasi Pendidikan, 23(2). Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Bijanto. (2018). Mengakreditasi PAUD dan PNF. Retrieved from https://banpaudpnf.kemdikbud.go.id/berita/mengakreditasi-paud-dan-pnf Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A., Nakajima, N., & Pradhan, M. (2017). The role of preschool quality in promoting child development: evidence from rural Indonesia*. European Early Childhood Education Research Journal, 25(4), 483–505. https://doi.org/10.1080/1350293X.2017.1331062 Campbell-Barr, V. (2019). Interpretations of child centred practice in early childhood education and care. Compare, 49(2), 249–265. https://doi.org/10.1080/03057925.2017.1401452 Chandrawaty, Ndari, S. S., Mujtaba, I., & Ananto, M. C. (2019). Children’s Outdoor Activities and Parenting Style in Children’s Social Skill. Jurnal Pendidikan Usia Dini, 13(November), 217–231. https://doi.org/https://doi.org/10.21009/JPUD.132.02 Chrystiana, N., & Alip, M. (2014). Komponen Biaya Dan Biaya Satuan Operasi Pendidikan Taman Kanak-Kanak (Studi Kasus Di 3 Taman Kanak-Kanak). Jurnal Akuntabilitas Manajemen Pendidikan, 2(1), 70–80. https://doi.org/10.21831/amp.v2i1.2410 Denboba, A., Hasan, A., & Wodon, Q. (2015). Early Childhood Education and Development in Indonesia. In World Bank http://ideas.repec.org/b/wbk/wbpubs/22376.html Publications. Retrieved from Firdaus, N. M., & Ansori, A. (2019). Optimizing Management of Early Childhood Education in Community Empowerment. Journal of Nonformal Education, 5(1), 89–96. https://doi.org/10.15294/jne.v5i1.18532 Harris, D. N. (2009). Toward policy-relevant benchmarks for interpreting effect sizes: Combining effects with costs. 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This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field testing stage. Keywords: map literacy, social studies learning, spatial thinking References Abbasnasab, S., Rashid, M., & Saad, M. (2012). Knowledge with Professional Practice A Sociocultural Perspective on Assessment for Learning : The Case of a Malaysian Primary School ESL Context, 66, 343–353. http://doi.org/10.1016/j.sbspro.2012.11.277 Adeyemi, S. B., & Cishe, E. N. (2015). Effects of Cooperative and Individualistic Learning Strategies on Students’ Map Reading and Interpretation. International Journal of Arts & Sciences, 8(7), 383–395. Bednarz, S. W., Acheson, G., & Bednarz, R. S. (2006). Maps and Map Learning in Social Studies. Social Education, 70(7), 398–404. http://doi.org/10.4324/9780203841273 Brophy, J., & Alleman, J. (2009). Meaningful social studies for elementary students. Teachers and Teaching, 15(3), 357–376. http://doi.org/10.1080/13540600903056700 Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010). A Guide To Teaching Practice (5th ed.). London and New York: Rotledge. Churcher, K. M. A., Downs, E., & Tewksbury, D. (2014). “ Friending ” Vygotsky : A Social Constructivist P edagogy of Knowledge Building Through Classroom Social Media Use, 14(1), 33–50. Durmuş, Y. T. (2016). Effective Learning Environment Characteristics as a requirement of Constructivist Curricula: Teachers’ Needs and School Principals’ Views. International Journal of Instruction, 9(2), 183–198. http://doi.org/10.12973/iji.2016.9213a Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky ’ s Zone of Proximal Development ( ZPD ) in Teacher Education : ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences, 29(Iceepsy), 1549–1554. http://doi.org/10.1016/j.sbspro.2011.11.396 Gauvain, M. (1993). The Development of Spatial Thinking in Everyday Activity. Developmental Review, 13, 92–121. Hribar, G. C. (2015). Using Map-Based Investigations with Elementary Students. In ESRI Education GIS Conference (pp. 1–26). Huynh, N. T., & Sharpe, B. (2013). An Assessment Instrument to Measure Geospatial Thinking Expertise An Assessment Instrument to Measure Geospatial Thinking Expertise. Journal of Geography, 112(October 2014), 3–41. http://doi.org/10.1080/00221341.2012.682227 Ishikawa, T. (2012). Geospatial Thinking and Spatial Ability: An Empirical Examination of Knowledge and Reasoning in Geographical Science. The Professional Geographer, (July 2015), 121018062625002. http://doi.org/10.1080/00330124.2012.724350 Jessie A. (1951). Maps and Slow-Learners. Journal of Geography, 50:4, 145-149, DOI: 10.1080/00221345108982661 Jo, I., Bednarz, S., & Metoyer, S. (2010). Selecting and Designing Questions to Facilitate Spatial Thinking. The Geography Teacher, 7(2), 49–55. http://doi.org/10.1080/19338341.2010.510779 Joyce, B.R., Weil, M., & Calhoun, E. (2014). Models of Teaching (8th Ed). New Jersey: Pearson Education. Key, L.V., Bradley, J.A., & Bradley, K.A. (2010).Stimulating Instruction in Social Studies. The Social Studies, 101:3, 117-120, DOI: 10.1080/00377990903283932 Leinhardt, G., Stainton, C., & Bausmith, J. M. (1998). Constructing Maps Collaboratively. Journal of Geography, 97(1), 19–30. http://doi.org/10.1080/00221349808978821 Logan, J. R. (2012). Making a Place for Space: Spatial Thinking in Social Science. Annual Review of Sociology, 38(1), 507–524. http://doi.org/10.1146/annurev-soc-071811-145531 Logan, J. R., Zhang, W., & Xu, H. (2010). Applying spatial thinking in social science research. GeoJournal, 75(1), 15–27. http://doi.org/10.1007/s10708-010-9343-0 National Reseach Council. (2006). Learning to Think spatially. Washington, D.C.: The National Academic Press. Retrieved from www.nap.edu NCSS. (2016). A Vision of Powerful Teaching and Learning in the Social Studies, 80(3), 180–182. Saekhow, J. (2015). Steps of Cooperative Learning on Social Networking by Integrating Instructional Design based on Constructivist Approach. Procedia - Social and Behavioral Sciences, 197(February), 1740–1744. http://doi.org/10.1016/j.sbspro.2015.07.230 Uttal, D. H. (2000). Maps and spatial thinking: a two-way street. Developmental Science, 3(3), 283–286. http://doi.org/10.1111/1467-7687.00121 Verma, K. (2014). Geospatial Thinking of Undergraduate Students in Public Universities in The United States. Texas State University. Wiegand, P. (2006). Learning and Teaching with Maps. London and New York: Routledge Taylor & Francis Group. Retrieved from http://cataleg.udg.edu/record=b1373859~S10*cat

Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences This poster describes a multi-pronged effort to build a writing curriculum in Physics and other STEM fields at the George Washington University, USA. These efforts include curricular collaboration, a research study conducted by the Physicists and Writing Scholars, and external funding initiatives. This project first began as a curricular collaboration through our Writing in the Disciplines (WID) curriculum, initiated by observations among Physics faculty that undergraduate students lack Physics specific writing skills. Writing faculty responded to this observation by introducing Physics faculty to the idea that writing can and must be taught, that the genres of Physics can be taught by Physics faculty, and that a focus on the writing process can improve student writing. Our curricular goal was to demonstrate to faculty who are unfamiliar with writing studies that writing is a means to learn in Physics (Anderson et al., 2017). The first phase of our effort was to persuade Physics faculty that writing contributes to learning in Physics; we describe a collaboration between Physics and Writing faculty that developed assignments and made curricular interventions. This collaboration built upon scholarship in writing studies that argues genre instruction develops capacities and skills for student writing (Swales, 1990; Winsor, 1996). While genre is not a new concept in Writing Studies, for many Physics faculty the idea that they can teach – and have students learn – how to write in disciplinary genres is novel. Collaboration around curricular revisions enabled Writing and Physics faculty to teach students that learning how to write in a new genre is a skill that can be practiced (Ericsson, 2006; Kellogg & Whiteford, 2009). We developed a process for students to follow when faced with types of writing common to Physics, but potentially new to them, such as the abstract (written), lab research notebook (written), article summary (oral), letter to colleague (written), cover letter and resumé (written), elevator pitch (oral), proposal (written and oral), presentation on issues of ethics and equity in STEM (oral), research presentation (oral), poster (written), poster presentation (oral), final research report (written), and Symposium presentation (oral). The collaboration thus created pedagogical exchange between faculty as well as scholarly synergy between the disciplines of Physics and Writing Studies. Physics faculty have observed that the curricular collaboration has had measurable results for students. Physics student participation in the campus research day has increased dramatically. We attribute this rise partly to the increased, explicit attention in classroom settings to how to engage with Physics genres of writing, especially abstracts and research posters. While the collaboration successfully brought together a small but solid group of Writing and Physics faculty, it also raised questions about how to persuade a broader range of Physics faculty, and other science faculty, that teaching disciplinary genres can improve student writing, and that writing is a means of learning. Given that faculty in STEM disciplines find empirical research persuasive, our next step was to undertake a collaborative research project to measure the impact of the teaching of writing in Physics. The new curricular focus on genre asked students to conceptualize themselves as scientific writers in relation to specific Physics or STEM audiences. The collaborative research therefore investigates if teaching Physics genres improves writing and enables students to conceptualize themselves as emerging scientists engaged in professional communication (Poe et al., 2010; Winsor, 1996). Our longitudinal analysis of student writing in Physics evaluates writing from three sequenced courses, the first before faculty-developed genre assignments, and then after genre assignments. We developed a rubric that evaluates general outcomes – audience, genre, structure, style – and a rubric that evaluates specialized learning outcomes – acknowledgement of past scholarship, working with models, incorporating scholarship, articulation of research questions, working with graphs, and articulation of methods. Preliminary research analysis shows that explicitly teaching Physics genres increases student’s abilities to write successfully in Physics, enabling students to understand how knowledge is communicated persuasively to audiences. Our goal with this research is to show STEM faculty through research by Physicists and Writing Studies scholars that teaching writing socializes students into the discipline of Physics, leading them to identify as professional scientists (Allie et al, 2010; Gere et al., 2019). This increase is exemplified by the large number of students volunteering to present a poster during the University wide research day, giving them experience presenting to an educated audience outside of Physics. Thus, a combination of strategies – curricular collaboration and intervention, collaborative research from within the discipline of Physics, and successful external funding – are what demonstrate to scientists that teaching genre and teaching writing are central to science education. Based on this experience, our contribution is that shared pedagogical and research collaborations, and funding, are what make the knowledge of Writing Studies persuasive to scientists. We have seen success with these efforts. At George Washington, other STEM faculty have observed successes in the Physics curriculum, and have joined efforts to bring writing more explicitly into their curriculum. This year, we began a Writing in STEM symposium that has grown to include faculty in Chemistry, Systems Engineering, Mathematics, Geography, Mechanical Engineering, and other fields. We have also seen an uptick in STEM courses in the WID curriculum. The Physics and Writing research collaboration has led to a National Science Foundation (NSF) submission on genre, and an NSF award for a study of writing and engineering judgement, being conducted by Writing faculty and Systems Engineering faculty. References Allie, S., Armien, M.N., Burgoyne, N, Case, J.M., Collier-Reed, B.I, Craig, T.S., Deacon, A, Fraser, D.M.,Geyer, Z, Jacobs, C., Jawitz, J., Kloot, B., Kotta, L., Langdon, G., le Roux, K., Marshall, D, Mogashana,D., Shaw,C., Sheridan, G., & Wolmarans, N. (2009). Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education. European Journal of Engineering Education, 34(4), 359-367. https://doi.org/10.1080/03043790902989457 Anderson, P., Anson, C. M., Fish, T., Gonyea, R. M., Marshall, M., Menefee-Libey, W Charles Paine, C., Palucki Blake, L. & Weaver, S. (2017). How writing contributes to learning: new findings from a national study and their local application. Peer Review, 19(1), 4. Ericsson, K. A. (2009). The Influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt & A. M Williams (Eds.), The Cambridge handbook of expertise and expert performance (pp 685–705). Cambridge University Press. Gere, A. R., Limlamai, N., Wilson, E., Saylor, K., & Pugh, R. (2019). Writing and conceptual learning in science: an analysis of assignments. Written communication, 36(1), 99–135. https://doi.org/10.1177/0741088318804820 Kellogg, R., & Whiteford, A. (2009). Training advanced writing skills: the case for deliberate practice. Educational psychologist, 44(4), 250–266. https://doi.org/10.1080/00461520903213600 Poe, M., Lerner, N., & Craig, J. (2010). Learning to communicate in science and engineering: Case studies from MIT. MIT Press. Swales, J. (1990). Discourse analysis in professional contexts. Annual review of applied linguistics, 11, 103–114. Winsor, D. A.(1996) Writing like an engineer: A rhetorical education. Mahwah, NJ: Lawrence Erlbaum Associates.

This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models. The results showed that: children can understand the material given by the teacher, the child is more confident and has the initiative to find answers to the teacher's questions about science material, the child's curiosity increases to examine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting better. It was concluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated. Keywords: Inquiry approach, Learning model, Science Learning References Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104 Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 11–12. Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction: Assessing the inquiry level of classroom activities. The Science Teacher, 72(7), 30–33. Borowske, K. (2005). Curiosity and Motivation-to-Learn (hal. 346–350). Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington D.C.: National Academy Press. Buday, S. K., Stake, J. E., & Peterson, Z. D. (2012). Gender and The Choice of a Science Career: The Impact of Social Support and Possible Selves. Sex Roles. Diambil dari https://doi.org/10.1007/s11199-011-0015-4 Bustamance, S. A., White, J. L., & Grienfield, B. daryl. (2018). Approaches to learning and science education in Head Start: Examining bidirectionality. Early Childhood Science Quarterly. Caballero Garcia, P. A., & Diaz Rana, P. (2018). Inquiry-Based Learning: an Innovative Proposal for Early Childhood Education. Journal of Learning Styles, 11(22), 50–81. Cridge, B. J., & Cridhe, A. G. (2011). Evaluating How Universities Engage School Student with The Science: a Model Based on Analysis of The Literature. Australian University Review. Darmadi. (2017). Pengembangan Model dan Metode Pembelajaran dalam Dinamika Belajar Siswa. Yogyakarta: Deepublish. Doǧru, M., & Şeker, F. (2012). The effect of science activities on concept acquisition of age 5-6 children groups. Kuram ve Uygulamada Egitim Bilimleri, 12(SUPPL. 4), 3011–3024. Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a Falloon, G. (2019). Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers & Education, 135(March), 138–159. https://doi.org/10.1016/j.compedu.2019.03.001 Gerli Silm, Tiitsaar, K., Pedaste, M., Zacharia, Z. C., & Papaevripidou, M. (2015). Teachers’ Readiness to Use Inquiry-based Learning: An Investigation of Teachers’ Sense of Efficacy and Attitudes toward Inquiry-based Learning. International Council of Association for Science Eduacation, 28(4), 315–325. Ginsburg, H. P., & Golbeck, S. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19(1), 190–200. Gross, C. M. (2012). Science concepts young children learn through water play. Dimensions of Early Childhood, 40(2), 3–11. Diambil dari http://www.proxy.its.virginia.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=78303868&site=ehost-live&scope=site Guo, Y., Piasta, S. B., & Bowles, R. P. (2015). Exploring Preschool Children’s Science Content Knowledge. Early Education and Development, 26(1), 125–146. https://doi.org/10.1080/10409289.2015.968240 Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children’s interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190–196. https://doi.org/10.1016/j.kjss.2017.05.001 Jirout, J. J. (2011). Curiosity and the Development of Question Generation Skills, (1994), 27–30. Justice, L. M., & Kaderavek, J. (2004). Embedded-explicit emergent literacy I: Background and description of approach. Language, Speech, and Hearing Services in Schools, 35, 201–211. Lind, K. K. (1998). Science in Early Childhood: Developing and Acquring Fundamental Concepts and Skills. Retrieved from ERIC (ED418777), 85. Diambil dari http://files.eric.ed.gov/fulltext/ED418777.pdf Lind, K. K. (2005). Exploring science in early childhood. (4 ed.). New York: Thomson Delmar Learning. Lindholm, M. (2018). Promoting Curiosity ? Possibilities and Pitfalls in Science Education, (1), 987–1002. Lu, S., & Liu, Y. (2017). Integrating augmented reality technology to enhance children ’ s learning in marine education, 4622(November), 525–541. https://doi.org/10.1080/13504622.2014.911247 Lukas, M. (2015). Parental Involvement of Occupational Education for Their Children. International Multidicilinary Scientific Cocerence on Social Science and Arts. Maltese, A. V, & Tai, R. H. (2011). Pipeline Persistence; Examining The Association of Educational with Earn Degrees i STEM Among US Students. Science Education. Nugent, G., Barker, B., Welsch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A Model of Factors Contributing to STEM Learning and Career Orientation. International Journal of Science Education. Pluck, G., & Johnson, H. L. (2011). Stimulating curiosity to enhance learning. Reiser, B. J. (2004). 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The Vale Sonhar Project was inserted in São Paulo´s state curriculum in 2008. Its activities were included in the first grade high school Biology´s program. This article aims to analyze this material´s contribution to the emancipatory practice in basic education from the realization of the educational kit´s workshops with a first grade high school class, during Biology classes. Then, limits were pointed out and changes were proposed as a way to overcome the difficulties encountered and to amplify the formative potential of this didactic action. The Vale Sonhar Project is an important curricular space for the subject; however it presents limitations such as the long time necessary for its execution which impacts on the decrease of the playful aspect and unfeasibility in a context of extensive curricula and few weekly Biology classes. The insertion of the psychological and sociocultural dimensions importance in the workshops was perceived, the absence of Sexually Transmitted Infections mention was questioned and notes were made for some issues in the proposed activities. In this sense, some changes in the workshops were suggested, besides the pregnancy prevention, in order to talk about topics that were not addressed in this material such as life project design, prevention of Sexually Transmitted Infections, diversity and sexual violence. Therefore it is hoped the provision of resources so that Biology teachers include in their classes The Vale Sonhar Project, working sex education with their students in a comprehensive way also achieving psychological and sociocultural aspects and an effective reflection of their life projects.ResumoO Projeto Vale Sonhar foi inserido no Currículo do Estado de São Paulo em 2008 e teve suas atividades incluídas no material didático de Biologia de primeiro ano do ensino médio. Este artigo tem como objetivo analisar a contribuição deste material para a prática de Educação Sexual Emancipatória na Educação Básica, a partir da realização das oficinas do kit educativo, com uma turma de 1º ano do Ensino Médio, durante as aulas de Biologia. Em seguida, pretende-se apontar limites e propor alterações como forma de superar as dificuldades encontradas e ampliar o potencial formativo desta ação didática. O Projeto Vale Sonhar constituía um importante espaço curricular destinado à temática, no entanto, apresenta limitações como o longo tempo necessário para sua execução, que impacta na diminuição do aspecto lúdico e inviabilidade em um contexto de currículos extensos e poucas aulas semanais de Biologia. Percebemos a importância da inserção das dimensões psicológicas e socioculturais nas oficinas, questionamos a ausência de menção às Infecções Sexualmente Transmissíveis (IST) e apontamos para alguns problemas nas atividades propostas. Neste sentido, sugerimos algumas alterações nas oficinas, buscando trabalhar, além da prevenção da gravidez, temas que não eram abordados neste material, como elaboração do projeto de vida, a prevenção de IST, diversidade e violência sexual. Esperamos, assim, oferecer recursos para que os docentes de Biologia incluam em suas aulas o Projeto Vale Sonhar, trabalhando a Educação Sexual com seus alunos de forma integral, contemplando também aspectos psicológicos e socioculturais e a reflexão sobre o projeto de vida.Palavras-chave: Material didático, Educação sexual, Gravidez na adolescência, Projeto de vida.Keywords: Educational Material, Sex education, Teen pregnancy, Life plan.ReferencesBARDIN, L. Análise de conteúdo. Lisboa: Edições 70. 1977, 223 p.BELO, M. A. V.; SILVA, J. P. Conhecimento, atitude e prática sobre métodos anticoncepcionais entre adolescentes gestantes. Revista de Saúde Pública, 38 (4), 479-486. 2004.BONFIM, C. Desnudando a educação sexual. 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Paideia, 20(45), 123-131. 2010. http://dx.doi.org/10.1590/S0103-863X2010000100015 FIGUEIRÓ, M. N. D. Educação sexual: como ensinar no espaço da escola. Revista Linhas, 7 (1), 1-21. 2006.FIGUEIRÓ, M. N. D. Formação de educadores sexuais: adiar não é mais possível. 2. ed. Londrina: Eduel. 2014. 400p.FURLANI, J. Educação sexual na sala de aula: relações de gênero, orientação sexual e igualdade étnico-racial numa proposta de respeito às diferenças. Belo Horizonte: Autêntica Editora. 2011. 192p.GIORDANO, M. V.; GIORDANO, L. A. Contracepção na Adolescência. Adolescência & Saúde, 6 (4), 11-16. 2009.GREENBERG, J. S.; BRUESS, C. E.; OSWALT, S. B. Exploring the dimensions of human sexuality. 5. ed. Burlington: Jones & Bartlett Learning. 2014. 793p.KAPLAN. Vale Sonhar. (2016). Disponível em: <http://kaplan.org.br/institucional/sec/vale-sonhar>. Acesso em: 17 de outubro de 2019.LEÃO, A. M. C.; RIBEIRO, P. R. M.; BEDIN, R. C. Sexualidade e orientação sexual na escola em foco: algumas reflexões sobre a formação de professores. Linhas, 11(1), 36-52. 2010.MELO, S. M. M. Educação e Sexualidade: caderno pedagógico. 2.ed. Florianópolis: UDESC/CEAD/UAB. 2011.NASCIMENTO, I. P. Projeto de vida de adolescentes do ensino médio: um estudo psicossocial sobre suas representações. Imaginario,12 (12), 55-80. 2006.NUNES, C.; SILVA, E. A educação sexual da criança: subsídios teóricos e propostas práticas para uma abordagem da sexualidade para além da transversalidade. Campinas: Autores Associados. 2006. 144p.OPS; UNFPA; UNICEF. Acelerar el progreso hacia la reducción del embarazo en la adolescencia en América Latina y el Caribe. Informe de consulta técnica. (29-30 agosto 2016, Washington, D.C., EE. UU.). 2018. 56p.PRIOTTO, E. P. Dinâmicas de grupo para adolescentes. 7. ed. Petrópolis: Vozes. 2013. 312p.VALE SONHAR: Livro do professor. Instituto Kaplan. Vários autores; coordenação Maria Helena Brandão Vilela. São Paulo: Trilha Educacional, 2007.VIEIRA-ANTONIASSI, P.; MIRANDA, M. A. G. C. de. O professor de Biologia e o Projeto Vale Sonhar: limites e possibilidades em uma perspectiva emancipatória da educação sexual. Anais [do] III CONGRESSO NACIONAL DE FORMAÇÃO DE PROFESSORES e do XIII CONGRESSO ESTADUAL PAULISTA SOBRE FORMAÇÃO DE EDUCADORES: por uma revolução no campo da formação de professores. UNESP/Prograd, v. 3, p. 3942-3953, 2016.WEREBE, M. J. G. Sexualidade, Política e Educação. Campinas: Autores Associados. 1998. 218p.YAZLLE, M. E. H. D. Gravidez na adolescência. Revista Brasileira de Ginecologia e Obstetrícia, 28 (8), 443-445. 2006.e3801101

This article presents a consideration of the problem of discourse representation of pedagogic dialogue in teacher-learner interactions. The functional parameters inherent in the pedagogical process condition an understanding of pedagogic dialogue as a personality-centered type of communication based on the principles of value oriented treatment, alterocentrism, personal inclusion, metaposition of the teacher, personal authenticity and thereby distinguished from the liberal and democratic paradigm. As a special challenge for this study there has been elaborated a scheme of dialogic discourse specified in corresponding discourse patterns, markers and speech acts. The focus is made on those discourse elements featuring the principles of pedagogic dialogue. In the course of inclusive observation conducted on the basis of this scheme there were determined three basic communication styles featuring different levels of communicative disposition: dialogic, semi-dialogic and monologic. The statistics reveal comparatively low percentage of young teachers possessing dialogic dispositions and strategies in pedagogic communication which calls for certain alterations in the system of teacher training as well as personality development of future educators. References Балл Г. А. Современный гуманизм и его диалогические универсалии / Г. А. Балл //Гуманітарні науки. – 2001. - № 2. – С. 4–10.Ball, G. (2001). Sovremennyi gumanism i ego dialogicheskiye universaliyi [Modernhumanism and its dialogic universal statements]. Gumanitarni Nauky, 2, 4–10. Бахтин М. М. Эстетика словесного творчества / М. М. Бахтин. – М.: Искусство, 1979.Bakhtin, M. M. (1979). Estetika Slovesnogo Tvorchestva [Aesthetics of Verbal Art].Moscow: Iskusstvo. Бубер М. Диалог // М. Бубер. Два образа веры. – М.: Республика, 1995. – С.158-232.Buber, M. (1995). Dialog. Dva obraza very. [Dialogue. Two images of faith]. Moscow:Respublika. Бирюкова Г. М. Специфика диалогических отношений в образовательном процессе[Электронный ресурс]. – Режим доступа: http://anthropology.ru/ru/ texts/biryukova/educdial_33.htmlBiriukova, G. Spetsifika dialogicheskih otnoshenij v obrazovatelnom protsesse. Retrievedfrom: http://anthropology.ru/ru/texts/biryukova/educdial_33.html Володько Н. В. Диалогическое общение как фактор преодоления дезадаптации ребенка кшколе: дисс….канд. псих. наук: 19.00.07 / Володько Наталия Валерьевна. – Н. Новгород,1999.Volodko, N. V. (1999). Dialogicheskoye obshcheniye kak factor preodoleniya dezadaptatsiirebionka k shkole [Dialogic communication as a factor of overcoming children'sdisadaptation to school]. NizhniyNovgorod. Каминская М. В. Методика экспертной оценки диалогического взаимодействия учителя иученика на уроке развивающего образования / М. В. Каминская. – М.: Изд-во “Про-Пресс”,2004.Kaminskaya, M. (2004). Metodika ekspertnoi otsenki dialogicheskogo vzaimodeistviyauchitelia i uchenika na uroke razvivayushchego obrazovaniya [Methodology of expertevaluation of dialogic teacher-learner interaction at a lesson of developmental education].Moscow: Pro-Press. Лабунская Н. А. Студент в диалоге с преподавателем [Электронный ресурс] /Н. А. Лабунская. – Режим доступа:http://anthropology.ru/ru/texts/labunsk/educdial_44.html Labunskaya, N. A. Student v dialoge s prepodavatelem. Retrieved from:http://anthropology.ru/ru/texts/labunsk/educdial_44.html Павлова Н.П. Интерактивный аспект дискурса: подходы к исследованию /Н. П. Павлова // Психологический журнал. – 2005. – Том 26. – №4. – С. 66 – 76.Pavlova, N. P. (2005). Interaknivnyi aspekt diskursa: podhody k issledovaniyu [Interactiveaspect of discourse: approaches to investigation], Psihologicheskiy zhurnal, 2005. Ушакова В. В. Педагогические условия формирования обобщенных конструктивныхумений у будущих педагогов профессионального обучения: дисс. … канд. пед. наук:13.00.08 / Ушакова Вероника Валерьевна. – Челябинск, 2003. – 248 с.Ushakova, V. V. (2003). Pedagogicheskiye usloviya [Pedagogic conditions of formation ofcomprehensive constructive abilities in future pedagogues of professional education].Cheliabinsk. Burbules, N. C. (2001). Theory and research on teaching as dialogue. Handbook ofResearch on Teaching, 4th Edition., Virginia Richardson, Ed. Washington, D. C:American Educational Research Association. 1102-1121. Sinclair, J.McH. and Coulthard, R.M. (1975). Towards an Analysis of Discourse. In: TheEnglish Used by Teachers and Pupils. (pp. 19-60). Oxford: Oxford University Press.

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). Seven Myths of STEM. 56(6), 64–67. Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: the teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099 Becker, K., & Park, K. (2011). Effects of integrative approaches among science , technology , engineering , and mathematics ( STEM ) subjects on students ’ learning : A preliminary meta-analysis. 12(5), 23–38. Berk, L. E. (2009). Child Development (8th ed.). Boston: Pearson Education. Can, B., Yildiz-Demirtas, V., & Altun, E. (2017). The Effect of Project-based Science Education Programme on Scientific Process Skills and Conception of Kindergargen Students. 16(3), 395–413. Casey, T., Robertson, J., Abel, J., Cairns, M., Caldwell, L., Campbell, K., … Robertson, T. (2016). Loose Parts Play. Edinburgh. Cheung, R. H. P. (2017). Teacher-directed versus child-centred : the challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 1366(January), 1–14. https://doi.org/10.1080/14681366.2016.1217253 Clements, D. H., & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75–94. Cloward Drown, K. (2014). Dramatic lay affordances of natural and manufactured outdoor settings for preschoolaged children. Dejarnette, N. K. (2018). Early Childhood Steam: Reflections From a Year of Steam Initiatives Implemented in a High-Needs Primary School. Education, 139(2), 96–112. DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337–1352. https://doi.org/10.1080/09500693.2010.495400 Dugger, W. E., & Naik, N. (2001). Clarifying Misconceptions between Technology Education and Educational Technology. The Technology Teacher, 61(1), 31–35. Eeuwijk, P. Van, & Zuzana, A. (2017). How to Conduct a Focus Group Discussion ( FGD ) Methodological Manual. Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 42(4), 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Fleer, M. (1998). The Preparation of Australian Teachers in Technology Education : Developing The Preparation of Australian Teachers in Technology Education : Developing Professionals Not Technicians. Asia-Pacific Journal of Teacher Education & Development, 1(2), 25–31. Freitas, H., Oliveira, M., Jenkins, M., & Popjoy, O. (1998). The focus group, a qualitative research method: Reviewing the theory, and providing guidelines to its planning. In ISRC, Merrick School of Business, University of Baltimore (MD, EUA)(Vol. 1). Gomes, J., & Fleer, M. (2019). The Development of a Scientific Motive : How Preschool Science and Home Play Reciprocally Contribute to Science Learning. Research in Science Education, 49(2), 613–634. https://doi.org/10.1007/s11165-017-9631-5 Goris, T., & Dyrenfurth, M. (n.d.). Students ’ Misconceptions in Science , Technology , and Engineering . Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Environmental Education, 6(3), 37. Hui, A. N. N., He, M. W. J., & Ye, S. S. (2015). Arts education and creativity enhancement in young children in Hong Kong. Educational Psychology, 35(3), 315–327. https://doi.org/10.1080/01443410.2013.875518 Jarvis, T., & Rennie, L. J. (1996). Perceptions about Technology Held by Primary Teachers in England. Research in Science & Technological Education, 14(1), 43–54. https://doi.org/10.1080/0263514960140104 Jeffers, O. (2004). How to Catch a Star. New York: Philomel Books. Kiewra, C., & Veselack, E. (2016). Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 4(1), 70–95. Kuh, L., Ponte, I., & Chau, C. (2013). The impact of a natural playscape installation on young children’s play behaviors. Children, Youth and Environments, 23(2), 49–77. Lachapelle, C. P., Cunningham, C. M., & Oh, Y. (2019). What is technology? Development and evaluation of a simple instrument for measuring children’s conceptions of technology. International Journal of Science Education, 41(2), 188–209. https://doi.org/10.1080/09500693.2018.1545101 Liamputtong. (2010). Focus Group Methodology : Introduction and History. In Focus Group MethodoloGy (pp. 1–14). Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lindeman, K. W., & Anderson, E. M. (2015). Using Blocks to Develop 21st Century Skills. 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Con el propósito de estudiar la organización de datos e identificar la diversidad de representaciones construidas en situación de exploración de datos auténticos, en un grupo de 56 estudiantes chilenos de tercer grado de primaria, se diseñó e implementó un plan de clases de estadística, en el que se solicitó a los estudiantes ordenar y organizar los datos para responder a un problema. Este artículo se centra en el estudio cualitativo de las representaciones de datos producidas por los estudiantes durante la implementación del plan de clases. La exploración de los datos realizada por los estudiantes sobre los alimentos que consumían en la escuela (“colaciones”), los llevó a elaborar representaciones de datos (listas, estado intermedio de esquema tabular y tabla de frecuencias). Se concluye que el contexto auténtico y la construcción de representaciones propias promovieron que los estudiantes construyeran preponderantemente listas (77%), aplicando con sentido la partición, la clase y el cardinal. Se sugiere incorporar explícitamente en la enseñanza el formato lista, como herramienta representacional y unidad básica de la tabla. Referencias Brizuela, B., y Alvarado, M. (2010). First graders' work on additive problems with the use of different notational tools. Revista IRICE, 21, 37-43. Recuperado a partir desde https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/v21n21a04 Brizuela, B., y Lara-Roth, S. (2002). Additive relations and function tables. Journal of Mathematical Behavior, 20(3), 309-319. https://doi.org/10.1016/S0732-3123(02)00076-7 Coutanson, B. (2010). La question de l’éducation statistique et de la formation de l’esprit statistique à l’école primaire en France. Étude exploratoire de quelques caractéristiques de situations inductrices d’un enseignement de la statistique au cycle III (Tesis doctoral). Université de Lyon, Francia. Recuperado desde https://tel.archives-ouvertes.fr/tel-00494338/ Dibble, E. (1997). The Interpretation of Tables and Graphs. Seattle, WA: University of Washington. Duval, R. (2003). Comment Analyser le Fonctionnement Representationnel des Tableaux et leur Diversite? Spirale -Revue de Recherches en Éducation-, 32, 7-31. Recuperado desde http://spirale-edu-revue.fr/IMG/pdf/1_Duval_Spi32F.pdf Estrella, S. (2014). El formato tabular: una revisión de literatura. Revista Actualidades Investigativas en Educación, 14(2), 1-23. Estrella, S., e Isoda, M. (2020). Suma Primero: manual del docente, 1° básico. Valparaíso: Ediciones Universitarias de Valparaíso. Estrella, S., Mena-Lorca, A., y Olfos, R. (2017). Naturaleza del objeto matemático “Tabla”. 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Bolema: Boletim de Educação Matemática, 32(62), 869-886. http://dx.doi.org/10.1590/1980-4415v32n62a06 Tukey, J. (1977). Exploratory data analysis. Reading, MA: Addison-Wesley. Wu, H., y Krajcik, J. (2006). Inscriptional Practices in Two Inquiry-Based Classrooms: A Case Study of Seventh Graders’ Use of Data Tables and Graphs. Journal of Research in Science Teaching, 43(1), 63-95. https://doi.org/10.1002/tea.20092 Financiamiento: Esta investigación se ha realizado dentro del proyecto subvencionado por Agencia Nacional de Investigación y Desarrollo (ANID) / FONDECYT 1200346 y Proyecto VRIE-PUCV 039.439/2020

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A Review of: Meyers, Eric M., Lisa P. Nathan, and Matthew L. Saxton. “Barriers to Information Seeking in School Libraries: Conflicts in Perceptions and Practice.” Information Research 12:2 (2007): paper 295. Objective – To study high school teacher-librarians and whether their actions and reactions are aligned with their perception of the role they play in creating an information seeking and learning environment. Design – Triangulation qualitative research undertaken over a 16 month period (Fall 2005 – 2007). Setting – Six high school libraries in the Puget Sound region of the state of Washington, United States. Subjects – Six teacher-librarians, each with a minimum of ten years experience and classroom teachers and students. This sample represented the range of school sizes, the rural, urban, and suburban mix, and the range of significant socioeconomic conditions (qualification for subsidized lunch and English as an additional language) in the region. Methods – Four interviews of one to two hours were held with each teacher-librarian during school hours. Initial interviews were recorded by hand and a set question protocol was used (and included in the appendix). Questions were asked about their professional background and training; their job duties, day to day activities and priorities; their perceptions as to how others (e.g., peers and administrators) support the library; the goals of their library’s services; how students use the library; and their critical assessment of their role. Subsequent interviews were undertaken within two days of a classroom visit to the library and also followed a set protocol of questions (Appendix D). The second set of interviews was audio recorded and transcribed. Two classroom teachers from each school were interviewed for 30 minutes and audio recorded using a set interview protocol (Appendix C) within two days of class participation in library instruction. Library observations ranging from two to three hours each occurred during a minimum of seven randomized times at each library. These observation sessions typically included class instructional sessions of thirty to ninety minutes. The observation protocols are described in an appendix to the study. Consistent note-taking, varying of observation times and days of week, use of triangulated methods, comparison of emergent themes with other studies, audio-taping interviews, inter-coder checks, analyzing data for observer effect, and a number of other approaches ensured validity. Kuhlthau’s theory of intermediation and Zone of Intervention was used as a theoretical framework to categorize the teacher-librarians’ perceptions of their roles and their observed activities. Harris and Dewdney’s principles of information seeking behaviour were used as an analytic framework to study the difference between the teacher-librarians’ perceptions of their roles and their observed practices. These five roles are organizer of information; expert in locating material; identifier and instructor of general sources; advisor of search strategy; and mediator in the process of constructing meaning (Kuhlthau). Main Results – The findings were framed in the six principles of information seeking (Harris & Dewdney) and were presented through use of narrative captured in both the observations and interviews. Principle 1: Information needs arise from the help-seeker’s situation. The high school students in the library to complete assignments about which the teacher-librarians were not apprised; therefore the teacher-librarians were unable to assist the students in meeting information needs. Principle 2: The decision to seek help or not seek help is affected by many factors. Principle 3: People tend to seek information that is most accessible. Issues of control were the greatest barrier to students’ successful information seeking behaviour. In the environments observed, the greatest balance of power was within the control of the teachers, including when and if the students would have access to the library, and whether the teacher-librarian would be informed of the assignment. Within the library facility, the teacher-librarians demonstrated a high need for control and power over the students’ activities and behaviour, and the students themselves had almost no power. Principle 4: People tend to first seek help or information from interpersonal sources, especially from people like themselves. Principle 5: Information seekers expect emotional support. The interpersonal style of each teacher-librarian had an affect on the nature of the students’ information seeking behaviour. The narratives demonstrated how the practices of staff, in particular, those actions that set expectations for student behaviour, had an affect on the actual information seeking activities undertaken by students. Principle 6: People follow habitual patterns in seeking information. The narrative used to recount the unsuccessful instruction and research session demonstrates that unless students are convinced of the reasons why they should change their approach, they will not change habitual patterns in seeking information. Students use familiar sources and their familiarity is with Google and Wikipedia. In order for them to understand why these sources alone are not adequate, the students would need to experience a situation that demonstrates this and would cause them to reconsider their habitual patterns. Conclusion – Students were not exposed to teacher-librarian behaviours and roles that would enable the development of information literacy skills. The absence of collaboration between teachers and teacher-librarians was detrimental to the support of students in their assigned tasks. Students were not able to carry out information seeking practices with any autonomy and were given no meaningful reason or evidence as to why they should consider different practices. The failure to recognize that students have information habits that must be validated in order to assist them in changing or establishing new information seeking behaviours was problematic. The adolescents’ need for affective support was negated and had consequences that affected their information seeking experience. These teacher-librarians perceive that they fulfill roles in support of information literacy learning, but their behaviours and actions contradict this perception. Teacher-librarians must be able to identify, analyze and change their behaviours and actions in order to better enable student achievement.

The text analyzes the transformation of the accreditation/evaluation) of higher education from a policy of the Evaluative State, in the ´80s, to a global policy with different modalities. Based on the concepts developed by Susan Robertson and Roger Dale in relation to the multi-scalar governance of higher education, it is shown the existence of accreditation policies at different scales, as well as the participation of different institutions and actors (international, private and non profit). The impact of the General Agreement on Trade and Services (GATS) in higher education, and specifically in evaluation/accreditation, generated policies such as global accreditation and regional accreditations. Also new institutions as accreditation agencies, and new strategies as guidelines for accreditation appeared, which are presented and analyzed in the text. It derives from a research, based on bibliography, documentary analysis and interviews with experts in internationalization and evaluation of higher education.ResumoO texto analisa a transformação da acreditação/avaliação da educação superior de uma política do Estado Avaliador na década de 1980 para uma política global desdobrada em diversas modalidades. A partir de conceitos desenvolvidos por Susan Robertson e Roger Dale acerca da governança multiescalar da educação, será mostrada a existência de políticas de avaliação em diversas escalas, assim como a participação de diversas instituições e atores (internacionais, privados e do terceiro setor). Mostra-se que o impacto do Acordo Geral de Comercio e Serviços (GATS) na educação superior e, especificamente na avaliação/acreditação, gerou políticas tais como o acreditador global e as acreditações regionais; e instituições como as agências de acreditação nacionais e/ou regionais e as redes dessas agências, que elaboram diretrizes apresentadas e analisadas no texto. Este é produto de pesquisa baseada em bibliografia, análise documental e entrevistas com especialistas em internacionalização e avaliação da educação superior.ResumenEl texto analiza la transformación de la acreditación/evaluación de la educación superior de una política del Estado Evaluador, en la década de 1980, a una política global desdoblada en diversas modalidades. A partir de conceptos desarrollados por Susan Robertson y Roger Dale acerca de la gobernanza multiescalar de la educación superior, será mostrada la existencia de políticas de evaluación en diferentes escalas, así como la participación de diversas instituciones y actores (internacionales, privados y del tercer sector). Se afirma que el impacto del Acuerdo General de Comercio y Servicios (GATS) en la educación superior y, específicamente en la evaluación/acreditación, generó políticas tales como el acreditador global y las acreditaciones regionales e instituciones como las agencias de acreditación, las redes de agencias que elaboran directrices para acreditación que son presentadas y analizadas en el texto. Este deriva de una investigación, basada en bibliografía, análisis documental y entrevistas con especialistas en internacionalización y evaluación de la educación superior.Palavras-chave: Educação superior, Avaliação da educação superior; Acreditação, Governança multiescalar.Keywords: Higher education, Higher education evaluation, Accreditation, Multi-scalar governance.Palabras clave: Educación superior, Evaluación de la educación superior, Acreditación, Gobernanza multiescalar.ReferencesAFONSO, Almerindo Janela. Mudanças no Estado-avaliador: comparativismo internacional e teoria da modernização revisitada. Rev. Bras. Educ., Rio de Janeiro, v. 18, n. 53, p. 267-284, jun. 2013.AFONSO, Almerindo Janela. Avaliação educacional. Regulação e emancipação. 3ª. ed. São Paulo: Cortez, 2000.ALTBACH, Philip; KNIGHT, Jane. The internationalization of higher education: motivations and realities. Journal of Studies in International Education, v. 11, n. 3-4, p. 290-305, 2007.ANDERSON, Perry. 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Avaliação da educação: referências para uma primeira conversa. São Carlos: EDUFSCar, 2018a. pp. 67-79. Disponível em: http://www.edufscar.com.br/farol/edufscar/ebook/avaliacao-da-educacao-referencias-para-uma-primeira-conversa-(e-book)/52929/, acesso em 8 de jan. 2019.BARREYRO, Gladys Beatriz; HIZUME, Gabriela de Camargo. El Paraguay y la acreditación de carreras de grado en el Mercosur. Eccos. Revista científica. v. 47, p. 41-59, 2018b.BARREYRO, Gladys Beatriz; LAGORIA, Silvana Lorena. Acreditação da Educação Superior na América Latina: os casos da Argentina e do Brasil no Contexto do Mercosul. Cadernos PROLAM/USP, v. 9, p. 7-27, 2010. Disponível em: http://www.usp.br/prolam/downloads/2010_1_1.pdfBARREYRO, Gladys Beatriz; LAGORIA, Silvana Lorena; HIZUME, Gabriella de Camargo. As Agências Nacionais de Acreditação no Sistema ARCU-SUL: primeiras considerações. Avaliação, Campinas-Sorocaba, v. 20, n. 1, p.49-72, 2015.BARREYRO, Gladys Beatriz; ROTHEN, J. C. 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This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). 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The role of Teachers has been transformed in recent years due to the increasingly complex educational demands and responsibilities that come from the students’ families. The aim of the present study was to investigate how Elementary School Teachers in Brazil and Uruguay perceive and evaluate the demands they receive from families, and how prepared they think they are to face this reality. A qualitative, exploratory and transcultural method was used, based on the technique of Focal Groups, with one group being conducted in Brazil (10 participants) and anther one in Uruguay (9 participants). In both groups, participants were women, with experience in public and private schools. Data were treated using the Content Analysis technique and results pointed out two main themes: Academic Formation and Family Demands. The analysis showed several similarities in the relationship between family and school in daily practice - both in Brazil and Uruguay - especially regarding the Teacher’s role. It was observed that Teachers still face some challenges in set out their roles for themselves and the families. Teachers have also shown they have insufficient resources to work with the diversity of family demands and it is possible to think that they would benefit from spaces of reflection and sensitivity development, in order to better discriminate these demands. Thus, it may be said that it is necessary to inaugurate a deep discussion about what it means to form Teachers to work with families.ResumoO papel dos professores tem se transformado nos últimos anos devido às demandas e responsabilidades educacionais, cada vez mais complexas, que derivam das famílias de seus alunos. O objetivo deste estudo foi investigar como os professores de ensino fundamental do Brasil e Uruguai percebem e avaliam as demandas que recebem das famílias e o quão preparados se sentem para enfrentar essa realidade. Foi utilizado método qualitativo, exploratório e transcultural, a partir da técnica do Grupo Focal, sendo conduzido um grupo no Brasil (10 participantes) e um no Uruguai (9 participantes). Em ambos os grupos, os participantes foram mulheres, com experiência nas redes pública e privada. Os dados foram tratados a partir da técnica de Análise de Conteúdo e os resultados apontaram dois temas principais: Formação Acadêmica e Demandas das Famílias. A análise evidenciou inúmeras semelhanças na relação que a família e a escola estabelecem na prática diária - tanto no Brasil quanto no Uruguai - especialmente no que diz respeito ao papel docente. Observou-se a dificuldade dos professores em delimitar seu papel para si e para as famílias. Os professores também se mostraram com poucos recursos para trabalhar com a diversidade de demandas familiares e é possível pensar que eles se beneficiariam de espaços de reflexão e desenvolvimento de sensibilidade para poder discriminar essas demandas. Assim, pode-se dizer que é necessário inaugurar uma discussão profunda sobre o que significa formar os professores para o trabalho com as famílias.ResumenEl papel de los docentes se ha transformado en los últimos años debido a las exigencias y responsabilidades educativas cada vez más complejas que derivan de las familias de sus alumnos. El objetivo de este estudio consistió en investigar cómo docentes de educación primaria de Brasil y Uruguay perciben y evalúan las demandas que reciben de las familias y cuán preparados se sienten para enfrentar esa realidad. El diseño fue cualitativo, exploratorio y transcultural, utilizando la técnica de Grupo Focal, siendo uno brasileño (10 participantes) y uno uruguayo (9 participantes). En ambos grupos los participantes fueron mujeres, con experiencia tanto en la red pública como privada. Los datos fueron tratados con Análisis de Contenido y los resultados apuntaron a dos grandes temas: Formación Académica y Demandas de las Familias. El análisis permite comprobar innumerables semejanzas en la relación que familia y escuela establecen en la práctica cotidiana tanto en Brasil como en el Uruguay, sobre todo en lo que se refiere al rol docente. Se observa la dificultad que las docentes expresaron en cuanto a delimitar su papel frente a si mismas y frente a las familias. También las docentes se mostraron con pocos recursos para trabajar con la diversidad de las demandas familiares y es posible pensar que se beneficiarían de espacios de reflexión y desarrollo de la sensibilidad para poder discriminar tales demandas. Así, se puede decir que se necesita abrir una discusión profunda sobre lo que significa formar a los docentes para el trabajo con las familias. Keywords: Family school relationship, Preservice teachers, Cross Cultural Studies.Palavras-chave: Relação família-escola, Formação docente, Demandas familiares, Estudo transcultural.Palabras clave: Relación escuela-familia, Formación docente, Demandas familiares, Estudio transcultural.ReferencesANDRES, Sergio; GIRO, Joaquín. El papel y la representación del profesorado en la participación de las familias en la escuela. Revista Electrónica Interuniversitaria de Formación del Profesorado, Zaragoza, v.19, n.1, 61-71, 2016. URL: http://revistas.um.es/reifop/article/view/245461/189131AZPILLAGA, Verónica; INTXAUSTI, Nahia; JOARISTI, Luis Maria. Implicacion de las familias en los centros escolares de alta eficacia en la Comunidad Autónoma Vasca. Bordón: Revista de Pedagogía, Bordón, v.66, n.3, 27-38, 2014. URL: https://dialnet.unirioja.es/servlet/articulo?codigo=4748791BAEZA, Silvia. El imprescindible puente Familia-Escuela. Estrategias e intervenciones psicopedagógicas. Buenos Aires: Aprendizaje Hoy, 2009, 320p.BARRERA, Patricia. Los deberes escolares y tareas en casa: exploración sobre los objetivos para los que son enviados y su cumplimiento. 2008. Memorial Final de Post-graduación en Psicología Educacional (Post-graduación en Psicología) - Universidad Católica del Uruguay, Montevideo, Uruguay, 2008.BRONFENBRENNER, Urie. Strengthening family systems. En: ZIGLER, Edward F.; FRANK, Meryl. (Eds.) The parental leave crisis: toward a national policy. New Haven, CT: Yale University Press, 1998.BRONFENBRENNER, Urie; EVANS, Gary W. Developement science in the 21st. Century: Emerging questions, Theoretical Models, Research Designs and Empirical Findings. Social Development, Malden-USA, v.9, n.1, 115-125, 2000.CARVALHO, Maria Eulina P. Modos de Educação, Gênero e Relações Escola-Família. Cadernos de Pesquisa, São Paulo, v. 34, n. 121, 41-58, jan./abr. 2004. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-15742004000100003&lng=en&nrm=iso&tlng=ptCAVALCANTE, Roseli S. C. Colaboração entre pais e escola: educação abrangente. Psicologia Escolar e Educacional, Campinas, v.2, n.2, 153-160, 1998. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85571998000200009&lng=en&nrm=iso&tlng=ptCLARKE, David; HOLLINGSWORTH, Hilary. Elaborating a model of teacher professional growth. Teaching and Teacher Education, v. 18, 947-967, 2002. URL: https://www.deepdyve.com/lp/elsevier/elaborating-a-model-of-teacher-professional-growth-7H3jboIiAhCOMELLAS, Maria Jesus. Familia y escuela: compartir la educación. Barcelona: Grao, 2009, 149p.DELGADO, Juan Manuel; GUTIÉRREZ, Juan. Métodos y técnicos cualitativos de investigación en ciencias sociales. Madrid: Editorial Síntesis, 1995, 604p.DITRANO, Christine; SILVERSTEIN, Louise B. Listening to parents’ voices: participatory action research in the schools. Professional Psychology: research and practice, Washington-USA, v. 37, n. 4, 359-366, 2006.DOWLING, Emilia; OSBORNE, Elsie. Familia y escuela. Una aproximación conjunta y sistémica a los problemas infantiles. Barcelona: Paidos, 1996, 224p.EPSTEIN, Joyce. L. School, family, and community partnerships: preparing educators and improving schools. Baltimore, Johns Hopkins University: Westview Press, 2011, 656p.ESCAYOLA, Empar. Padres y educadores: un encuentro singular. En: ALFONSO, Carmen et al. (Eds). La participación de los padres y madres en la escuela (pp.73-78.) Barcelona: Editorial Grào, 2009, 155p.FINN STEVENSON, Matia. Family, school and community partnerships: practical strategies for after schools programs. New directions for youth development, n.144, 89-103, 2014.GARCIA-BACETE, F. J. Cómo son y cómo podrían ser las relaciones entre escuelas y familias en opinion del profesorado. Cultura y Educación, v.18, n. 3-4, 247-265, 2006.GERVILLA, Ángeles. Familia y educación familiar: conceptos clave, situación actual y valores. Madrid: Narcea, 2008, 208p. GONDIM, Sonia Maria G. Grupos focais como técnica de investigação qualitativa: desafios metodológicos. Paidéia: Cadernos de Psicologia e Educação, Ribeirão Preto, v. 12, n.24, 149-161, 2003. URL: http://www.scielo.br/pdf/paideia/v12n24/04.pdf HAINES, Shana J. et al. Fostering family school and community school partnerships in inclusive schools. Using practice as a guide. Research and Practice for persons with severe disabilities, v.40, n.3, 227-239, 2015.HILL, Nancy E.; TAYLOR, Lorraine C. Parental school involvement and children’s academic achievement. Current Directions in Psychological Science, Georgia Institute of Technology, v.13, n.4, 161-164, 2004.HORNBY, Garry; LAFAELE, Rayleen. Barriers to parental involvement in education: an explanatory model. Educational Review, London, v.63, n.1, 37-52, 2011.INSTITUTO NACIONAL DE EVALUACION EDUCATIVA. Informe sobre el estado de la Educación en Uruguay 2015-2016. Montevideo: INEED 2017.KOUTROUBA, Konstantina et al. An investigation of Greek teachers’ views on parental involvement in education. School Psychology International, v.30, n.3, 311-328, 2009. URL: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.977.7897&rep=rep1&type=pdfLONDOÑO, Laura Victoria; RAMIREZ, Luz Ángela. Construyendo relación familia-escuela: consideraciones a partir de la intervención interdisciplinaria en el Colegio Bello Oriente en Medellín, Colombia. Revista Virtual Universidad Católica del Norte, Colombia, n.36, 193-220, 2012. URL: http://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/view/375/712LÓPEZ LARROSA, S. La relación familia-escuela. Guía práctica para profesionales. Madrid: CCS, 2009.MARCELO, Carlos; VAILLANT, Denise. Desarrollo profesional docente ¿Cómo se aprende a enseñar? Madrid: Narcea, 2010, 170p.MARCONDES, Keila Hellen B.; SIGOLO, Sílvia Regina R. L. Comunicação e envolvimento: possibilidades de interconexões entre família-escola? Paidéia, Ribeirão Preto, v.22, n.51, 91-99, 2012. URL: http://www.scielo.br/pdf/paideia/v22n51/11.pdfMARTÍNEZ CERÓN, Ginés. Sombras y luces de la relación familia y escuela. En: Escudero Muñoz, Juan Manuel et al. (Eds.) Sistema educativo y democracia. Madrid: Octaedro, 2005, 168p.MORGADO, Beatriz; JIMENEZ-LAGARES, Irene; GONZÁLEZ, María del Mar. Ideas del profesorado de primaria acerca de la diversidad familiar. Cultura y Educación, Fundación Dialnet-España, v.21, n.4, 441-451, 2009.MORGAN, David L. Focus groups as qualitative research. California: Sage Publications, 1997, 88p.OLABUÉNAGA, José Ignácio R. Metodologia de la investigación cualitativa. Bilbao: Universidad de Deusto, 2012, 344p.OLIVEIRA, Dalila Andrade A. Reestruturação do trabalho docente: precarização e flexibilização. Educação e Sociedade, Campinas, v.25, n.89, 1127-1144, 2004. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0101-73302004000400003&lng=en&nrm=iso&tlng=ptOLIVEIRA, Cynthia B. E.; MARINHO ARAÚJO, Claisy M. A relação família-escola: intersecções e desafios. Estudos de Psicologia, Campinas, v.27, n.1,99-108, 2010. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-166X2010000100012&lng=en&nrm=iso&tlng=ptPAULA, Andréia Cristina R. R.; NAVES, Marisa L. de P. O estresse e o bem-estar docente. Revista Educação Profissional, Rio de Janeiro, v.36, n.1, 61-71, 2010.PERERA, Héctor; BERTONI, Elba; CONTERA, Cristina. Modelos de formación docente en Uruguay. Estudios de três casos. Educação, Porto Alegre, v.57, n.3, 461-486, 2005. URL: http://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/427/323PERRENOUD, Philippe. Diez nuevas competencias para enseñar. España: Grao, 2004, 168p.PERRENOUD, Philippe. La formación del profesorado: un compromiso entre visiones inconciliables de la coherencia. Revista Interuniversitaria de Formación del Profesorado, Espanha, v.68, n.24/2, 103-122, 2010. URL: http://aufop.com/aufop/uploaded_files/articulos/1279237044.pdfPETRICONE CHIARILLI, Francesco. La familia de origen del docente: estilo educativo y aspectos relacionados con su ejercicio profesional. En.: RÍOS GONZÁLEZ, Jose Antonio. (Ed.) Personalidad, madurez humana y contexto familiar. Madrid: CCS, 2009, 1114p.POLONIA, Ana da C.; DESSEN, Maria Auxiliadora. Em busca de uma compreensão das Relações entre família e escola. Psicologia Escolar e Educacional, Maringá, v.9, n.2, 303- 312, 2005. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-85572005000200012&lng=en&nrm=iso&tlng=ptRÍOS GONZÁLEZ, Jose Antonio. La educación como contexto interactivo: el encuentro familia-centro educativo. En: RÍOS GONZÁLEZ, Jose Antonio. (Ed.) Personalidad, madurez humana y contexto familiar. Madrid: CCS, 2009, 1114p.RIVAS, Sonia; UGARTE, Carolina. Formación docente y cultura participativa del centro educativo: claves para favorecer la participación familia-escuela. Estudios sobre educación, Navarra, v.27, 153-168, 2014. URL: https://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/view/490/357RIVERA, Maritza; MILICIC, Neva. Alianza Familia-Escuela: percepciones, creencias, expectativas y aspiraciones de padres y profesores de enseñanza general básica. Psykhe, Santiago, v.15, n.1, 119-135, 2006. URL: http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-22282006000100010SANTOS, Miguel; GODAS, Augustín; LORENZO, Mar. ¿Puede la implicación de los padres mejorar el estudio de sus hijos en la escuela? La evidencia de un programa pedagógico. Estudios sobre educación, Navarra, v.30, 9-30, 2016. URL: http://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/view/4800/4126SARAIVA, Lisiane A.; WAGNER, Adriana. A relação Família-Escola sob a ótica de professores e pais de crianças que frequentam o Ensino Fundamental. Ensaio: avaliação e políticas públicas em Educação, Rio de Janeiro, v.21, n.81, 739-772, 2013. URL: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40362013000400006&lng=en&nrm=iso&tlng=pt SIMPLÍCIO, Sandra D.; ANDRADE, Márcia S. Compreendendo a questão da saúde dos professores da rede pública municipal de São Paulo. Psico, Porto Alegre, v.42, n.2, 159-167, 2011. URL: http://revistaseletronicas.pucrs.br/ojs/index.php/revistapsico/article/view/7566/6517 VÁZQUEZ HUERTAS, C.; LÓPEZ-LARROSA, S. Creencias sobre la relación familia-escuela. Cambios en el futuro profesorado tras recibir formación específica. Revista de Estudios e Investigación en Psicología y Educación, v.1, n.2, 111-121, 2014.VILA, Ignasi. Familia y escuela: dos contextos y un solo niño. En: ALFONSO, Carmen C. et al. (Eds.). La participación de los padres y madres en la escuela. 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This article presents data from an action research, which sought to analyze limitations and potentialities in the course of the writing process of Graduation Course Completion Works. Using the content analysis (BARDIN, 2010), the results pointed limitations: 1) writing of textual genres needs to be practiced encouraged regularly; 2) promotion of the reading culture has become urgent since joining the university. The potentialities the study pointed out: 1) academic writing can become an important element in processes of student engagement; 2) the paired learning showed the improvement in the writing of the CBTs; 3) the promotion of active learning helps in the development of CBT; 4) the attribution of meaning to the CBT helps in the autonomy of the student, since supported by reading good reference texts.ResumoEste relato de experiência tratou de analisar limitações e potencialidades no decorrer do processo de escrita de Trabalhos de Conclusão de Curso de Graduação. Utilizando a análise de conteúdo (BARDIN, 2010), os resultados apontaram como limitações: 1) a escrita de gêneros textuais necessita ser praticada, incentivada regularmente; 2) fomento à cultura leitora se faz urgente desde o ingresso na universidade. Como potencialidades o estudo apontou: 1) a escrita acadêmica pode se tornar elemento importante em processos de engajamento estudantil; 2) a aprendizagem por pares evidenciou a melhoria na escrita dos TCCs; 3) a promoção da aprendizagem ativa auxilia na elaboração do TCC; 4) a atribuição de sentido ao TCC auxilia na autonomia do estudante, desde que amparado em leitura de bons textos de referência.ResumenEste relato de experiencia trató de analizar limitaciones y potencialidades en el curso del proceso de escritura de Trabajos de Conclusión de Curso de Graduación. En el análisis de contenido (BARDIN, 2010), los resultados apuntaron como limitaciones: 1) la escritura de géneros textuales necesita ser practicada, incentivada regularmente; 2) fomento a la cultura lectora se hace urgente desde el ingreso en la universidad. Como potencialidades el estudio apuntó: 1) la escritura académica puede tornarse elemento importante en procesos de compromiso de los estudiantes; 2) el aprendizaje por pares evidenció la mejora en la escritura de los TCC; 3) la promoción del aprendizaje activo ayuda en la elaboración del TCC; 4) la atribución de sentido al TCC auxilia en la autonomía del estudiante, desde que amparado en lectura de buenos textos de referencia.Palavras-chave: Escrita acadêmica, Ensino superior.Keywords: Academic writing, Engagement, Higher education.Palabras clave: Escritura académica, Compromiso, Enseñanza superior.ReferencesANTUNES, Irandé. Lutar com palavras – Coesão e coerência. 1ª edição. São Paulo: Parábola, 2005.BAEPLER, Paul et al. 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This article is dedicated to the development and presentation of the results of the first phase of implementation of the project "Knowledge, research and curricular innovations in teacher training for ethnic-racial diversity in higher education: questioning and contributions of ethnic-racial matrices and (NEAB / UFSCar), Brazil, linked to the Abdias Nascimento Academic Development Program, promoted by the Coordination for the Improvement of Higher Education Personnel (CAPES). The project aims to establish a transnational network of joint research between researchers in partnership with three international institutions: Universidad Distrital Francisco José de Caldas (Colombia), Georgia State University (USA) and Université Paris Nanterre (France). The project aims to analyze if and how the curriculum of teacher training courses are changing for the dialogue of ethnic-racial and cultural knowledge, African and Afro-descendant knowledge. In this article we present a review of the literature on this subject in the contexts of Colombia and the United States.ResumoEste artigo apresenta alguns resultados da primeira fase de implementação do projeto “Conhecimento, pesquisa e inovações curriculares na formação de professores para a diversidade étnico-racial no ensino superior: questionamentos e contribuições das matrizes étnico-raciais e culturais, de saberes africanos e afrodescendentes” do Núcleo de Estudos Afro-Brasileiros da Universidade Federal de São Carlos (NEAB/UFSCar), vinculado ao Programa de Desenvolvimento Acadêmico Abdias Nascimento fomentado pela Coordenação de Aperfeiçoamento do Pessoal de Nível Superior (CAPES). O projeto visa estabelecer uma rede transnacional de investigação conjunta entre pesquisadores e pesquisadoras em parceria com três instituições internacionais: Universidad Distrital Francisco José de Caldas (Colômbia), Georgia State University (EUA) e Université Paris Nanterre (França). O projeto objetiva analisar se e de que forma os currículos dos cursos de formação de professores estão se modificando para o diálogo de conhecimentos étnico-raciais e culturais, de saberes africanos e afrodescendentes. Neste artigo apresentamos um recorte do levantamento bibliográfico sobre este tema nos contextos da Colômbia e dos Estados Unidos.Keywords: Curriculum, Higher education, Ethnic-racial diversity, Affirmative action policies.Palavras-chave: Currículo, Ensino superior, Diversidade étnico-racial, Políticas de ação afirmativa.ReferencesALRIDGE, Derrick. Teachers in the movement: Pedagogy, Activism, and Freedom. Disponível em: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/912849 Acessado em outubro de 2018.AU, Wayne; BROWN, Anthony L.; CALDERON, Dolores. How does it feel to be a problem? Communities of Color, Self-Determination, and Historical Educational Struggle, 2018.BRAH, Avtar. 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O movimento negro educador: saberes construídos nas lutas por emancipação. Petrópolis, RJ: Vozes, 2017. 154 p.GRANADOS-BELTRAN, Carlo. Interculturalidad crítica. Un camino para profesores de inglés en formación. Íkala, Medellín, v. 21, n. 2, p. 171-187, Aug. 2016. GRANT, CARL A.; BROWN, KEFFRELYN D.; BROWN, ANTHONY L. Black intellectual thought in education: The missing traditions of Anna Julia Copper, Carter G. Woodson, and Alain Le Roy Locke. Routledge: New York, 2016. HOOKS, Bell. Ensinando a transgredir: a educação como prática da liberdade. Trad. Marcelo Brandão Cipolla. São Paulo: WMF Martins Fontes, 2013.JIMENEZ, Nidia N.; GULLO, Maria, A. C.; MONTES, Jorge, E. O. Perception to the literacy process of adults and young natives from Guainía Department Colombia: Look of the protagonists. Investigación & desarrollo, vol. 24, n.° 1, 2016.KING, Joyce Elaine. Minds Stayed on Freedom. 2018. 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To date, discrete event stochastic simulations of large scale biological reaction systems are extremely compute-intensive and time-consuming. Besides, it has been widely accepted that spatial factor plays a critical role in the dynamics of most biological reaction systems. The NSM (the Next Sub-Volume Method), a spatial variation of the Gillespie’s stochastic simulation algorithm (SSA), has been proposed for spatially stochastic simulation of those systems. While being able to explore high degree of parallelism in systems, NSM is inherently sequential, which still suffers from the problem of low simulation speed. Fine-grained parallel execution is an elegant way to speed up sequential simulations. Thus, based on the discrete event simulation framework JAMES II, we design and implement a PDES (Parallel Discrete Event Simulation) TW (time warp) simulator to enable the fine-grained parallel execution of spatial stochastic simulations of biological reaction systems using the ANSM (the Abstract NSM), a parallel variation of the NSM. The simulation results of classical Lotka-Volterra biological reaction system show that our time warp simulator obtains remarkable parallel speed-up against sequential execution of the NSM.I.IntroductionThe goal of Systems biology is to obtain system-level investigations of the structure and behavior of biological reaction systems by integrating biology with system theory, mathematics and computer science [1][3], since the isolated knowledge of parts can not explain the dynamics of a whole system. As the complement of “wet-lab” experiments, stochastic simulation, being called the “dry-computational” experiment, plays a more and more important role in computing systems biology [2]. Among many methods explored in systems biology, discrete event stochastic simulation is of greatly importance [4][5][6], since a great number of researches have present that stochasticity or “noise” have a crucial effect on the dynamics of small population biological reaction systems [4][7]. Furthermore, recent research shows that the stochasticity is not only important in biological reaction systems with small population but also in some moderate/large population systems [7].To date, Gillespie’s SSA [8] is widely considered to be the most accurate way to capture the dynamics of biological reaction systems instead of traditional mathematical method [5][9]. However, SSA-based stochastic simulation is confronted with two main challenges: Firstly, this type of simulation is extremely time-consuming, since when the types of species and the number of reactions in the biological system are large, SSA requires a huge amount of steps to sample these reactions; Secondly, the assumption that the systems are spatially homogeneous or well-stirred is hardly met in most real biological systems and spatial factors play a key role in the behaviors of most real biological systems [19][20][21][22][23][24]. The next sub-volume method (NSM) [18], presents us an elegant way to access the special problem via domain partition. To our disappointment, sequential stochastic simulation with the NSM is still very time-consuming, and additionally introduced diffusion among neighbor sub-volumes makes things worse. Whereas, the NSM explores a very high degree of parallelism among sub-volumes, and parallelization has been widely accepted as the most meaningful way to tackle the performance bottleneck of sequential simulations [26][27]. Thus, adapting parallel discrete event simulation (PDES) techniques to discrete event stochastic simulation would be particularly promising. Although there are a few attempts have been conducted [29][30][31], research in this filed is still in its infancy and many issues are in need of further discussion. The next section of the paper presents the background and related work in this domain. In section III, we give the details of design and implementation of model interfaces of LP paradigm and the time warp simulator based on the discrete event simulation framework JAMES II; the benchmark model and experiment results are shown in Section IV; in the last section, we conclude the paper with some future work.II. Background and Related WorkA. Parallel Discrete Event Simulation (PDES)The notion Logical Process (LP) is introduced to PDES as the abstract of the physical process [26], where a system consisting of many physical processes is usually modeled by a set of LP. LP is regarded as the smallest unit that can be executed in PDES and each LP holds a sub-partition of the whole system’s state variables as its private ones. When a LP processes an event, it can only modify the state variables of its own. If one LP needs to modify one of its neighbors’ state variables, it has to schedule an event to the target neighbor. That is to say event message exchanging is the only way that LPs interact with each other. Because of the data dependences or interactions among LPs, synchronization protocols have to be introduced to PDES to guarantee the so-called local causality constraint (LCC) [26]. By now, there are a larger number of synchronization algorithms have been proposed, e.g. the null-message [26], the time warp (TW) [32], breath time warp (BTW) [33] and etc. According to whether can events of LPs be processed optimistically, they are generally divided into two types: conservative algorithms and optimistic algorithms. However, Dematté and Mazza have theoretically pointed out the disadvantages of pure conservative parallel simulation for biochemical reaction systems [31]. B. NSM and ANSM The NSM is a spatial variation of Gillespie’ SSA, which integrates the direct method (DM) [8] with the next reaction method (NRM) [25]. The NSM presents us a pretty good way to tackle the aspect of space in biological systems by partitioning a spatially inhomogeneous system into many much more smaller “homogeneous” ones, which can be simulated by SSA separately. However, the NSM is inherently combined with the sequential semantics, and all sub-volumes share one common data structure for events or messages. Thus, directly parallelization of the NSM may be confronted with the so-called boundary problem and high costs of synchronously accessing the common data structure [29]. In order to obtain higher efficiency of parallel simulation, parallelization of NSM has to firstly free the NSM from the sequential semantics and secondly partition the shared data structure into many “parallel” ones. One of these is the abstract next sub-volume method (ANSM) [30]. In the ANSM, each sub-volume is modeled by a logical process (LP) based on the LP paradigm of PDES, where each LP held its own event queue and state variables (see Fig. 1). In addition, the so-called retraction mechanism was introduced in the ANSM too (see algorithm 1). Besides, based on the ANSM, Wang etc. [30] have experimentally tested the performance of several PDES algorithms in the platform called YH-SUPE [27]. However, their platform is designed for general simulation applications, thus it would sacrifice some performance for being not able to take into account the characteristics of biological reaction systems. Using the similar ideas of the ANSM, Dematté and Mazza have designed and realized an optimistic simulator. However, they processed events in time-stepped manner, which would lose a specific degree of precisions compared with the discrete event manner, and it is very hard to transfer a time-stepped simulation to a discrete event one. In addition, Jeschke etc.[29] have designed and implemented a dynamic time-window simulator to execution the NSM in parallel on the grid computing environment, however, they paid main attention on the analysis of communication costs and determining a better size of the time-window.Fig. 1: the variations from SSA to NSM and from NSM to ANSMC. JAMES II JAMES II is an open source discrete event simulation experiment framework developed by the University of Rostock in Germany. It focuses on high flexibility and scalability [11][13]. Based on the plug-in scheme [12], each function of JAMES II is defined as a specific plug-in type, and all plug-in types and plug-ins are declared in XML-files [13]. Combined with the factory method pattern JAMES II innovatively split up the model and simulator, which makes JAMES II is very flexible to add and reuse both of models and simulators. In addition, JAMES II supports various types of modelling formalisms, e.g. cellular automata, discrete event system specification (DEVS), SpacePi, StochasticPi and etc.[14]. Besides, a well-defined simulator selection mechanism is designed and developed in JAMES II, which can not only automatically choose the proper simulators according to the modeling formalism but also pick out a specific simulator from a serious of simulators supporting the same modeling formalism according to the user settings [15].III. The Model Interface and SimulatorAs we have mentioned in section II (part C), model and simulator are split up into two separate parts. Thus, in this section, we introduce the designation and implementation of model interface of LP paradigm and more importantly the time warp simulator.A. The Mod Interface of LP ParadigmJAMES II provides abstract model interfaces for different modeling formalism, based on which Wang etc. have designed and implemented model interface of LP paradigm[16]. However, this interface is not scalable well for parallel and distributed simulation of larger scale systems. In our implementation, we accommodate the interface to the situation of parallel and distributed situations. Firstly, the neighbor LP’s reference is replaced by its name in LP’s neighbor queue, because it is improper even dangerous that a local LP hold the references of other LPs in remote memory space. In addition, (pseudo-)random number plays a crucial role to obtain valid and meaningful results in stochastic simulations. However, it is still a very challenge work to find a good random number generator (RNG) [34]. Thus, in order to focus on our problems, we introduce one of the uniform RNGs of JAMES II to this model interface, where each LP holds a private RNG so that random number streams of different LPs can be independent stochastically. B. The Time Warp SimulatorBased on the simulator interface provided by JAMES II, we design and implement the time warp simulator, which contains the (master-)simulator, (LP-)simulator. The simulator works strictly as master/worker(s) paradigm for fine-grained parallel and distributed stochastic simulations. Communication costs are crucial to the performance of a fine-grained parallel and distributed simulation. Based on the Java remote method invocation (RMI) mechanism, P2P (peer-to-peer) communication is implemented among all (master-and LP-)simulators, where a simulator holds all the proxies of targeted ones that work on remote workers. One of the advantages of this communication approach is that PDES codes can be transferred to various hardwire environment, such as Clusters, Grids and distributed computing environment, with only a little modification; The other is that RMI mechanism is easy to realized and independent to any other non-Java libraries. Since the straggler event problem, states have to be saved to rollback events that are pre-processed optimistically. Each time being modified, the state is cloned to a queue by Java clone mechanism. Problem of this copy state saving approach is that it would cause loads of memory space. However, the problem can be made up by a condign GVT calculating mechanism. GVT reduction scheme also has a significant impact on the performance of parallel simulators, since it marks the highest time boundary of events that can be committed so that memories of fossils (processed events and states) less than GVT can be reallocated. GVT calculating is a very knotty for the notorious simultaneous reporting problem and transient messages problem. According to our problem, another GVT algorithm, called Twice Notification (TN-GVT) (see algorithm 2), is contributed to this already rich repository instead of implementing one of GVT algorithms in reference [26] and [28].This algorithm looks like the synchronous algorithm described in reference [26] (pp. 114), however, they are essentially different from each other. This algorithm has never stopped the simulators from processing events when GVT reduction, while algorithm in reference [26] blocks all simulators for GVT calculating. As for the transient message problem, it can be neglect in our implementation, because RMI based remote communication approach is synchronized, that means a simulator will not go on its processing until the remote the massage get to its destination. And because of this, the high-costs message acknowledgement, prevalent over many classical asynchronous GVT algorithms, is not needed anymore too, which should be constructive to the whole performance of the time warp simulator.IV. Benchmark Model and Experiment ResultsA. The Lotka-Volterra Predator-prey SystemIn our experiment, the spatial version of Lotka-Volterra predator-prey system is introduced as the benchmark model (see Fig. 2). We choose the system for two considerations: 1) this system is a classical experimental model that has been used in many related researches [8][30][31], so it is credible and the simulation results are comparable; 2) it is simple but helpful enough to test the issues we are interested in. The space of predator-prey System is partitioned into a2D NXNgrid, whereNdenotes the edge size of the grid. Initially the population of the Grass, Preys and Predators are set to 1000 in each single sub-volume (LP). In Fig. 2,r1,r2,r3stand for the reaction constants of the reaction 1, 2 and 3 respectively. We usedGrass,dPreyanddPredatorto stand for the diffusion rate of Grass, Prey and Predator separately. Being similar to reference [8], we also take the assumption that the population of the grass remains stable, and thusdGrassis set to zero.R1:Grass + Prey ->2Prey(1)R2:Predator +Prey -> 2Predator(2)R3:Predator -> NULL(3)r1=0.01; r2=0.01; r3=10(4)dGrass=0.0;dPrey=2.5;dPredato=5.0(5)Fig. 2: predator-prey systemB. Experiment ResultsThe simulation runs have been executed on a Linux Cluster with 40 computing nodes. Each computing node is equipped with two 64bit 2.53 GHz Intel Xeon QuadCore Processors with 24GB RAM, and nodes are interconnected with Gigabit Ethernet connection. The operating system is Kylin Server 3.5, with kernel 2.6.18. Experiments have been conducted on the benchmark model of different size of mode to investigate the execution time and speedup of the time warp simulator. As shown in Fig. 3, the execution time of simulation on single processor with 8 cores is compared. The result shows that it will take more wall clock time to simulate much larger scale systems for the same simulation time. This testifies the fact that larger scale systems will leads to more events in the same time interval. More importantly, the blue line shows that the sequential simulation performance declines very fast when the mode scale becomes large. The bottleneck of sequential simulator is due to the costs of accessing a long event queue to choose the next events. Besides, from the comparison between group 1 and group 2 in this experiment, we could also conclude that high diffusion rate increased the simulation time greatly both in sequential and parallel simulations. This is because LP paradigm has to split diffusion into two processes (diffusion (in) and diffusion (out) event) for two interactive LPs involved in diffusion and high diffusion rate will lead to high proportional of diffusion to reaction. In the second step shown in Fig. 4, the relationship between the speedups from time warp of two different model sizes and the number of work cores involved are demonstrated. The speedup is calculated against the sequential execution of the spatial reaction-diffusion systems model with the same model size and parameters using NSM.Fig. 4 shows the comparison of speedup of time warp on a64X64grid and a100X100grid. In the case of a64X64grid, under the condition that only one node is used, the lowest speedup (a little bigger than 1) is achieved when two cores involved, and the highest speedup (about 6) is achieved when 8 cores involved. The influence of the number of cores used in parallel simulation is investigated. In most cases, large number of cores could bring in considerable improvements in the performance of parallel simulation. Also, compared with the two results in Fig. 4, the simulation of larger model achieves better speedup. Combined with time tests (Fig. 3), we find that sequential simulator’s performance declines sharply when the model scale becomes very large, which makes the time warp simulator get better speed-up correspondingly.Fig. 3: Execution time (wall clock time) of Seq. and time warp with respect to different model sizes (N=32, 64, 100, and 128) and model parameters based on single computing node with 8 cores. Results of the test are grouped by the diffusion rates (Group 1: Sequential 1 and Time Warp 1. dPrey=2.5, dPredator=5.0; Group 2: dPrey=0.25, dPredator=0.5, Sequential 2 and Time Warp 2).Fig. 4: Speedup of time warp with respect to the number of work cores and the model size (N=64 and 100). Work cores are chose from one computing node. Diffusion rates are dPrey=2.5, dPredator=5.0 and dGrass=0.0.V. Conclusion and Future WorkIn this paper, a time warp simulator based on the discrete event simulation framework JAMES II is designed and implemented for fine-grained parallel and distributed discrete event spatial stochastic simulation of biological reaction systems. Several challenges have been overcome, such as state saving, roll back and especially GVT reduction in parallel execution of simulations. The Lotka-Volterra Predator-Prey system is chosen as the benchmark model to test the performance of our time warp simulator and the best experiment results show that it can obtain about 6 times of speed-up against the sequential simulation. The domain this paper concerns with is in the infancy, many interesting issues are worthy of further investigated, e.g. there are many excellent PDES optimistic synchronization algorithms (e.g. the BTW) as well. Next step, we would like to fill some of them into JAMES II. In addition, Gillespie approximation methods (tau-leap[10] etc.) sacrifice some degree of precision for higher simulation speed, but still could not address the aspect of space of biological reaction systems. The combination of spatial element and approximation methods would be very interesting and promising; however, the parallel execution of tau-leap methods should have to overcome many obstacles on the road ahead.AcknowledgmentThis work is supported by the National Natural Science Foundation of China (NSF) Grant (No.60773019) and the Ph.D. Programs Foundation of Ministry of Education of China (No. 200899980004). The authors would like to show their great gratitude to Dr. Jan Himmelspach and Dr. Roland Ewald at the University of Rostock, Germany for their invaluable advice and kindly help with JAMES II.ReferencesH. Kitano, "Computational systems biology." Nature, vol. 420, no. 6912, pp. 206-210, November 2002.H. Kitano, "Systems biology: a brief overview." 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IntroductionNew digital technologies hold promise for equalising access to information and communication for the Deaf community. SMS technology, for example, has helped to equalise deaf peoples’ access to information and made it easier to communicate with both deaf and hearing people (Tane Akamatsu et al.; Power and Power; Power, Power, and Horstmanshof; Valentine and Skelton, "Changing", "Umbilical"; Harper). A wealth of anecdotal evidence and some recent academic work suggests that new media technology is also reshaping deaf peoples’ sense of local and global community (Breivik "Deaf"; Breivik, Deaf; Brueggeman). One focus of research on new media technologies has been on technologies used for point to point communication, including communication (and interpretation) via video (Tane Akamatsu et al.; Power and Power; Power, Power, and Horstmanshof). Another has been the use of multimedia technologies in formal educational setting for pedagogical purposes, particularly English language literacy (e.g. Marshall Gentry et al.; Tane Akamatsu et al.; Vogel et al.). An emphasis on the role of multimedia in deaf education is understandable, considering the on-going highly politicised contest over whether to educate young deaf people in a bilingual environment using a signed language (Swanwick & Gregory). However, the increasing significance of social and participatory media in the leisure time of Westerners suggests that such uses of Web 2.0 are also worth exploring. There have begun to be some academic accounts of the enthusiastic adoption of vlogging by sign language users (e.g. Leigh; Cavander and Ladner) and this paper seeks to add to this important work. Web 2.0 has been defined by its ability to, in Denise Woods’ word, “harness collective intelligence” (19.2) by providing opportunities for users to make, adapt, “mash up” and share text, photos and video. As well as its well-documented participatory possibilities (Bruns), its re-emphasis on visual (as opposed to textual) communication is of particular interest for Deaf communities. It has been suggested that deaf people are a ‘visual variety of the human race’ (Bahan), and the visually rich presents new opportunities for visually rich forms of communication, most importantly via signed languages. The central importance of signed languages for Deaf identity suggests that the visual aspects of interactive multimedia might offer possibilities of maintenance, enhancement and shifts in those identities (Hyde, Power and Lloyd). At the same time, the visual aspects of the Web 2.0 are often audio-visual, such that the increasingly rich resources of the net offer potential barriers as well as routes to inclusion and community (see Woods; Ellis; Cavander and Ladner). In particular, lack of captioning or use of Auslan in video resources emerges as a key limit to the accessibility of the visual Web to deaf users (Cahill and Hollier). In this paper we ask to what extent contemporary digital media might create moments of permeability in what Krentz has called “the hearing line, that invisible boundary separating deaf and hearing people”( 2)”. To provide tentative answers to these questions, this paper will explore the use of participatory digital media by a group of young Deaf people taking part in a small-scale digital moviemaking project in Sydney in 2009. The ProjectAs a starting point, the interdisciplinary research team conducted a video-making course for young deaf sign language users within the Department of Media, Music and Cultural Studies at Macquarie University. The research team was comprised of one deaf and four hearing researchers, with expertise in media and cultural studies, information technology, sign language linguistics/ deaf studies, and signed language interpreting. The course was advertised through the newsletter of partner organization the NSW Deaf Society, via a Sydney bilingual deaf school and through the dense electronic networks of Australian deaf people. The course attracted fourteen participants from NSW, Western Australia and Queensland ranging in age from 10 to 18. Twelve of the participants were male, and two female. While there was no aspiration to gather a representative group of young people, it is worth noting there was some diversity within the group: for example, one participant was a wheelchair user while another had in recent years moved to Sydney from Africa and had learned Auslan relatively recently. Students were taught a variety of storytelling techniques and video-making skills, and set loose in groups to devise, shoot and edit a number of short films. The results were shared amongst the class, posted on a private YouTube channel and made into a DVD which was distributed to participants.The classes were largely taught in Auslan by a deaf teacher, although two sessions were taught by (non-deaf) members of Macquarie faculty, including an AFI award winning director. Those sessions were interpreted into Auslan by a sign language interpreter. Participants were then allowed free creative time to shoot video in locations of their choice on campus, or to edit their footage in the computer lab. Formal teaching sessions lasted half of each day – in the afternoons, participants were free to use the facilities or participate in a range of structured activities. Participants were also interviewed in groups, and individually, and their participation in the project was observed by researchers. Our research interest was in what deaf young people would choose to do with Web 2.0 technologies, and most particularly the visually rich elements of participatory and social media, in a relatively unstructured environment. Importantly, our focus was not on evaluating the effectiveness of multimedia for teaching deaf young people, or the level of literacy deployed by deaf young people in using the applications. Rather we were interested to discover the kinds of stories participants chose to tell, the ways they used Web 2.0 applications and the modalities of communication they chose to use. Given that Auslan was the language of instruction of the course, would participants draw on the tradition of deaf jokes and storytelling and narrate stories to camera in Auslan? Would they use the format of the “mash-up”, drawing on found footage or photographs? Would they make more filmic movies using Auslan dialogue? How would they use captions and text in their movies: as subtitles for Auslan dialogue? As an alternative to signing? Or not at all? Our observations from the project point to the great significance of the visual dimensions of Web 2.0 for the deaf young people who participated in the project. Initially, this was evident in the kind of movies students chose to make. Only one group – three young people in their late teens which included both of the young women in the class - chose to make a dialogue heavy movie, a spoof of Charlie’s Angels, entitled Deaf Angels. This movie included long scenes of the Angels using Auslan to chat together, receiving instruction from “Charlie” in sign language via videophone and recruiting “extras”, again using Auslan, to sign a petition for Auslan to be made an official Australian language. In follow up interviews, one of the students involved in making this film commented “my clip is about making a political statement, while the other [students in the class] made theirs just for fun”. The next group of (three) films, all with the involvement of the youngest class member, included signed storytelling of a sort readily recognisable from signed videos on-line: direct address to camera, with the teller narrating but also taking on the roles of characters and presenting their dialogue directly via the sign language convention of “role shift” - also referred to as constructed action and constructed dialogue (Metzger). One of these movies was an interesting hybrid. The first half of the four minute film had two young actors staging a hold-up at a vending machine, with a subsequent chase and fight scene. Like most of the films made by participants in the class, it included only one line of signed dialogue, with the rest of the narrative told visually through action. However, at the end of the action sequence, with the victim safely dead, the narrative was then retold by one of the performers within a signed story, using conventions typically observed in signed storytelling - such as role shift, characterisation and spatial mapping (Mather & Winston; Rayman; Wilson).The remaining films similarly drew on action and horror genres with copious use of chase and fight scenes and melodramatic and sometimes quite beautiful climactic death tableaux. The movies included a story about revenging the death of a brother; a story about escaping from jail; a short story about a hippo eating a vet; a similar short comprised of stills showing a sequence of executions in the computer lab; and a ghost story. Notably, most of these movies contained very little dialogue – with only one or two lines of signed dialogue in each four to five minute video (with the exception of the gun handshape used in context to represent the object liberally throughout most films). The kinds of movies made by this limited group of people on this one occasion are suggestive. While participants drew on a number of genres and communication strategies in their film making, the researchers were surprised at how few of the movies drew on traditions of signed storytelling or jokes– particularly since the course was targeted at deaf sign language users and promoted as presented in Auslan. Consequently, our group of students were largely drawn from the small number of deaf schools in which Auslan is the main language of instruction – an exceptional circumstance in an Australian setting in which most deaf young people attend mainstream schools (Byrnes et al.; Power and Hyde). Looking across the Hearing LineWe can make sense of the creative choices made by the participants in the course in a number of ways. Although methods of captioning were briefly introduced during the course, iMovie (the package which participants were using) has limited captioning functionality. Indeed, one student, who was involved in making the only clip to include captioning which contextualised the narrative, commented in follow-up interviews that he would have liked more information about captioning. It’s also possible that the compressed nature of the course prevented participants from undertaking the time-consuming task of scripting and entering captions. As well as being the most fun approach to the projects, the use of visual story telling was probably the easiest. This was perhaps exacerbated by the lack of emphasis on scriptwriting (outside of structural elements and broad narrative sweeps) in the course. Greater emphasis on that aspect of film-making would have given participants a stronger foundational literacy for caption-based projectsDespite these qualifications, both the movies made by students and our observations suggest the significance of a shared visual culture in the use of the Web by these particular young people. During an afternoon when many of the students were away swimming, one student stayed in the lab to use the computers. Rather than working on a video project, he spent time trawling through YouTube for clips purporting to show ghost sightings and other paranormal phenomena. He drew these clips to the attention of one of the research team who was present in the lab, prompting a discussion about the believability of the ghosts and supernatural apparitions in the clips. While some of the clips included (uncaptioned) off-screen dialogue and commentary, this didn’t seem to be a barrier to this student’s enjoyment. Like many other sub-genres of YouTube clips – pranks, pratfalls, cute or alarmingly dangerous incidents involving children and animals – these supernatural videos as a genre rely very little on commentary or dialogue for their meaning – just as with the action films that other students drew on so heavily in their movie making. In an E-Tech paper entitled "The Cute Cat Theory of Digital Activism", Ethan Zuckerman suggests that “web 1.0 was invented to allow physicists to share research papers and web 2.0 was created to allow people to share pictures of cute cats”. This comment points out both the Web 2.0’s vast repository of entertaining material in the ‘funny video’genre which is visually based, dialogue free, entertaining material accessible to a wide range of people, including deaf sign language users. In the realm of leisure, at least, the visually rich resources of Web 2.0’s ubiquitous images and video materials may be creating a shared culture in which the line between hearing and deaf people’s entertainment activities is less clear than it may have been in the past. The ironic tone of Zuckerman’s observation, however, alerts us to the limits of a reliance on language-free materials as a route to accessibility. The kinds of videos that the participants in the course chose to make speaks to the limitations as well as resources offered by the visual Web. There is still a limited range of captioned material on You Tube. In interviews, both young people and their teachers emphasised the central importance of access to captioned video on-line, with the young people we interviewed strongly favouring captioned video over the inclusion on-screen of simultaneous signed interpretations of text. One participant who was a regular user of a range of on-line social networking commented that if she really liked the look of a particular movie which was uncaptioned, she would sometimes contact its maker and ask them to add captions to it. Interestingly, two student participants emphasised in interviews that signed video should also include captions so hearing people could have access to signed narratives. These students seemed to be drawing on ideas about “reverse discrimination”, but their concern reflected the approach of many of the student movies - using shared visual conventions that made their movies available to the widest possible audience. All the students were anxious that hearing people could understand their work, perhaps a consequence of the course’s location in the University as an overwhelmingly hearing environment. In this emphasis on captioning rather than sign as a route to making media accessible, we may be seeing a consequence of the emphasis Krentz describes as ubiquitous in deaf education “the desire to make the differences between deaf and hearing people recede” (16). Krentz suggests that his concept of the ‘hearing line’ “must be perpetually retested and re-examined. It reveals complex and shifting relationships between physical difference, cultural fabrication and identity” (7). The students’ movies and attitudes emphasised the reality of that complexity. Our research project explored how some young Deaf people attempted to create stories capable of crossing categories of deafness and ‘hearing-ness’… unstable (like other identity categories) while others constructed narratives that affirmed Deaf Culture or drew on the Deaf storytelling traditions. This is of particular interest in the Web 2.0 environment, given that its technologies are often lauded as having the politics of participation. The example of the Deaf Community asks reasonable questions about the validity of those claims, and it’s hard to escape the conclusion that there is still less than appropriate access and that some users are more equal than others.How do young people handle the continuing lack of material available to the on the Web? The answer repeatedly offered by our young male interviewees was ‘I can’t be bothered’. As distinct from “I can’t understand” or “I won’t go there” this answer, represented a disengagement from demands to identify your literacy levels, reveal your preferred means of communication; to rehearse arguments about questions of access or expose attempts to struggle to make sense of texts that fail to employ readily accessible means of communicating. Neither an admission of failure or a demand for change, CAN’T-BE-BOTHERED in this context offers a cool way out of an accessibility impasse. This easily-dismissed comment in interviews was confirmed in a whole-group discussions, when students came to a consensus that if when searching for video resources on the Net they found video that included neither signing nor captions, they would move on to find other more accessible resources. Even here, though, the ground continues to shift. YouTube recently announced that it was making its auto-captioning feature open to everybody - a machine generated system that whilst not perfect does attempt to make all YouTube videos accessible to deaf people. (Bertolucci).The importance of captioning of non-signed video is thrown into further significance by our observation from the course of the use of YouTube as a search engine by the participants. Many of the students when asked to research information on the Web bypassed text-based search engines and used the more visual results presented on YouTube directly. In research on deaf adolescents’ search strategies on the Internet, Smith points to the promise of graphical interfaces for deaf young people as a strategy for overcoming the English literacy difficulties experienced by many deaf young people (527). In the years since Smith’s research was undertaken, the graphical and audiovisual resources available on the Web have exploded and users are increasingly turning to these resources in their searches, providing new possibilities for Deaf users (see for instance Schonfeld; Fajardo et al.). Preliminary ConclusionsA number of recent writers have pointed out the ways that the internet has made everyday communication with government services, businesses, workmates and friends immeasurably easier for deaf people (Power, Power and Horstmanshof; Keating and Mirus; Valentine and Skelton, "Changing", "Umbilical"). The ready availability of information in a textual and graphical form on the Web, and ready access to direct contact with others on the move via SMS, has worked against what has been described as deaf peoples’ “information deprivation”, while everyday tasks – booking tickets, for example – are no longer a struggle to communicate face-to-face with hearing people (Valentine and Skelton, "Changing"; Bakken 169-70).The impacts of new technologies should not be seen in simple terms, however. Valentine and Skelton summarise: “the Internet is not producing either just positive or just negative outcomes for D/deaf people but rather is generating a complex set of paradoxical effects for different users” (Valentine and Skelton, "Umbilical" 12). They note, for example, that the ability, via text-based on-line social media to interact with other people on-line regardless of geographic location, hearing status or facility with sign language has been highly valued by some of their deaf respondents. They comment, however, that the fact that many deaf people, using the Internet, can “pass” minimises the need for hearing people in a phonocentric society to be aware of the diversity of ways communication can take place. They note, for example, that “few mainstream Websites demonstrate awareness of D/deaf peoples’ information and communication needs/preferences (eg. by incorporating sign language video clips)” ("Changing" 11). As such, many deaf people have an enhanced ability to interact with a range of others, but in a mode favoured by the dominant culture, a culture which is thus unchallenged by exposure to alternative strategies of communication. Our research, preliminary as it is, suggests a somewhat different take on these complex questions. The visually driven, image-rich approach taken to movie making, Web-searching and information sharing by our participants suggests the emergence of a certain kind of on-line culture which seems likely to be shared by deaf and hearing young people. However where Valentine and Skelton suggest deaf people, in order to participate on-line, are obliged to do so, on the terms of the hearing majority, the increasingly visual nature of Web 2.0 suggests that the terrain may be shifting – even if there is still some way to go.AcknowledgementsWe would like to thank Natalie Kull and Meg Stewart for their research assistance on this project, and participants in the course and members of the project’s steering group for their generosity with their time and ideas.ReferencesBahan, B. "Upon the Formation of a Visual Variety of the Human Race. In H-Dirksen L. Baumann (ed.), Open Your Eyes: Deaf Studies Talking. 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IntroductionAccounts of mentoring relationships inevitably draw attention to hierarchies of expertise, knowledge and learning. While public concerns about both the risks and benefits for young people of social media, little attention has been given to the nature of the mentoring role that parents and families play alongside of schools. This conceptual paper explores models of mentorship in the context of family dynamics as they are affected by social media use. This is a context that explicitly disrupts hierarchical structures of mentoring in that new media, and particularly social media use, tends to be driven by youth cultural practices, identity formation, experimentation and autonomy-seeking practices (see for example: Robards; boyd; Campos-Holland et al.; Hodkinson). A growing body of research supports the notion that young people are more skilled in navigating social media platforms than their parents (FOSI; Campos-Holland et al.). This research establishes that uncertainty and tension derived from parents’ impression that their children know more about social media they do (FOSI; Sorbring) has brought about a market for advice and educational programs. In the content of this paper it is notable that when family dynamics and young people’s social media use are addressed through notions of digital citizenship or cyber safety programs, a hierarchical mentorship is assumed, but also problematised; thus the expertise hierarchy is inverted. This paper argues that use of social media platforms, networks, and digital devices challenges traditional hierarchies of expertise in family environments. Family members, parents and children in particular, are involved in ongoing, complex conversations and negotiations about expertise in relation to technology and social media use. These negotiations open up an alternative space for mentorship, challenging traditional roles and suggesting the need for cooperative processes. And this, in turn, can inspire new ways of relating with and through social media and mobile technologies within the family.Inverting Expertise: Social Media, Family and MentoringSocial media are deeply embedded in everyday routines for the vast majority of the population. The emergence of the ‘networked society’, characterised by increasing and pervasive digital and social connectivity, has the potential to create new forms of social interactions within and across networks (Rainie and Wellman), but also to reconfigure intergenerational and family relations. In this way, social media introduces new power asymmetries that affect family dynamics and in particular relationships between young people and their parents. This relatively new mediated environment, by default, exposes young people to social contexts well beyond family and immediate peers making their lived experiences individual, situational and contextual (Swist et al.). The perceived risks this introduces can provoke tensions within families looking to manage those uncertain social contexts, in the process problematising traditional structures of mentorship. Mentoring is a practice predominantly understood within educational and professional workplace settings (Ambrosetti and Dekkers). Although different definitions can be found across disciplines, most models position a mentor as a more experienced knowledge holder, implying a hierarchical relationship between a mentor and mentee (Ambrosetti and Dekkers). Stereotypically, a mentor is understood to be older, wiser and more experienced, while a mentee is, in turn, younger and in need of guidance – a protégé. Alternative models of mentorship see mentoring as a reciprocal process (Eby, Rhodes and Allen; Naweed and Ambrosetti).This “reciprocal” perspective on mentorship recognises the opportunity both sides in the process have to contribute and benefit from the relationship. However, in situations where one party in the relationship does not have the expected knowledge, skills or confidence, this reciprocity becomes more difficult. Thus, as an alternative, asymmetrical or cooperative mentorship lies between the hierarchical and reciprocal (Naweed and Ambrosetti). It suggests that the more experienced side (whichever it is) takes a lead while mentoring is negotiated in a way that meets both sides’ needs. The parent-child relationship is generally understood in hierarchical terms. Traditionally, parents are considered to be mentors for their children, particularly in acquiring new skills and facilitating transitions towards adult life. Such perspectives on parent-child relationships are based on a “deficit” approach to youth, “whereby young people are situated as citizens-in-the-making” (Collin). Social media further problematises the hierarchical dynamic with the role of knowledge holder varying between and within the family members. In many contemporary mediated households, across developed and wealthy nations, technologically savvy children are actively tailoring their own childhoods. This is a context that requires a reconceptualisation of traditional mentoring models within the family context and recognition of each stakeholder’s expertise, knowledge and agency – a position that is markedly at odds with traditional deficit models. Negotiating Social Media Use within the FamilyIn the early stages of the internet and social media research, a generational gap was often at the centre of debates. Although highly contested, Prensky’s metaphor of digital natives and digital immigrants persists in both the popular media and academic literature. This paradigm portrays young people as tech savvy in contrast with their parents. However, such assumptions are rarely grounded in empirical evidence (Hargittai). Nonetheless, while parents are active users of social media, they find it difficult to negotiate social media use with their children (Sorbring). Some studies suggest that parental concerns arise from impressions that their children know more about social media than they do (FOSI; Wang, Bianchi and Raley). Additionally, parental concern with a child’s social media use is positively correlated with the child’s age; parents of older children are less confident in their skills and believe that their child is more digitally skillful (FOSI). However, it may be more productive to understand social media expertise within the family as shared: intermittently fluctuating between parents and children. In developed and wealthy countries, children are already using digital media by the age of five and throughout their pre-teen years predominantly for play and learning, and as teenagers they are almost universally avid social media users (Nansen; Nansen et al.; Swist et al.). Smartphone ownership has increased significantly among young people in Australia, reaching almost 80% in 2015, a proportion nearly identical to the adult population (Australian Communications and Media Authority). In addition, most young people are using multiple devices switching between them according to where, when and with whom they connect (Australian Communications and Media Authority). The locations of internet use have also diversified. While the home remains the most common site, young people make use of mobile devices to access the internet at school, friend’s homes, and via public Wi-Fi hotspots (Australian Communications and Media Authority). As a result, social media access and engagement has become more frequent and personalised and tied to processes of socialisation and well-being (Sorbring; Swist et al.). These developments have been rapid, introducing asymmetry into the parent-child mentoring dynamic along with family tensions about rules, norms and behaviours of media use. Negotiating an appropriate balance between emerging autonomy and parental oversight has always featured as a primary parenting challenge and social media seem to have introduced a new dimension in this context. A 2016 Pew report on parents, teens, and digital monitoring reveals that social media use has become central to the establishment of family rules and disciplinary practices, with over two thirds of parents reporting the use of “digital grounding” as punishment (Pew). As well as restricting social media use, the majority of parents report limiting the amount of time and times of day their children can be online. Interestingly, while parents engage in a variety of hands-on approaches to monitoring and regulating children’s social media use, they are less likely to use monitoring software, blocking/filtering online content, tracking locations and the like (Pew). These findings suggest that parents may lack confidence in technology-based restrictions or prefer pro-active, family based approaches involving discussion about appropriate social media use. This presents an opportunity to explore how social media produces new forms of parent-child relationships that might be best understood through the lens of cooperative models of mentorship. Digital Parenting: Technological and Pedagogical Interventions Parents along with educators and policy makers are looking for technological solutions to the knowledge gap, whether perceived or real, associated with concerns regarding young people’s social media use. Likewise, technology and social media companies are rushing to develop and sell advice, safety filters and resources of all kinds to meet such parental needs (Clark; McCosker). This relatively under-researched field requires further exploration and dissociation from the discourse of risk and fear (Livingstone). Furthermore, in order to develop opportunities modelled on concepts of cooperative mentoring, such programs and interventions need to move away from hierarchical assumptions about the nature of expertise within family contexts. As Collin and Swist point out, online campaigns aimed at addressing young people and children’s safety and wellbeing “are often still designed by adult ‘experts’” (Collin and Swist). A cooperative mentoring approach within family contexts would align with recent use of co-design or participatory design within social and health research and policy (Collin and Swist). In order to think through the potential of cooperative mentorship approaches in relation to social media use within the family, we examine some of the digital resources available to parents.Prominent US cyber safety and digital citizenship program Cyberwise is a commercial website founded by Diana Graber and Cynthia Lieberman, with connections to Verizon Wireless, Google and iKeepSafe among many other partnerships. In addition to learning resources around topics like “Being a Responsible Citizen of the Digital World”, Cyberwise offers online and face to face workshops on “cyber civics” in California, emphasising critical thinking, ethical discussion and decision making about digital media issues. The organisation aims to educate and support parents and teachers in their endeavor to guide young people in civil and safe social media use. CyberWise’s slogan “No grown up left behind!”, and its program of support and education is underpinned by and maintains the notion of adults as lacking expertise and lagging behind young people in digital literacy and social media skills. In the process, it introduces an additional level of expertise in the cyber safety expert and software-based interventions. Through a number of software partners, CyberWise provides a suite of tools that offer parents some control in preventing cyberbullying and establishing norms for cyber safety. For example, Frienedy is a dedicated social media platform that fosters a more private mode of networking for closed groups of mutually known people. It enables users to control completely what they share and with whom they share it. The tool does not introduce any explicit parental monitoring mechanisms, but seeks to impose an exclusive online environment divested of broader social influences and risks – an environment in which parents can “introduce kids to social media on their terms when they are ready”. Although Frienedy does not explicitly present itself as a monitoring tool, it does perpetuate hierarchical forms of mentorship and control for parents. On the other hand, PocketGuardian is a parental monitoring service for tracking children’s social media use, with an explicit emphasis on parental control: “Parents receive notification when cyberbullying or sexting is detected, plus resources to start a conversation with their child without intruding child’s privacy” (the software notifies parents when it detects an issue but without disclosing the content). The tool promotes its ability to step in on behalf of parents, removing “the task of manually inspecting your child's device and accounts”. The software claims that it analyses the content rather than merely catching “keywords” in its detection algorithms. Obviously, tools such as PocketGuardian reflect a hierarchical mentorship model (and recognise the expertise asymmetry) by imposing technological controls. The software, in a way, fosters a fear of expertise deficiency, while enabling technological controls to reassert the parent-child hierarchy. A different approach is exemplified by the Australian based Young and Well Cooperative Research Centre, a “living lab” experiment – this is an overt attempt to reverse deliberate asymmetry. This pedagogical intervention, initially taking the form of an research project, involved four young people designing and delivering a three-hour workshop on social networking and cyber safety for adult participants (Third et al.). The central aim was to disrupt the traditional way adults and young people relate to each other in relation to social media and technology use and attempted to support learning by reversing traditional roles of adult teacher and young student. In this way ‘a non-hierarchical space of intergenerational learning’ was created (Third et al.). The result was to create a setting where intergenerational conversation helped to demystify social media and technology, generate familiarity with sites, improve adult’s understanding of when they should assist young people, and deliver agency and self-efficacy for the young people involved (7-8). In this way, young people’s expertise was acknowledged as a reflection of a cooperative or asymmetrical mentoring relationship in which adult’s guidance and support could also play a part. These lessons have been applied and developed further through a participatory design approach to producing apps and tools such as Appreciate-a-mate (Collin and Swist). In that project “the inclusion of young people’s contexts became a way of activating and sustaining attachments in regard to the campaign’s future use”(313).In stark contrast to the CyberWise tools, the cooperative mentoring (or participatory design) approach, exemplified in this second example, has multiple positive outcomes: first it demystifies social media use and increases understanding of the role it plays in young people’s (and adults’) lives. Second, it increases adults’ familiarity and comfort in navigating their children’s social media use. Finally, for the young people involved, it supports a sense of achievement and acknowledges their expertise and agency. To build sustainability into these processes, we would argue that it is important to look at the family context and cooperative mentorship as an additional point of intervention. Understood in this sense, cooperative and asymmetrical mentoring between a parent and child echoes an authoritative parenting style which is proven to have the best outcome for children (Baumrind), but in a way that accommodates young people’s technology expertise.Both programs analysed target adults (parents) as less skilful than young people (their children) in relation to social media use. However, while first case study, the technology based interventions endorses hierarchical model, the Living Lab example (a pedagogical intervention) attempts to create an environment without hierarchical obstacles to learning and knowledge exchange. Although the parent-child relationship is indubitably characterised by the hierarchy to some extent, it also assumes continuous negotiation and role fluctuation. A continuous process, negotiation intensifies as children age and transition to more independent media use. In the current digital environment, this negotiation is often facilitated (or even led) by social media platforms as additional agents in the process. Unarguably, digital parenting might implicate both technological and pedagogical interventions; however, there should be a dialogue between the two. Without presumed expertise roles, non-hierarchical, cooperative environment for negotiating social media use can be developed. Cooperative mentorship, as a concept, offers an opportunity to connect research and practice through participatory design and it deserves further consideration.ConclusionsPrevailing approaches to cyber safety education tend to focus on risk management and in doing so, they maintain hierarchical forms of parental control. Adhering to such methods fails to acknowledge young people’s expertise and further deepens generational misunderstanding over social media use. Rather than insisting on hierarchical and traditional roles, there is a need to recognise and leverage asymmetrical expertise within the family in regards to social media.Cooperative and asymmetrical mentorship happens naturally in the family and can be facilitated by and through social media. The inverted hierarchy of expertise we have described here puts both parents and children, in a position of constant negotiation over social media use. This negotiation is complex, relational, unpredictable, open toward emergent possibilities and often intensive. Unquestionably, it is clear that social media provides opportunities for negotiation over, and inversion of, traditional family roles. Whether this inversion of expertise is real or only perceived, however, deserves further investigation. This article formulates some of the conceptual groundwork for an empirical study of family dynamics in relation to social media use and rulemaking. The study aims to continue to probe the positive potential of cooperative and asymmetrical mentorship and participatory design concepts and practices. The idea of cooperative mentorship does not necessarily provide a universal solution to how families negotiate social media use, but it does provide a new lens through which this dynamic can be observed. Clearly family dynamics, and the parent-child relationship, in particular, can play a vital part in supporting effective digital citizenship and wellbeing processes. Learning about this spontaneous and natural process of family negotiations might equip us with tools to inform policy and practices that can help parents and children to collaboratively create ‘a networked world in which they all want to live’ (boyd). ReferencesAmbrosetti, Angelina, and John Dekkers. "The Interconnectedness of the Roles of Mentors and Mentees in Pre-Service Teacher Education Mentoring Relationships." 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With globalization, the university-work transition has become increasingly challenging for graduates and employers. In the new context, the mission of university has shifted, and knowledge is no longer considered as singular [1]. The traditional role of universities in producing knowledge has changed to give more focus on the demands of society. The “codified knowledge” acquired from didactic teaching in universities can be at odds with the often “informal and tacit” knowledge required in the workplace. The development of information technology makes the nature of work changing very fast; graduates need to achieve attributes that help them not only do the work corresponding with their disciplines, but be able to learn new skills and new knowledge. This paper presents the primary results of a questionnaire survey among 25 employers of VNU School of Law’s graduates to explore employers’ evaluation of the employability of graduates from Vietnam National University Hanoi. Applying theories of graduate attributes [2], employability [3] and graduate transferable skills [4], [5], the survey explores the gap between university study and the requirements at the work market of graduates. This paper argues that there is considerable distance between university knowledge and skills and the nature of the work. Graduates lack transferable skills, those that allow them to acquire the necessary skills, to satisfy the requirements of the morden workplace, to transfer abstract cognitive skills. These skills are needed before the graduates enter the work market as the employers expect them to practice these skills competently at work. Although these skills can be generated through work, the employers do emphasise their importance for univesrity graduates. Therefore the university teaching and learning process should be reviewed and revised (if necessary) to develop these transferable skills during the time at the university. Keywords Graduate attributes, employability, Vietnam, general competences, transferable skills References [1] Bennett, N., Dunne, E., Carré, C. (2000). Skills development in higher education and employment, (Buckingham; Philadelphia, PA :, Society for Research into Higher Education & Open University Press).[2] Barrie, S. (2006). Understanding What We Mean by the Generic Attributes of Graduates. Higher Education, 51(2), 215-241. [3] Knight, P. T., & Yorke, M. (2002). Employability through the curriculum. Tertiary Education & Management, 8(4), 261-276.[4] Bennett, R. (2002). Employers' Demands for Personal Transferable Skills in Graduates: a content analysis of 1000 job advertisements and an associated empirical study, Journal of Vocational Education and Training, 54:4, 457-476, DOI: 10.1080/13636820200200209[5] Harvey, L. (2005). Embedding and integrating employability. New Directions for Institutional Research. (128), 13-26. doi:10.1002/ir.160[6] Sen, A. (2002). How to judge globalism. The American Prospect Online. Online resource. http://www.prospect.org/print/V13/1/sen-a.html. Accessed on 30 March 2013.[7] Giddens, A. (1990). The consequences of modernity. Stanford, Calif.: Stanford University Press.[8] Marginson, S., & van der Wende, M. (2009). The new global landscape of nations and institutions. Organization for Economic Cooperation and Development Higher education to 2030, 2(Globalization), 17-62.[9] Altbach, P. G. (2010). The realities of mass higher education in a globalized world. In D. B. Johnstone, M. d'Ambrosio & P. J. Yakoboski (Eds.), Higher education in a global society (pp. 25-41). Cheltenham: Edward Elgar Publishing.[10] Marginson, S. (2008). Global field and global imagining: Bourdieu and worldwide higher education. British Journal of Sociology of Education, 29(3), 303 - 315.[11] Douglass, J., Thomson, G., & Zhao, C.-M. (2012). The learning outcomes race: the value of self-reported gains in large research universities. Higher Education, 64(3), 317-335.[12] Eraut, M. (2004). Transfer of knowledge between education and workplace settings. In H. Rainbird, A. Fuller & A. Munro (Eds.), Workplace learning in context (pp. 201-221). London ; New York: Routledge.[13] Hernández-March, J., Martín del Peso, M., & Leguey, S. (2009). Graduates’ Skills and Higher Education: The employers’ perspective. Tertiary Education and Management, 15(1), 1-16. http://dx.doi.org/10.1080/13583880802699978[14] Harvey, L., Moon, S., Geall, V., & Bower, R. (1997). Graduates' Work: Organisational Change and Students' Attributes. Centre for Research into Quality, 90 Aldridge Road, Perry Barr, Birmingham B42 2TP, England, United Kingdom (5 British pounds).[15] Holden, R., & Jameson, S. (2002). Employing graduates in SMEs: towards a research agenda. Journal of Small Business and Enterprise Development, 9(3), 271-284.[16] Fallows, S., & Steven, C. (2013). Integrating key skills in higher education: Employability, transferable skills and learning for life. Routledge.[17] Haigh, M. J., & Kilmartin, M. P. (1999). Student perceptions of the development of personal transferable skills. Journal of Geography in Higher Education, 23(2), 195-206. Retrieved from https://search.proquest.com/docview/214735353?accountid=39811[18] Lowden, K., Hall, S., Elliot, D., & Lewin, J. (2011). Employers’ perceptions of the employability skills of new graduates. London: Edge Foundation.[19] Suleman, F. (2016). Employability skills of higher education graduates: Little consensus on a much-discussed subject. Procedia-Social and Behavioral Sciences, 228, 169-174. Paper presented in the Proceedings of 2nd International Conference on Higher Education Advances, HEAd´16, 21-23 June 2016, València, Spain.[20] Little, B. (2006). Employability and work-based learning. York: Higher Education Academy, 2006.[21] Stephenson, J. (2013). “The Concept of Capability and Its Importance in Higher Education,” in Capability and quality in higher educationJ. Stephenson and M. Yorke, Eds. Routledge, pp. 1-13.[22] Yorke, M., & Harvey, L. (2005). Graduate Attributes and Their Development. In R. A. Voorhees & L. Harvey (Eds.), Workforce development and higher education: a strategic role for institutional research (pp. 41-58). San Francisco: Jossey-Bass.[23] Maclean, R., & Ordonez, V. (2007). Work, skills development for employability and education for sustainable development. Educational Research for Policy and Practice, 6(2), 123-140.[24] De Weert, E. (2007). Graduate Employment in Europe: The Employers' Perspective. In U. Teichler (Ed.), Careers of University Graduates (Vol. 17, pp. 225-246): Springer Netherlands.[25] Tran Quang Trung, & Swierczek, F. W. (2009). Skills development in higher education in Vietnam. Asia Pacific Business Review, 15(4), 565-586.[26] Nguyen Thi Thanh Hong. (2008). “Factors influencing the self-study quality for education theory subject of the students at Universities of Education”. Vietnamese Education Review, vol. 182, no.2, pp. 22-24.[27] World Bank. (2008). Vietnam - Higher education and skills for growth. Washington, DC: World Bank, 2008.[28] Mai Thi Quynh Lan (2017). The ‘person-in-between’ role of young graduates at INGOs in Vietnam. Journal of Teaching and Learning for Graduate Employability, 8(1), 137-151. http://dx.doi.org/10.21153/jtlge2017vol8no1art626[29] World Bank. (2013). Vietnam development report: preparing the work force for a modern market economy: Main report. Washington DC; World Bank, vol. 2.

07–259Abasi, Ali R., Nahal Akbari & Barbara Graves (U Ottawa, Canada), Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing (Elsevier) 15.2 (2006), 102–117.07–260Brantmeier, Cindy (Washington U, St Louis, USA), Toward a multicomponent model of interest and L2 reading: Sources of interest, perceived situational interest, and comprehension. Reading in a Foreign Language (U Hawaii, USA) 18.2 (2006), 89–115.07–261Bremner, Stephen (City U Hong Kong, China), Politeness, power, and activity systems: Written requests and multiple audiences in an institutional setting. Written Communication (Sage) 23.4 (2006), 397–423.07–262Cargill, Margaret (U Adelaide, Australia) & Patrick O'Connor, Developing Chinese scientists' skills for publishing in English: Evaluating collaborating-colleague workshops based on genre analysis. Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 207–221.07–263Edge, Julian, Reading to take notes and to summarize: A classroom procedure (reprint of author's 1983 article). Reading in a Foreign Language (U Hawaii, USA), 1.2, 93–98.07–264Edge, Julian (Manchester U, UK; julian.edge@manchester.ac.uk), From paragraphs to patterns: Ablocutionary value in autobiography. Reading in a Foreign Language (U Hawaii, USA) 18.2 (2006), 124–127.07–265Goetry, Vincent, Lesly Wade-Woolley, Régine Kolinsky & Philıppe Mousty (Queen's U, Belgium; vgoetry@ulb.ac.be), The role of stress processing abilities in the development of bilingual reading. 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ObjectiveTo test the feasibility of using an Arabic version of CSHCN Screener in identifying CSHCN in the Egyptian setup and to estimate the prevalence of CSHCN among children aged 6-14 years in Alexandria, Egypt using the Arabic version of the CSHCN Screener.IntroductionChildren with special health care needs (CSHCN) are defined as: “those who have or are at increased risk for a chronic physical, developmental, behavioural, or emotional condition and who also require health and related services of a type or amount beyond that required by children generally.” (1) The care of CSHCN is a significant public health issue. These children are medically complex, require services and supports well beyond those that typically developing children require, and command a considerable proportion of the pediatric health care budget. (2)Different tools were used to identify CSHCN. (3, 4) One of them is the CSHCN screener (5) which uses a non-condition specific approach that identifies children across a range and diversity of childhood chronic conditions and special needs. (6) It identifies children with elevated or unusual needs for health care or educational services due to a chronic health condition. It focuses on health consequences a child experiences as a result of having an ongoing health condition rather than on the presence of a specific diagnosis or type of disability. It allows a more comprehensive assessment of the performance of the health care system than is attainable by focusing on a single diagnosis. (7) The CSHCN screener is only available in English and Spanish. (8)In developing countries, obtaining reliable prevalence rates for CSHCN is challenging. Sophisticated datasets associated with governmental services and high quality research studies are less common due to fewer resources. Egypt has no screening or surveillance systems for identifying CSHCN. (9)MethodsA community based survey was conducted among a representative sample of children aged 6-14 years from the 8 health districts of Alexandria, Egypt using a multistage cluster sampling technique. The final sample amounted to 501 children from 405 families. Data about the children and their families were collected by interviewing the mothers of the selected children using a pre-designed interviewing questionnaire. The questionnaire included their personal and family characteristics in addition to the Arabic translation of CSHCN screener. Permission to translate the questionnaire into the Arabic language was obtained from the Child and Adolescent Health Measurement Initiative. Validation and cultural adaptation of the translated CSHCN screener were done. The survey questions were generally understandable by Arabic speakers. As for the screener questions, the Arabic translation was straightforward and clear. The difference between the Arabic translation for the words “health conditions” and “medical conditions” in the 1st follow up questions was not clear for the respondents and the interviewers had to give an explanation for the two terms to help the respondents. So, it was easier for the respondents to answer the screener questions than the follow up questions.ResultsOut of the 501 children included in the study, 61 were identified by the screener to be CSHCN, making a prevalence of CSHCN of 12.2%. The prevalence of children with dependency on prescription medicine was 11.8%, while the prevalence of children with service use above that considered usual or routine was 11.8%. The prevalence of children with functional limitations was 12%. Among these domains, in almost all children, the reason was a medical, behavioral or health condition (98.3%) and the condition has continued or is expected to continue for at least 12 months in all children. Among CSHCN, the majority (91.8%) had these three domains combined.Sensory impairments ranked first among the most prevalent conditions requiring special health care with a prevalence of 2.8% which represented 23% of the conditions, followed by cognitive impairments with a prevalence of 2% representing 16.4% of all conditions requiring special health care. Impaired mobility was the third most common condition requiring special care with a prevalence of 1.8%.The table shows that CSHCN were more likely to be in the younger age group (6-<10 years), to be males, to be the first in order among their siblings and to have an illiterate or just read and write father. On the other hand, CSHCN were less likely to have a university educated mother, to be living with both parents and to be from a family without an enough income. The only significant factor was the type of family (cOR=0.88, 95% CI = 0.85-0.91).ConclusionsThe study showed the feasibility to use the CSHCN screener in the Egyptian National health care services to easily identify the majority of children that need to be the focus of the National health care services. It could also be an easy tool to assess the quality of the ongoing school health programs in responding to the overall needs of school children.With the present Egyptian policy of reform giving special attention to people in need particularly sensitive groups such as school children, it is therefore recommended that the school health services, in addition to the ongoing diagnostic, preventive and curative services add an additional measure, namely the screener for CSHCN, which is a simple easily administered screening tool which will also assist to depict existing gaps in the health care system to ensure being comprehensive.ReferencesMcPherson M, Arango P, Fox C, et al. A new definition of children with special health care needs. Pediatrics 1998;102:137-40.Goldson E, Louch G, Washington K, et al. Guidelines for the care of the child with special health care needs. Adv Pediatr 2006;53:165-82.Newacheck PW, Strickland B, Shonkoff JP, et al. An epidemiologic profile of children with special health care needs. Pediatrics 1998;102:117-23.Stein REK, Silver EJ. Operationalizing a conceptually based noncategorical definition. A first look at U.S. children with chronic conditions. Arch Pediatr Adolesc Med 1999;153:68-74.Child and Adolescent Health Measurement Initiative. The children with special health care needs (CSHCN) screener. Baltimore: CAHMI; 1998. 10p.Child and adolescent initiative. Who are children with special health care needs (CSHCN). Baltimore: CAHMI; 2012. 2p.Bethell CD, Read D, Neff J, et al. Comparison of the children with special health care needs screener to the questionnaire for identifying children with chronic conditions–revised. Ambul Pediatr 2002;2:49-57.Read D, Bethell C, Blumberg SJ, et al. An evaluation of the linguistic and cultural validity of the Spanish language version of the children with special health care needs screener. Matern Child Health J 2007;11(6):568-85.Kennedy P, editor. The Oxford Handbook of Rehabilitation Psychology. Oxford, New York: Oxford University Press; 2012.

Sources describe the actors quoted by journalists to support or refute their argumentation or to introduce new aspects into a discussion. Sources might be used for direct or indirect quotes and can be attributed to a variety of actors, such as government officials, witnesses or PR sources. In terrorism coverage, the media tends to mostly rely on official sources such as the government or police officials. Field of application/theoretical foundation: Content analyses focus on journalistic sources beyond terrorism coverage. Such analyses are often based on “Agenda-Setting” theories (McCombs & Shaw, 1972), models conceptualizing the relationship between journalists and PR, power hierarchies, or studies on working routines of journalists. References/combination with other methods of data collection: Similar analyses in the context of “Automated Content Analysis” try to grasp news “Actors”, of which news sources might be one, automatically (for example Burggraaf & Trilling, 2020). In addition, interviews with journalists can shed light on their sourcing routines (Larsen, 2018). Two studies are of particular value when analyzing sources used in terrorism coverage since they analyze a large variety of different sources and will hence be discussed in the following section. Example studies: Larsen (2019); Venger (2019) Information on Larsen, 2019 Author: Larsen (2019) Research question: How are radicalization and violent extremism framed in the news, including the sources used in these articles? Object of analysis: Online news from four Norwegian news outlets (Aftenposten, NRK, TV2, and VG) Time frame of analysis: 2014–2015 Info about variables Variable name/definition: Sources Level of analysis: News stories Variables and values: 27 different values, namely (1) no source, (2) police, (3) security services, (4) national politician in position, (5) national politician in opposition, (6) local politician, (7) bureaucracy/administration, (8) lawyer, (9) military/intelligence, (10) expert/researcher, (11) journalist/editor, (12) “extreme Islamist”, (13) “right-wing extremist”, (14) acquaintances, (15) NGOs, (16) international organizations, (17) religious leaders/spokespersons, (18) members of the public, (19) health, (20) education/school, (21) private sector/business, (22) prison administration, (23) affiliation not mentioned (i.e. anonymous), (24) think tank, (25) public prosecutors, (26) judge/court of Justice, (27) other Reliability: Cohen’s kappa: .895 Information on Venger, 2019 Authors: Venger (2019) Research question: How did the use of sources in news on the London bombings differ across newspapers published in countries with different media systems? Object of analysis: Newspaper coverage in the UK (The Guardian, The Times), the US (The Washington Post, The New York Times), and Russia (Izvestiya) Time frame of analysis: July–August 2005 Info about variables Variable name/definition8 different values, including (1) local government officials of the newspaper’s country, (2) foreign government officials, including officials of international agencies, (3) local experts, (4) international experts, (5) foreigners not associated with any government, (6) private citizens (of the newspaper’s country), (7) citations for local newspapers, (8) citations for international newspapers. Reliability: Rust and Cohen’s PRL reliability index, minimal value of any variable in study: .85 Table 1. Measurement of “Sources” in terrorism coverage. Author(s) Sample Manifestations Reliability Codebook Bennett (2016) Online news articles 12 different sources, ranging from “domestic media” to “eyewitnesses” Not reported Not available Douai & Lauricella (2014) Newspaper articles 5 different sources, ranging from “Western media sources” to “official/government Muslim sources” Percent agreement across all variables: 94.25 Not available Du & Li (2017) Online news articles 7 different sources, ranging from “NGOs” to “laws, orders, and documents” Scott’s pi for all variables in study: between .798 and 1 Not available Fahmy & Al Emad (2011) Online news articles 5 different sources, ranging from “US sources” to “Al Qaeda sources” Scott’s pi: .92 Available Gardner (2007) Newspaper articles 7 different sources, ranging from “analyst/academic” to “friends and family of the terrorist” Holsti across all variables: .87 Not available Larsen (2019) Broadcasting programs and online news articles 27 different sources, ranging from “security/intelligence” to “religious spokespersons” Cohen’s kappa: .895 Available Li (2007) Broadcasting programs 10 different sources, ranging from “airlines officials” to “witnesses” Scott’s pi: .84 Not available Matthews (2013) Newspaper articles 16 different sources, ranging from “police sources” to “experts” Minimal value for all variables in study: .8 Available Matthews (2016) Newspaper articles 7 different sources, ranging from “friends” to “survivors and witnesses” Not reported Not available Venger (2019) Newspaper articles 8 different sources, ranging from “local experts” to “citations for international newspapers” Rust and Cohen’s PRL reliability index, minimal value of any variable in study: 85 Not available Zhang & Hellmüller (2016) Online news articles 10 different sources, ranging from “ISIS/insurgent groups” to “ordinary people” Krippendorf’s alpha: .8 Available References Bennett, D. (2016). Sourcing the BBC’s live online coverage of terror attacks. Digital Journalism, 4(7), 861–874. doi:10.1080/21670811.2016.1163233 Burggraaff, C., & Trilling, D. (2020). Through a different gate: An automated content analysis of how online news and print news differ. Journalism, 21(1), 112–129. doi:10.1177/1464884917716699 Douai, A., & Lauricella, S. (2014). The ‘terrorism’ frame in ‘neo-Orientalism’: Western news and the Sunni–Shia Muslim sectarian relations after 9/11. International Journal of Media & Cultural Politics, 10(1), 7–24. doi:10.1386/macp.10.1.7_1 Du, Y. R., & Li, L. (2017). When press freedom meets national interest: How terrorist attacks are framed in the news in China and the US. Global Media and China, 2(3–4), 284–302. doi:10.1177/2059436418755761 Fahmy, S. S., & Al Emad, M. (2011). Al-Jazeera vs Al-Jazeera: A comparison of the network’s English and Arabic online coverage of the US/Al Qaeda conflict. International Communication Gazette, 73(3), 216–232. doi:10.1177/1748048510393656 Gardner, E. (2007). Is there method to the madness?: Worldwide press coverage of female terrorists and journalistic attempts to rationalize their involvement. Journalism Studies, 8(6), 909–929. doi:10.1080/14616700701556799 Larsen, A. H. (2018). Newsworthy actors, illegitimate voices: Journalistic strategies in dealing with voices deemed anti-democratic and violent. Journalism. Advanced online publication. doi:10.1177/1464884918760865 Larsen, A. G. (2019). Threatening criminals and marginalized individuals: Frames and news conventions in reporting of radicalization and violent extremism. Media, War & Conflict, 12(3), 299–316. doi:10.1177/1750635218769331 Li, X. (2007). Stages of a crisis and media frames and functions: U.S. television coverage of the 9/11 incident during the first 24 hours. Journal of Broadcasting & Electronic Media, 51(4), 670–687. doi:10.1080/08838150701626578 Matthews, J. (2013). News narratives of terrorism: Assessing source diversity and source use in UK news coverage of alleged Islamist plots. Media, War & Conflict, 6(3), 295–310. doi:10.1177/1750635213505189 Matthews, J. (2016). Media performance in the aftermath of terror: Reporting templates, political ritual and the UK press coverage of the London Bombings, 2005. Journalism, 17(2), 173–189. doi:10.1177/1464884914554175 McCombs, M.E., & Shaw, D. L. (1972). The agenda-setting function of mass media. Public Opinion Quarterly, 36(2), 176–187. doi:10.1086/267990 Venger, O. (2019). The use of experts in journalistic accounts of media events: A comparative study of the 2005 London Bombings in British, American, and Russian newspapers. Journalism, 20(10), 1343–1359. doi:10.1177/1464884919830479 Zhang, X., & Hellmüller, L. (2016). Transnational Media Coverage of the ISIS Threat: A Global Perspective? International Journal of Communication, 10, 766–785.

The American Broadcasting Company (ABC) Family Network show Switched at Birth tells two stories—one which follows the unique plot of the show, and one about the new openness of television executives toward integrating more people with a variety of visible and invisible physical embodiments, such as hearing loss, into television content. It first aired in 2011 and in 2017 aired its fifth and final season.The show focuses on two teen girls in Kansas City who find out they were switched due to a hospital error on the day of their birth and who grew up with parents who were not biologically related to them. One, Bay Kennish (Vanessa Marano), lives with her wealthy parents—a stay-at-home mom Kathryn (Lea Thompson) and a former professional baseball player, now businessman, father John (D.W. Moffett). She has an older brother Toby (Lucas Grabeel) who is into music. In her high school science class, Bay learns about blood types and discovers her parents’ blood types could not have produced her. The family has professional genetic tests done and discovers the switch (ABC Family, “This Is Not a Pipe”).In the pilot episode, Bay’s parents find out that deaf teen, Daphne Vasquez (Katie Leclerc), is actually their daughter. She lives in a working class Hispanic neighbourhood with her hairdresser single mother Regina (Constance Marie) and grandmother Adrianna (Ivonne Coll), both of whom are of Puerto Rican ancestry. Daphne is deaf due to a case of meningitis when she was three, which the rich Kennishes feel happened because of inadequate healthcare provided by working class Regina. Daphne attends an all-deaf school, Carlton.The man who was thought to be her biological father, Angelo Sorrento (Gilles Marini), doesn’t appear in the show until episode 10 but becomes a series regular in season 2. It becomes apparent that Daphne believes her father left because of her deafness; however, as the first season progresses, the real reasons begin to emerge. From the pilot onwards, the show dives into clashes of language, culture, ethnicity, class, and even physical appearance—in one scene in the pilot, the waspy Kennishes ask Regina if she is “Mexican.” As later episodes reveal, many of these physical appearance issues are revealed to have fractured the Vasquez family early on—Daphne is a freckled, strawberry blonde, and her father (who is French and Italian) suspected infidelity.The two families merge when the Kennishes ask Daphne and her mother to move into their guest house in order get to know their daughter better. That forces the Kennishes into the world of deafness, and throughout the show this hearing family therefore becomes a surrogate for a hearing audience’s immersion into Deaf culture.Cultural Inclusivity: The Way ForwardShow creator Lizzy Weiss explained that it was actually the ABC Family network that “suggested making one of the kids disabled” (Academy of Television Arts & Sciences). Weiss was familiar with American Sign Language (ASL) because she had a “classical theatre of the Deaf” course in college. She said, “I had in the back of my head a little bit of background at least about how beautiful the language was. So I said, ‘What if one of the girls is deaf?’” The network thought it was wonderful idea, so she began researching the Deaf community, including spending time at a deaf high school in Los Angeles called Marlton, on which she modelled the Switched at Birth school, Carlton. Weiss (Academy of Television Arts & Sciences) says of the school visit experience:I learned so much that day and spoke to dozens of deaf teenagers about their lives and their experiences. And so, this is, of course, in the middle of writing the pilot, and I said to the network, you know, deaf kids wouldn’t voice orally. We would have to have those scenes only in ASL, and no sound and they said, ‘Great. Let’s do it.’ And frankly, we just kind of grew and grew from there.To accommodate the narrative structure of a television drama, Weiss said it became clear from the beginning that the show would need to use SimCom (simultaneous communication or sign supported speech) for the hearing or deaf characters who were signing so they could speak and sign at the same time. She knew this wasn’t the norm for two actual people communicating in ASL, but the production team worried about having a show that was heavily captioned as this might distance its key—overwhelmingly hearing—teen audience who would have to pay attention to the screen during captioned scenes. However, this did not appear to be the case—instead, viewers were drawn to the show because of its unique sign language-influenced television narrative structure. The show became popular very quickly and, with 3.3 million viewers, became the highest-rated premiere ever on the ABC Family network (Barney).Switched at Birth also received much praise from the media for allowing its deaf actors to communicate using sign language. The Huffington Post television critic Maureen Ryan said, “Allowing deaf characters to talk to each other directly—without a hearing person or a translator present—is a savvy strategy that allows the show to dig deeper into deaf culture and also to treat deaf characters as it would anyone else”. Importantly, it allowed the show to be unique in a way that was found nowhere else on television. “It’s practically avant-garde for television, despite the conventional teen-soap look of the show,” said Ryan.Usually a show’s success is garnered by audience numbers and media critique—by this measure Switched at Birth was a hit. However, programs that portray a disability—in any form—are often the target of criticism, particularly from the communities they attempting to represent. It should be noted that, while actress Katie Leclerc, who plays Daphne, has a condition, Meniere’s disease, which causes hearing loss and vertigo on an intermittent basis, she does not identify as a deaf actress and must use a deaf accent to portray Daphne. However, she is ASL fluent, learning it in high school (Orangejack). This meant her qualifications met the original casting call which said “actress must be deaf or hard of hearing and must speak English well, American Sign Language preferred” (Paz, 2010) Leclerc likens her role to that of any actor to who has to affect body and vocal changes for a role—she gives the example of Hugh Laurie in House, who is British with no limp, but was an American who uses a cane in that show (Bibel).As such, initially, some in the Deaf community complained about her casting though an online petition with 140 signatures (Nielson). Yet many in the Deaf community softened any criticism of the show when they saw the production’s ongoing attention to Deaf cultural details (Grushkin). Finally, any lingering criticisms from the Deaf community were quieted by the many deaf actors hired for the show who perform using ASL. This includes Sean Berdy, who plays Daphne’s best friend Emmett, his onscreen mother, played by actress Marlee Matlin, and Anthony Natale who plays his father; their characters both sign and vocalize in the show. The Emmett character only communicates in ASL and does not vocalise until he falls in love with the hearing character Bay—even then he rarely uses his voice.This seemingly all-round “acceptance” of the show gave the production team more freedom to be innovative—by season 3 the audience was deemed to be so comfortable with captions that the shows began to feature less SimCom and more all-captioned scenes. This lead to the full episode in ASL, a first on American mainstream television.For an Hour, Welcome to Our WorldSwitched at Birth writer Chad Fiveash explained that when the production team came up with the idea for a captioned all-ASL episode, they “didn’t want to do the ASL episode as a gimmick. It needed to be thematically resonant”. As a result, they decided to link the episode to the most significant event in American Deaf history, an event that solidified its status as a cultural community—the 1988 Deaf President Now (DPN) protest at Gallaudet University in Washington. This protest inspired the March 2013 episode for Switched at Birth and aired 25 years to the week that the actual DPN protest happened. This episode makes it clear the show is trying to completely embrace Deaf culture and wants its audience to better understand Deaf identity.DPN was a pivotal moment for Deaf people—it truly solidified members of a global Deaf community who felt more empowered to fight for their rights. Students demanded that Gallaudet—as the premier university for deaf and hard-of-hearing students—no longer have a hearing person as its president. The Gallaudet board of trustees, the majority of whom were hearing, tried to force students and faculty to accept a hearing president; their attitude was that they knew what was best for the deaf persons there. For eight days, deaf people across America and the world rallied around the student protestors, refusing to give in until a deaf president was appointed. Their success came in the form of I. King Jordan, a deaf man who had served as dean of the College of Arts & Sciences at the time of the protest.The event was covered by media around the world, giving the American Deaf community international attention. Indeed, Gallaudet University says the DPN protest symbolized more than just the hiring of a Deaf president; it brought Deaf issues before the public and “raised the nation’s consciousness of the rights and abilities of deaf and hard of hearing people” (Gallaudet University).The activities of the students and their supporters showed dramatically that in the 1980s deaf people could be galvanized to unite around a common issue, particularly one of great symbolic meaning, such as the Gallaudet presidency. Gallaudet University represents the pinnacle of education for deaf people, not only in the United States but throughout the world. The assumption of its presidency by a person himself deaf announced to the world that deaf Americans were now a mature minority (Van Cleve and Crouch, 172).Deaf people were throwing off the oppression of the hearing world by demanding that their university have someone from their community at its helm. Jankowski (Deaf Empowerment; A Metaphorical Analysis of Conflict) studied the Gallaudet protest within the framework of a metaphor. She found a recurring theme during the DPN protest to be Gallaudet as “plantation”—which metaphorically refers to deaf persons as slaves trying to break free from the grip of the dominant mastery of the hearing world—and she parallels the civil rights movement of African Americans in the 1960s. As an example, Gallaudet was referred to as the “Selma of the Deaf” during the protest, and protest signs used the language of Martin Luther King such as “we still have a dream.” For deaf Americans, the presidency of Gallaudet became a symbol of hope for the future. As Jankowski attests:deaf people perceived themselves as possessing the ability to manage their own kind, pointing to black-managed organization, women-managed organizations, etc., struggling for that same right. They argued that it was a fight for their basic human rights, a struggle to free themselves, to release the hold their ‘masters’ held on them. (“A Metaphorical Analysis”)The creators of the Switched at Birth episode wanted to ensure of these emotions, as well as historical and cultural references, were prevalent in the modern-day, all-ASL episode, titled Uprising. That show therefore wanted to represent both the 1988 DPN protest as well as a current issue in the US—the closing of deaf schools (Anderson). The storyline focuses on the deaf students at the fictitious Carlton School for the Deaf seizing one of the school buildings to stage a protest because the school board has decided to shut down the school and mainstream the deaf students into hearing schools. When the deaf students try to come up with a list of demands, conflicts arise about what the demands should be and whether a pilot program—allowing hearing kids who sign to attend the deaf school—should remain.This show accomplished multiple things with its reach into Deaf history and identity, but it also did something technologically unique for the modern world—it made people pay attention. Because captioning translated the sign language for viewers, Lizzy Weiss, the creator of the series, said, “Every single viewer—deaf or hearing—was forced to put away their phones and iPads and anything else distracting … and focus … you had to read … you couldn’t do anything else. And that made you get into it more. It drew you in” (Stelter). The point, Weiss said, “was about revealing something new to the viewer—what does it feel like to be an outsider? What does it feel like to have to read and focus for an entire episode, like deaf viewers do all the time?” (Stelter). As one deaf reviewer of the Uprising episode said, “For an hour, welcome to our world! A world that’s inconvenient, but one most of us wouldn’t leave if offered a magic pill” (DR_Staff).This episode, more than any other, afforded hearing television viewers an experience perhaps similar to deaf viewers. The New York Times reported that “Deaf and hard-of-hearing viewers commented by the thousands after the show, with many saying in effect, “Yes! That’s what it feels like” (Stelter).Continued ResonancesWhat is also unique about the episode is that in teaching the hearing viewers more about the Deaf community, it also reinforced Deaf community pride and even taught young deaf people a bit of their own history. The Deaf community and Gallaudet were very pleased with their history showing up on a television show—the university produced a 30-second commercial which aired within the episode, and held viewing parties. Gallaudet also forwarded the 35 pages of Facebook comments they’d received about the episode to ABC Family and Gallaudet President T. Alan Hurwitz said of the episode (Yahr), “Over the past 25 years, [DPN] has symbolised self-determination and empowerment for deaf and hard of hearing people around the world”. The National Association of the Deaf (NAD) also lauded the episode, describing it as “phenomenal and groundbreaking, saying the situation is very real to us” (Stelter)—NAD had been vocally against budget cuts and closings of US deaf schools.Deaf individuals all over the Internet and social media also spoke out about the episode, with overwhelmingly favourable opinions. Deaf blogger Amy Cohen Efron, who participated in 1988′s DPN movement, said that DPN was “a turning point of my life, forcing me to re-examine my own personal identity, and develop self-determinism as a Deaf person” and led to her becoming an activist.When she watched the Uprising episode, she said the symbolic and historical representations in the show resonated with her. In the episode, a huge sign is unfurled on the side of the Carlton School for the Deaf with a girl with a fist in the air under the slogan “Take Back Carlton.” During the DPN protest, the deaf student protesters unfurled a sign that said “Deaf President Now” with the US Capitol in the background; this image has become an iconic symbol of modern Deaf culture. Efron says the image in the television episode was much more militant than the actual DPN sign. However, it could be argued that society now sees the Deaf community as much more militant because of the DPN protest, and that the imagery in the Uprising episode played into that connection. Efron also acknowledged the episode’s strong nod to the Gallaudet student protestors who defied the hearing community’s expectations by practising civil disobedience. As Efron explained, “Society expected that the Deaf people are submissive and accept to whatever decision done by the majority without any of our input and/or participation in the process.”She also argues that the episode educated more than just the hearing community. In addition to DPN, Uprising was filled with other references to Deaf history. For example a glass door to the room at Carlton was covered with posters about people like Helen Keller and Jean-Ferdinand Berthier, a deaf educator in 19th century France who promoted the concept of deaf identity and culture—Efron says most people in the Deaf community have never heard of him. She also claims that the younger Deaf community may also not be aware of the 1988 DPN protest—“It was not in high school textbooks available for students. Many deaf and hard of hearing students are mainstreamed and they have not the slightest idea about the DPN movement, even about the Deaf Community’s ongoing fight against discrimination, prejudice and oppression, along with our victories”.Long before the Uprising episode aired, the Deaf community had been watching Switched at Birth carefully to make sure Deaf culture was accurately represented. Throughout season 3 David Martin created weekly videos in sign language that were an ASL/Deaf cultural analysis of Switched at Birth. He highlighted content he liked and signs that were incorrect, a kind of a Deaf culture/ASL fact checker. From the Uprising episode, he said he thought this quote from Marlee Matlin’s character said it all, “Until hearing people walk a day in our shoes they will never understand” (Martin). That succinctly states what the all-ASL episode was trying to capture—creating an awareness of Deaf people’s cultural experience and their oppression in hearing society.Even a deaf person who was an early critic of Switched at Birth because of the hiring of Katie Leclerc and the use of SimCom admitted he was impressed with the all-ASL episode (Grushkin):all too often, we see media accounts of Deaf people which play into our society’s perceptions of Deaf people: as helpless, handicapped individuals who are in need of fixes such as cochlear implants in order to “restore” us to society. Almost never do we see accounts of Deaf people as healthy, capable individuals who live ordinary, successful lives without necessarily conforming to the Hearing ‘script’ for how we should be. And important issues such as language rights or school closings are too often virtually ignored by the general media.In addition to the episode being widely discussed within the Deaf community, the mainstream news media also covered Uprising intensely, seeing it as a meaningful cultural moment, not just for the Deaf community but for popular culture in general. Lacob wrote that he realises that hearing viewers probably won’t understand what it means to be a deaf person in modern America, but he believes that the episodeposits that there are moments of understanding, commonalities, and potential bridge-building between these two communities. And the desire for understanding is the first step toward a more inclusive and broad-minded future.He continues:the significance of this moment can’t be undervalued, nor can the show’s rich embrace of deaf history, manifested here in the form of Gallaudet and the historical figures whose photographs and stories are papered on the windows of Carlton during the student protest. What we’re seeing on screen—within the confines of a teen drama, no less—is an engaged exploration of a culture and a civil rights movement brought to life with all of the color and passion it deserves. It may be 25 years since Gallaudet, but the dreams of those protesters haven’t faded. And they—and the ideals of identity and equality that they express—are most definitely being heard.Lacob’s analysis was praised by several Deaf people—by a Deaf graduate student who teaches a Disability in Popular Culture course and by a Gallaudet student who said, “From someone who is deaf, and not ashamed of it either, let me say right here and now: that was the most eloquent piece of writing by someone hearing I have ever seen” (Emma72). The power of the Uprising episode illustrated a political space where “groups actively fuse and blend their culture with the mainstream culture” (Foley 119, as cited in Chang 3). Switched at Birth—specifically the Uprising episode—has indeed fused Deaf culture and ASL into a place in mainstream television culture.ReferencesABC Family. “Switched at Birth Deaf Actor Search.” Facebook (2010). <https://www.facebook.com/SwitchedSearch>.———. “This Is Not a Pipe.” Switched at Birth. 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Landing in the Midwest after a lifetime in Los Angeles, I was shocked to learn how “famous” that great city really is. It used to seem perfectly reasonable that the freeways on CHiPs looked just like the ones I rode to school. When I was five, I remember being secretly bummed that my mom never took us to the disco-classical mural from Xanadu, which I was convinced had to be hidden somewhere in Venice Beach. In high school, it never seemed strange that the Peach Pit on Beverly Hills 90210 was the same as the Rose City Diner. From the L.A. River to the Griffith Park Observatory, from the Hollywood Sign to Venice Beach, the places I had been in, through, and around were inscribed with meanings in ways that I could never fully grasp. Even marginalized localities like Inglewood, Compton, and East L.A., which especially during the 1980s and early 1990s were being ravaged by urban warfare, got to be the stars of movies, songs, and many music videos. And on April 29, 1992, the corner of Florence and Normandie “blew up” into a full blown riot, sparked by the acquittal of the four white officers who beat black motorist, Rodney King. I could watch the city burn on T.V. or from the hill behind my house. All my life, I lived with a foot in each L.A., the one that’s outside my living room and the one that’s inside my living room, oblivious to the fact that I lived in a famous city. It was only after I moved away from L.A. that I realized my homesickness could often be softened by a click of the remote. I could look for a familiar stretch of road, a bit of the skyline, or a clean but otherwise familiar segment of sidewalk, and it didn’t even matter who, what, where, or why was taking place in the story on screen. It was as though fragments of my life had been archived for me in media space. Some memories were real and some just recollections of other representations – like seeing the observatory in Bowfinger and wondering if I was remembering Rebel Without a Cause or a second grade field trip. But when I arrived here, the question that greeted me most often at parties was, “Why are you in Bowling Green!?!” And the second was, “Did you meet any famous people?” And so I tell them about how I went to driver’s education class with Mayim Byalik, the star of Blossom. Or that I met Annette Funicello one New Year’s Eve at my Uncle Phil’s house. Aside from the occasional queer chuckle about my brush with Blossom, this record is unimpressive. People are hoping for something a little bit more like, “I spent the night in jail with Poison,” “I was an extra on Baywatch,” or “I was at the Viper Room the night River Phoenix passed away.” In spite of my lackluster record of interactions with the rich and the famous, I would still get introduced as being “from California.” I had become the recipient of a second-rate, secondhand fame, noted for being from a place where, if I were more ambitious, I could have really rubbed shoulders with famous people. To young people, many of whom were itching to travel to a place like LA or New York, I was a special kind of failure. But if you aren’t famous, if you are a loser like me, life in L.A. isn’t about the a-list at all. It is about living in a city that captures the imagination, even as you walk down the street. So earning notoriety in a city that speaks in spectacle is an exercise in creativity. It seems like everybody, even the most down-to-earth people, are invested in developing a character, an image, a persona that can bubble up and be noticed in spite of the overwhelming glow of Hollywood. Even at my suburban high school, during the late 1980s and early 1990s, I knew upper-middleclass boys who got nose jobs and manicures. I knew girls who would go trolling for rich men to buy them pretty things that their parents couldn’t afford. There were kids whose parents helped them cheat their way into college. There were wannabe junkies who drove their moms’ minivans into the ghetto to score. I saw people panic, pout, and scream over cars and allowances and shoes. I know that consumer culture is growing stronger just about everywhere, but back home it happened a lot sooner and a lot stronger. Because of our proximity to Hollywood, the crest of the cultural tidal wave looks much higher and its force is much stronger. And I guess I was just too fat to be in California, so I left. However, every once in a while, somebody does manage to make a scene in L.A. A little loser, or whatever you want to call one of the peasants who tend to the vast fiefdoms of L.A.’s elites, rises from banality to achieve celebrity, even if it is a minor celebrity, in the City of Angels. One such figure is the notorious Daniel Ramos, who in 1991 became a central figure in the city’s struggle over its own image. Daniel Ramos was not a star, a politician, or a leader of industry – but before he even appeared in the news, he had trafficked illegally in making a name for himself. A teenager from the projects, Ramos was more widely known as “Chaka,” a graffiti writer credited with over 10,000 tags from San Diego to San Francisco. I had seen Chaka’s tags just about everywhere, and had determined that he might be superhuman. His name, taken after a hairy little missing link from the popular fantasy show, The Land of the Lost, made me smirk as it conjured up images of a sub-humanoid with broken dialect creeping out from the darkness with cans of paint, marking the walls with his sign, calling out to the rest of us half-humans stranded in the land of the lost. Meanwhile, L.A.’s rich and famous whizzed by, casting resentful glances at Chaka’s do-it-yourself media blitz. I knew that Chaka was “bad,” but my imagination loved him. And when he allegedly left his mark in the courthouse elevator on the day of his release from a five-month stretch in prison (Costello), I couldn’t help but feel glad to know that Chaka was still alive, that legends don’t die (his name even made it, through the hand of Dave Grohl, into Nirvana’s “Smells Like Teen Spirit Video” in 1991). For me, and I imagine for many others, it was the beginning of a political awakening. I wondered what was so bad about graffiti, even though I had been taught all my life that it was wrong. More than ten years later, as I sit by the railroad tracks in my small, Midwestern town, eagerly waiting for messages from California painted on the sides of boxcars, I find myself asking a related question – what is good about advertising? I’m not the first to make the welcomed association between graffiti and advertising. In an interview with the vastly capable scholar, Joe Austin, New York graffiti legend IZ THE WIZ explained it thusly: OK, now you’re on a poorer economic level and what do you have? Years ago, and even today, a boxer makes a name for himself in the boxing ring. So when this art form starts developing, why would it be any different? It’s all in the name. When you’re poor, that’s all you got. (40) Austin elaborates on this insight, explaining: The proliferation of posters, advertisements, and signs bearing the images and names of products and proprietors in twentieth-century cities is one obvious place to begin. These are the directly visible extensions of individual/corporate identities into the new shared urban public spaces of the streets, a quantitatively and qualitatively new site in human history where hundreds of thousands of often spectacularly displayed names abound, each catching the eyes of potential consumers and imprinting itself on their memories. (39) So, on one level, the story of Chaka is the story of a poor man who went toe to toe with big media, in a town run by big media, and held his own. It is the story of someone who has managed to say in no insignificant way, “I am here.” Or has Ramos himself yelled as he was being shackled by police, “I am the famous ‘Chaka’” (Walker A4). In spite of everything else, Ramos had a name that was widely recognized, respected by some, reviled by others. Nancy Macdonald, in her important study the culture of writing, shifts the focus away from the more solidly class-based argument employed by Austin in his study of the origins of New York graffiti art to one which lends itself more readily to understanding the culture of writing in the 1990s, after hip hop had become more accessible to middleclass enthusiasts. Macdonald explains, “Writers use the respect and recognition of their peers to validate their masculine identities” (124). While I am reluctant to downplay the class struggle that certainly seems to have implicitly informed Chaka’s quest for recognition, his outlaw appeal lends itself such an interpretation. In a city like Los Angeles, where middle class agency and upward mobility for the service class are not simply functions of wealth, but also of scrupulously maintained images, feelings of powerlessness associated with the lack of a compelling image are to be expected. It is the engine that drives the exuberant extravagance of consumer culture, lifestyle choices, and ultimately biopolitics. In a society where culture and capital are the dual poles which determine one’s social standing, the pursuit of notoriety is not simply a measure of masculinity – hijacking images is a way to assert one’s agency in spite of the diminished value of unskilled labor and the collective fear of underclass masculinities. In her book Wallbangin’: Graffiti and Gangs in L.A., Susan A. Philips provides discussion of Chaka’s contribution to L.A. graffiti. Notably, Chaka was seen by those in the graffiti community as an everyman, who was responsible for two significant cultural achievements: he “open[ed] up the style of the New York-based tags and creat[ed] the phenomenon of the individual tagger” (Phillips 320). He also, as Phillips notes, “wrote tags that you could read…in blockish gang-type lettering” (320). Unlike his New York graffiti-writing peers, which are best known for their beautiful “wildstyle,” Chaka did not typically traffic in multicolor murals and displays of painterly virtuosity. His chief accomplishment was his cunning pervasiveness and daring criminality. As such, his body of work should be seen as incompatible with High Art attempts to bring collectible graffiti into gallery spaces through the 1980s and ‘90s. Chaka’s medium, in a sense, has less to do with paint, than it has to do with the city and its rules. For the majority of the public, Chaka was seen as an individual face for the graffiti pandemic that was strategically linked in the public mind with specter of gang violence. However, to those familiar with the writing scene in L.A., Chaka is more than a lone individual: THE OG’Z OF THE LEGION OF DOOM WERE THE ONE RESPONSIBLE FOR BRINGING THE EARLY LOS ANGELES GRAFFITI SCENE TO IT’S KNEES! AND GAVE US MOST OF THE LEGENDS WE KNOW TODAY! I REMEMBER I TIME WHEN EVERY LOS ANGELES INTERSTATE HEAVEN ROCKED BY EITHER LEST-CAB-STANS-SUB OR THE CHAKA!!! (god i miss those days!) remember the CAB undercover story on the news where he did those loks on dope throwies on the 110 pasadena? I think it was chuck henry channel 7 ??? does anyone still have that on vhs? i had it on vhs along with the CHAKA PUBLIC SERVICE ANOUNCEMENT (that was great!). (Poncho1DEcrew) Instead of being an individual tagger, Chaka is recognized as a member of a crew (LOD), who managed to get up in legendary ways. In reclaiming freeway overpasses (the “Heavens”), walls, trains, road signs, and just about everything else for his crew, vicariously for the many other people who respect his name, and also for himself, Chaka is more than simply selfish, as is often suggested by his detractors. In the heavens is the right place to begin. High up in the sky, over the freeways, for all to see, the writing in the heavens is visible, mysterious, and ultimately risky. The problem of climbing along the girders underneath the bridges, escaping detection, but leaving something bold points to what distinguishes writing from an ad-campaign. Sure, some of what the tagger does is about simply being a recognized image all over the place. But the other part is about finding the place, working within environmental constraints, battling against time, stretching one’s limits, and doing it with style. While the image may be everywhere, the act of writing itself is a singularity, shrouded by secrecy, and defined by the moment of its doing. The aftereffect is a puzzle. And in the case of Chaka, the question is, “How the hell did this guy get up over 10,000 times?” While I can’t see how he did it and I don’t know where, exactly, he got all that paint, I do know one thing: Chaka went everywhere. He mapped the city out as a series of landmarks, he put his name to the space, and he claimed Los Angeles for people other than the ones who claim to own the rights to beam their generalized and monolithic messages into our living rooms. Instead of archiving the city in the banalities of mass media, he has created an archive of an alternative L.A., filled with singularities, and famous in the way that only one’s hometown can be. Instead of being a celebrity, renowned by virtue of a moderately unique character, his ability to generate money, and an elite image, Chaka represents an alternative fame. As a modern day “everyman” and folk hero, he brings a message that the city belongs to all people. Far from the naïve and mean-spirited equations between graffiti writing and canine scent-marking as a primitive drive to mark territorial boundaries with undesirable substances (writers:paint::dogs:piss), Chaka’s all-city message is not so much a practice of creating exclusionary spaces as it is an assertion of one’s identity in a particular space. A postmodern pilgrim, Chaka has marked his progress through the city leaving a perceptible record of his everyday experience, and opening up that possibility for others. This is not to say that it is necessary for all people to paint in order to break loose from the semiotic order of the city, it is only to say that is hopeful to realize that this order is not fixed and that is not even necessarily our own. Reflecting back on my own experience as one who has grown up very much in love in the produced spaces of the scripted and archived fame of Los Angeles, the realization that such an overwhelming place is open even to my own inscriptions is an important one. This realization, which has been many years in the making, was set into place by the curious fame of Chaka. For a writer and scholar disturbed by the “death of the author,” it comes as a relief to see writing resurrected in the anti-authoritarian practice of a teenage boy from the projects. References Austin, Joe. Taking the Train: How Graffiti Art Became an Urban Crisis in New York City. New York: Columbia UP, 2001. Costello, D. “Writing Was on the Wall.” Courier-Mail 9 May 1991. Macdonald, Nancy. The Graffiti Subculture: Youth, Masculinity and Identity in London and New York. Hampshire: Palgrave, 2001. Phillips, Susan A. Wallbangin’: Graffiti and Gangs in L.A. Chicago: U of Chicago P, 1999. Poncho1DEcrew. 50mm Los Angeles Forum. 18 June 2004. 11 July 2004 http://www.50mmlosangeles.com/>. Walker, Jill. “Letter from the Streets; Handwriting on the Wall: 10,000 Chakas.” Washington Post 4 May 1991: A4. Citation reference for this article MLA Style Heckman, Davin. "Being in the Shadow of Hollywood: Celebrity, Banality, and the Infamous Chaka." M/C Journal 7.5 (2004). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0411/12-heckman.php>. APA Style Heckman, D. (Nov. 2004) "Being in the Shadow of Hollywood: Celebrity, Banality, and the Infamous Chaka," M/C Journal, 7(5). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0411/12-heckman.php>.

In a recent gaming anthology, Henry Jenkins cannot help contrasting his son's cramped, urban, media-saturated existence with his own idyllic, semi-rural childhood. After describing his own Huck Finn meanderings over "the spaces of my boyhood" including the imaginary kingdoms of Jungleoca and Freedonia, Jenkins relates his version of his son's experiences: My son, Henry, now 16 has never had a backyard He has grown up in various apartment complexes, surrounded by asphalt parking lots with, perhaps, a small grass buffer from the street… Once or twice, when I became exasperated by my son's constant presence around the house I would … tell him he should go out and play. He would look at me with confusion and ask, where? … Who wouldn't want to trade in the confinement of your room for the immersion promised by today's video games? … Perhaps my son finds in his video games what I found in the woods behind the school, on my bike whizzing down the hills of suburban backstreets, or settled into my treehouse with a good adventure novel intensity of experience, escape from adult regulation; in short, "complete freedom of movement". (Jenkins 1998, 263-265) Games here are connected with a shrinking availability of domestic and public space, and a highly mediated experience of the world. Despite his best intentions, creeping into Jenkins's piece is a sense that games act as a poor substitute for the natural spaces of a "healthy" childhood. Although "Video games did not make backyard play spaces disappear", they "offer children some way to respond to domestic confinement" (Jenkins 1998, 266). They emerge, then, as a palliation for the claustrophobic circumstances of contemporary urban life, though they offer only unreal spaces, replete with "lakes of fire … cities in the clouds … [and] dazzling neon-lit Asian marketplaces" (Jenkins 1998, 263), where the work of the childish imagination is already done. Despite Jenkins's assertion that games do offer "complete freedom of movement", it is hard to shake the feeling that he considers his own childhood far richer in exploratory and imaginative opportunities: Let me be clear I am not arguing that video games are as good for kids as the physical spaces of backyard play culture. As a father, I wish that my son would come home covered in mud or with scraped knees rather than carpet burns ... The psychological and social functions of playing outside are as significant as the impact of "sunshine and good exercise" upon our physical well-being. (Jenkins 1998, 266) Throughout the piece, games are framed by a romantic, anti-urban discourse: the expanding city is imagined as engulfing space and perhaps destroying childhood itself, such that "'sacred' places are now occupied by concrete, bricks or asphalt" (Jenkins 1998, 263). Games are complicit in this alienation of space and experience. If this is not quite Paul Virilio's recent dour contention that modern mass media forms work mainly to immobilise the body of the consumer--Virilio, luckily, has managed to escape the body-snatchers--games here are produced as a feeble response to an already-effected urban imprisonment of the young. Strikingly, Jenkins seems concerned about his son's "unhealthy" confinement to private, domestic space, and his inability to imaginatively possess a slice of the world outside. Jenkins's description of his son's confinement to the world of "carpet burns" rather than the great outdoors of "scraped knees" and "mud" implicitly leaves the distinction between domestic and public, internal and external, and even the imagined passivity of the domestic sphere as against the activity of the public intact. For those of us who see games as productive activities, which generate particular, unique kinds of pleasure in their own right, rather than as anaemic replacements for lost spaces, this seems to reduce a central cultural form. For those of us who have at least some sympathy with writers on the urban environment like Raban (1974) and Young (1990), who see the city's theatrical and erotic possibilities, Jenkins's fears might seem to erase the pleasures and opportunities that city life provides. Rather than seeing gamers and children (the two groups only partially overlap) as unwitting agents in their own confinement, we can arrive at a slightly more complex view of the relationship between games and urban space. By looking at the video games arcade as it is situated in urban retail space, we can see how gameplay simultaneously acts to regulate urban space, mediates a unique kind of urban performance, and allows sophisticated representations, manipulations and appropriations of differently conceived urban spaces. Despite being a long-standing feature of the urban and retail environment, and despite also being a key site for the "exhibition" of a by-now central media form, the video game arcade has a surprisingly small literature devoted to it. Its prehistory in pinball arcades and pachinko parlours has been noted (by, for example, Steven Poole 2000) but seldom deeply explored, and its relations with a wider urban space have been given no real attention at all. The arcade's complexity, both in terms of its positioning and functions, may contribute to this. The arcade is a space of conflicting, contradictory uses and tendencies, though this is precisely what makes it as important a space as the cinema or penny theatre before it. Let me explain why I think so. The arcade is always simultaneously a part of and apart from the retail centres to which it tends to attach itself.1 If it is part of a suburban shopping mall, it is often located on the ground floor near the entrance, or is semi-detached as cinema complexes often are, so that the player has to leave the mall's main building to get there, or never enter. If it is part of a city or high street shopping area, it is often in a side street or a street parallel to the main retail thoroughfare, or requires the player to mount a set of stairs into an off-street arcade. At other times the arcade is located in a space more strongly marked as liminal in relation to the city -- the seaside resort, sideshow alley or within the fences of a theme park. Despite this, the videogame arcade's interior is usually wholly or mostly visible from the street, arcade or thoroughfare that it faces, whether this visibility is effected by means of glass walls, a front window or a fully retractable sliding door. This slight distance from the mainstream of retail activity and the visibility of the arcade's interior are in part related to the economics of the arcade industry. Arcade machines involve relatively low margins -- witness the industry's recent feting and embrace of redemption (i.e. low-level gambling) games that offer slightly higher turnovers -- and are hungry for space. At the same time, arcades are dependent on street traffic, relentless technological novelty and their de facto use as gathering space to keep the coins rolling in. A balance must be found between affordability, access and visibility, hence their positioning at a slight remove from areas of high retail traffic. The story becomes more complicated, though, when we remember that arcades are heavily marked as deviant, disreputable spaces, whether in the media, government reports or in sociological and psychological literature. As a visible, public, urban space where young people are seen to mix with one another and unfamiliar and novel technologies, the arcade is bound to give rise to adult anxieties. As John Springhall (1998) puts it: More recent youth leisure… occupies visible public space, is seen as hedonistic and presents problems within the dominant discourse of 'enlightenment' … [T]he most popular forms of entertainment among the young at any given historical moment tend also to provide the focus of the most intense social concern. A new medium with mass appeal, and with a technology best understood by the young… almost invariably attracts a desire for adult or government control (160-161, emphasis mine) Where discourses of deviant youth have also been employed in extending the surveillance and policing of retail space, it is unsurprising that spaces seen as points for the concentration of such deviance will be forced away from the main retail thoroughfares, in the process effecting a particular kind of confinement, and opportunity for surveillance. Michel Foucault writes, in Discipline and Punish, about the classical age's refinements of methods for distributing and articulating bodies, and the replacement of spectacular punishment with the crafting of "docile bodies". Though historical circumstances have changed, we can see arcades as disciplinary spaces that reflect aspects of those that Foucault describes. The efficiency of arcade games in distributing bodies in rows, and side by side demonstrates that" even if the compartments it assigns become purely ideal, the disciplinary space is always, basically, cellular" (Foucault 1977, 143). The efficiency of games from Pong (Atari:1972) to Percussion Freaks (Konami: 1999) in articulating bodies in play, in demanding specific and often spectacular bodily movements and competencies means that "over the whole surface of contact between the body and the object it handles, power is introduced, fastening them to one another. It constitutes a body weapon, body-tool, body-machine complex" (Foucault 1977,153). What is extraordinary is the extent to which the articulation of bodies proceeds only through a direct engagement with the game. Pong's instructions famously read only "avoid missing ball for high score"--a whole economy of movement, arising from this effort, is condensed into six words. The distribution and articulation of bodies also entails a confinement in the space of the arcade, away from the main areas of retail trade, and renders occupants easily observable from the exterior. We can see that games keep kids off the streets. On the other hand, the same games mediate spectacular forms of urban performance and allow particular kinds of reoccupation of urban space. Games descended or spun off from Dance Dance Revolution (Konami: 1998) require players to dance, in time with thumping (if occasionally cheesy) techno, and in accordance with on-screen instructions, in more and more complex sequences on lit footpads. These games occupy a lot of space, and the newest instalment (DDR has just issued its "7th Mix") is often installed at the front of street level arcades. When played with flair, games such as these are apt to attract a crowd of onlookers to gather, not only inside, but also on the footpath outside. Indeed games such as these have given rise to websites like http://www.dancegames.com/au which tells fans not only when and where new games are arriving, but whether or not the positioning of arcades and games within them will enable a player to attract attention to their performance. This mediation of cyborg performance and display -- where success both achieves and exceeds perfect integration with a machine in urban space -- is particularly important to Asian-Australian youth subcultures, which are often marginalised in other forums for youthful display, like competitive sport. International dance gamer websites like Jason Ho's http://www.ddrstyle.com , which is emblazoned with the slogan "Asian Pride", explicitly make the connection between Asian youth subcultures and these new kinds of public performance. Games like those in the Time Crisis series, which may seem less innocuous, might be seen as effecting important inversions in the representation of urban space. Initially Time Crisis, which puts a gun in the player's hand and requires them to shoot at human figures on screen, might even be seen to live up to the dire claims made by figures like Dave Grossman that such games effectively train perpetrators of public violence (Grossman 1995). What we need to keep in mind, though, is that first, as "cops", players are asked to restore order to a representation of urban space, and second, that that they are reacting to images of criminality. When criminality and youth are so often closely linked in public discourse (not to mention criminality and Asian ethnicity) these games stage a reversal whereby the young player is responsible for performing a reordering of the unruly city. In a context where the ideology of privacy has progressively marked public space as risky and threatening,2 games like Time Crisis allow, within urban space, a performance aimed at the resolution of risk and danger in a representation of the urban which nevertheless involves and incorporates the material spaces that it is embedded in.This is a different kind of performance to DDR, involving different kinds of image and bodily attitude, that nevertheless articulates itself on the space of the arcade, a space which suddenly looks more complex and productive. The manifest complexity of the arcade as a site in relation to the urban environment -- both regulating space and allowing spectacular and sophisticated types of public performance -- means that we need to discard simplistic stories about games providing surrogate spaces. We reify game imagery wherever we see it as a space apart from the material spaces and bodies with which gaming is always involved. We also need to adopt a more complex attitude to urban space and its possibilities than any narrative of loss can encompass. The abandonment of such narratives will contribute to a position where we can recognise the difference between the older and younger Henrys' activities, and still see them as having a similar complexity and richness. With work and luck, we might also arrive at a material organisation of society where such differing spaces of play -- seen now by some as mutually exclusive -- are more easily available as choices for everyone. NOTES 1 Given the almost total absence of any spatial study of arcades, my observations here are based on my own experience of arcades in the urban environment. Many of my comments are derived from Brisbane, regional Queensland and urban-Australian arcades this is where I live but I have observed the same tendencies in many other urban environments. Even where the range of services and technologies in the arcades are different in Madrid and Lisbon they serve espresso and alcohol (!), in Saigon they often consist of a bank of TVs equipped with pirated PlayStation games which are hired by the hour their location (slightly to one side of major retail areas) and their openness to the street are maintained. 2 See Spigel, Lynn (2001) for an account of the effects and transformations of the ideology of privacy in relation to media forms. See Furedi, Frank (1997) and Douglas, Mary (1992) for accounts of the contemporary discourse of risk and its effects. References Douglas, M. (1992) Risk and Blame: Essays in Cultural Theory. London ; New York : Routledge. Foucault, M. (1979) Discipline and Punish: The Birth of the Prison. Trans. Alan Sheridan. Harmondsworth, England: Penguin,. Furedi, F.(1997) Culture of Fear: Risk-taking and the Morality of Low Expectation. London ; Washington : Cassell. Grossman, D. (1995) On Killing: The Psychological Cost of Learning to Kill in War and Society. Boston: Little, Brown. Jenkins, H. (1998) Complete freedom of movement: video games as gendered play spaces. In Jenkins, Henry and Justine Cassell (eds) From Barbie to Mortal Kombat : Gender and Computer Games. Cambridge, Mass.: MIT Press. Poole, S. (2000) Trigger Happy: The Inner Life of Videogames. London: Fourth Estate. Raban, J. (1974) Soft City. London: Hamilton. Spigel, L. (2001) Welcome to the Dreamhouse: Popular Media and the Postwar Suburbs. Durham and London: Duke University Press. Springhall, J. (1998) Youth, Popular Culture and Moral Panics : Penny Gaffs to Gangsta-rap, 1830-1996. New York: St. Martin's Press. Young, I.M. (1990) Justice and the Politics of Difference. Princeton, NJ: Princeton University Press. Websites http://www.yesterdayland.com/popopedia/s... (Time Crisis synopsis and shots) http://www.dancegames.com/au (Site for a network of fans revealing something about the culture around dancing games) http://www.ddrstyle.com (website of Jason Ho, who connects his dance game performances with pride in his Asian identity). http://www.pong-story.com (The story of Pong, the very first arcade game) Games Dance Dance Revolution, Konami: 1998. Percussion Freaks, Konami: 1999. Pong, Atari: 1972. Time Crisis, Namco: 1996. Links http://www.dancegames.com/au http://www.yesterdayland.com/popopedia/shows/arcade/ag1154.php http://www.pong-story.com http://www.ddrstyle.com Citation reference for this article MLA Style Wilson, Jason A.. "Performance, anxiety" M/C: A Journal of Media and Culture 5.2 (2002). [your date of access] < http://www.media-culture.org.au/0205/performance.php>. Chicago Style Wilson, Jason A., "Performance, anxiety" M/C: A Journal of Media and Culture 5, no. 2 (2002), < http://www.media-culture.org.au/0205/performance.php> ([your date of access]). APA Style Wilson, Jason A.. (2002) Performance, anxiety. M/C: A Journal of Media and Culture 5(2). < http://www.media-culture.org.au/0205/performance.php> ([your date of access]).