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This systematic review explores the intersection of race, gender, and social class in the context of internationalization of higher education (IHE) research in Brazil. Historically, the development of the Brazilian educational system has responded to the elite's demands and reproduced Western-European values and knowledge. The exponential growth of IHE has led to increased scholarly interest in various interdisciplinary research areas, with a possible move in studies and practices from a neoliberal to a more critical, decolonial, and diverse perspective. This article aims to investigate to what extent Brazilian researchers have investigated the intersectionality of gender, race, and class in IHE. Using two scientific databases, the published between 2015 and 2022. The theoretical framework of intersectionality (Crenshaw, 2002; Collins & Bilge, 2021; Akotirene, 2019) is presented to help recognize the interaction of different social markers of inequalities in IHE. The results pointed to a small number of publications related to this theme and continuous interest in the Science without Borders (SwB) mobility program. A particularly privileged profile of participants in academic mobility programs across various higher education institutions (HEI) in Brazil demonstrated the need for planning and actions to understand the social, historical, and political aspects that perpetuate exclusions. Moreover, this review indicates the importance of addressing colonialism in social dynamics and recognizing the coloniality of power in language policies in IHE. It calls for further investigations that explore the intersections of social markers in IHE processes from a more politically engaged perspective.

This research aimed at 1) studying the second-year university students' achievement after using animated videos through Google Sites to enhance socio-culture of native English-speaking countries, 2) examining the efficiency of animated videos with an efficiency criterion of 75/75, and 3) exploring the students' level of satisfaction after using animated videos. The samples of the study selected purposively were 48 third-year students majoring in English for Communication program at a university in the southern part of Thailand. 15 aminated videos on Socio-culture of native English-speaking countries, pre-test, post-test, and a questionnaire asking for the users' satisfaction were used to collect data which were analyzed by means of average value ( ), standard deviation (S.D), T-test, and E1/E2. The results were as follows: 1) pre-test scores averaged to 13.81 ([x-bar] = 13.81) while posttests averaged to 22.52 ([x-bar] = 22.52). This revealed a statistically significant different level of 0.00, 2) the efficiency of the created animated videos on Socio-culture of native English-speaking countries was at 75.09/75.06 which was higher than the set efficiency criterion of 75/75, and 3) the students had a positive satisfaction towards the animated video at the highest level with the overall mean scores of 4.55 ([x-bar] = 4.55). The results pointed out that using animated videos to enhance Socio-culture of native English-speaking countries can effectively help the students increase their knowledge and understanding.

A physical chemistry lab for undergraduate students described in this report is about applying kinetic models to analyze the spread of COVID-19 in the United States and obtain the reproduction numbers. The susceptible-infectious-recovery (SIR) model and the SIR-vaccinated (SIRV) model are explained to the students and are used to analyze the COVID-19 spread data from the U.S. Centers for Disease Control and Prevention (CDC). The basic reproduction number R[subscript 0] and the real-time reproduction number R[subscript t] of COVID-19 are extracted by fitting the data with the models, which explains the spreading kinetics and provides a prediction of the spreading trend in a given state. The procedure outlined here shows the differences between the SIR model and the SIRV model. The SIRV model considers the effect of vaccination, which helps explain the later stages of the ongoing pandemic. The predictive power of the models is also shown giving the students some certainty in the predictions they made for the following months.

Infant-directed speech (IDS) is a specific register that adults use to address infants, and it is characterised by prosodic exaggeration and lexical and syntactic simplification. Several authors have underlined that this simplified speech becomes more complex according to the infant's age. However, there is a lack of studies on lexical and syntactic modifications in Italian IDS during the first year of an infant's life. In the present study, 80 mother-infant dyads were longitudinally observed at 3, 6, 9, and 12 months during free-play interactions. Maternal vocal productions were subsequently coded. The results show an overall low lexical variability and syntactic complexity that identify speech to infants as a simplified register; however, the high occurrence of complex items and well-structured utterances suggests that IDS is not simple speech. Moreover, maternal IDS becomes more complex over time, but not linearly, with a maximum simplification in the second half of the first year.

This paper brings to light the notable contributions of Wikipedian Adrianne Wadewitz (1977-2014) who enlisted her peers and students to help reduce the gender imbalance by participating in mass collaborative initiatives like edit-a-thons to increase the stock of knowledge about and of interest to women. Such projects, and the edit-a-thons that continue to be convened in Wadewitz's honour, help to reconcile the imbalance and simultaneously present pedagogical opportunities. Drawing upon scholarly literature, this paper also illustrates how Wikipedia editing supports and reinforces the principles of both academic and public writing and represents an open and sustainable platform for formative and summative assessment. Moreover, the paper emphasises the superiority of digital informative texts created by mass-collaboration and participation over those compiled by individuals or through small group collaboration, both of which delimit the homogeneity of networked knowledge.

Effects of child and environmental factors in moderating the course of bilingual development were investigated using longitudinal data, from age 2.5 to 5 years, on 126 U.S.-born children with early exposure to Spanish and English. Multilevel models of Spanish and English expressive vocabulary identified children's phonological memory ability as a significant predictor of both outcomes, while also replicating the effect of the relative amount of language exposure. In addition, nonverbal IQ was a significant predictor of English vocabulary; birth order and maternal education in Spanish were significant predictors of Spanish vocabulary. These findings expand our understanding of the sources of the wide heterogeneity in bilingual development and of the requirements that language acquisition makes of learners and their environments.

The aim of this article is to investigate the influence relationships between factors of an extended model of TAM (Technology Acceptance Model) and the behavioral intention of professors for the acceptance and use of information and communications technology (ICT) in work environment. The model used in this research includes, besides the original TAM variables, another five external variables. Twelve research hypotheses regarding the relationship between TAM factors and the intention and acceptance of ICT in the work environment were elaborated. Data collection was done through a questionnaire available on the Google doc platform to the teachers of the educational institution. The sample is formed by 147 teachers from several courses of one institution in the State of Paraná, Brazil. Initially, the demographic profile data were treated using descriptive statistics, confirmatory factorial analysis, and structural equations, which were the techniques used to test the research hypothesis. All research hypotheses based on the original TAM model were corroborated. Regarding the extended model, one of the external variables was not valid and was excluded from the proposed relations by two hypotheses referring to this construct. The results of the multigroup analysis--which includes the variables demographic, gender, age, schooling, and working time in the institution--showed the significant moderating effect of relationship only for the educational variable.

The cardiovascular responses to exercise are mediated by several interactive neural mechanisms, including central command, arterial baroreflex, and skeletal muscle mechano- and metaboreflex. In humans, muscle metaboreflex activation can be isolated via postexercise ischemia (PEI), which increases sympathetic nerve activity and partially maintains the exercise-induced increase in arterial blood pressure. Here, we describe a practical laboratory class using PEI as a simple and useful technique to teach cardiovascular physiology. In an undergraduate exercise physiology class (n = 47), a traditional 4-h lecture was conducted discussing the neural control mechanisms of cardiovascular regulation during exercise. Thereafter, eight students (4 men and 4 women) were selected to participate as a volunteer of a practical laboratory class. Each participant performed 90 s of isometric handgrip exercise at 40% of maximal voluntary contraction, followed by 3 min of PEI. Arterial blood pressure and heart rate were measured by digital monitors at rest and during isometric handgrip, PEI, and recovery. In addition, blood samples were collected from the tip of the exercising finger for blood lactate analyses. After the laboratory class, a survey was given to determine the perceptions of the students. The findings demonstrate that this laboratory class has proved to be highly popular with students, who self-reported a significant improvement in their understanding of several aspects of cardiovascular regulation during exercise.

There are numerous studies demonstrating facilitated processing of cognates relative to noncognates for bilinguals, providing evidence that bilingual lexical access is language nonselective. We tested whether cross-language activation affects comprehension of larger units of meaning, focusing specifically on comprehension of anaphoric references. Highly proficient, Spanish--English bilinguals read sentences either in English (Experiment 1) or Spanish (Experiment 2) while their eye movements were recorded. Sentences consisted of an initial clause with 2 nouns that were either cognates or noncognates, and a later clause with an anaphor that either referred to the first or second noun. In the English experiment, cognate status facilitated selection of the sentence's foundational noun, reflected by shorter reading times for cognate nouns in the first position. Processing of pronouns was facilitated when they referred to cognates, reflected by higher skipping rates and shorter reading times. Final selection of cognate referents was also facilitated, reflected by total reading shorter total reading times, but only when the pronoun referred to the first noun. In the Spanish experiment, total reading times for cognate nouns were shorter, irrespective of their order of mention, reflecting a general cognate facilitation effect that was not affected by which noun was selected as the foundational structure. Spillover fixations from anaphors referring to cognates were shorter than noncognates, but only when they were the second-mentioned noun, suggesting that cognate status affected coreferencing for the more recently encountered noun. Implications for theories of cross-language activation and anaphoric reference are discussed.

Wikipedia is an open educational resource that connects writers and editors to diverse discourse communities around the world. Unwarranted stigma is attached to the use of Wikipedia in higher education due to fears that students will not pursue rigorous research practices because of the easy access to information that Wikipedia facilitates. In studies referred to in this paper, undergraduate writing students are taught about the need to interrogate any information they find on Wikipedia just as they would other online source material. They are inducted into fact checking, editing and creating Wikipedia articles as a means to analyse source material critically and to advance their research, writing and digital literacy. Meanwhile, in a postgraduate course in magazine studies, instead of writing essays, students are promoting Australian magazines and print culture by writing Wikipedia entries about Antipodean magazines and their editors. These courses experiment with new approaches to formative and summative assessment; promote group research, collaborative and participatory writing, writing across networks and negotiating discourse communities; and challenge students' perceptions about peer review and the legitimacy of Wikipedia.

What supports deaf signers advantage over nonsigners on visuospatial short-term memory (STM) tasks is still a matter of debate. We compared the performance of 18 deaf Italian Sign Language (LIS) users with that of a matched group of Italian hearing nonsigners in three different tasks: two versions of the Corsi Block test, namely span forward and span backward, and the Visual Pattern Test (VPT). Although the Corsi forward and backward are dynamic and mainly involve a spatial component, the VPT is static and taps primarily the visual component of STM. Signers significantly outperformed nonsigners on both versions of the Corsi Block test, whereas they performed significantly worse on the VPT. We suggest that the source of the different pattern lies in the static nature of the VPT versus the dynamic nature of the Corsi spans.

Recent fMRI and TMS studies on idiom comprehension have shown that the prefrontal cortex is involved in idiom processing. Since schizophrenic patients exhibit prefrontal "structural" changes and dysexecutive "behavioural" deficits, we hypothesised an impairment in idiom comprehension, correlating with performance on executive tasks. In this study, idiom comprehension was evaluated by means of a sentence-to-picture-matching task in 45 schizophrenic patients and 45 control subjects, matched for age and educational level. The task included 62 idiomatic and 62 literal sentences. Participants were presented with a written sentence, either literal or idiomatic, followed by a picture, which appeared below the sentence. They were instructed to judge whether the picture represented the meaning of the sentence or not, and responded by pressing one of two response keys. Half of the items correctly represented the meaning, half did not. Reaction times and accuracy were measured. Schizophrenics were impaired in both types of idiomatic sentence. However, their performance was particularly poor in the case of ambiguous idioms. Wisconsin Card Sorting Test and Digit Sequencing were the unique predictors of performance for idiom comprehension in general, while thought disorganization was not. Cognitive decline either did not appear to predict performance. (Contains 2 tables and 3 figures.)

This article analyses the results of a European "research and demonstration" project promoting multifunctional and sustainable agriculture in Alpine regions through a participatory approach. It focuses in particular on initiatives undertaken by a local farmers group in the Italian Alpine area of Val di Sole, the purpose being to draw attention to the role of social dynamics in fostering sustainable rural development in a participatory context. In order to accomplish this objective, two key sociological approaches to the study of rural development, namely social capital and the sociology of translation, are considered. The former focuses on the relational capital available to a group of actors and which can be mobilised in a development initiative. The latter views change in social practices as resulting from a cycle of phases where the problem, its solution, and the identity of the actors are constantly transformed and negotiated. By contrasting the two theoretical approaches in relation to the outcomes of two specific actions implemented in the valley we suggest that the sociology of translation offers a more effective tool with which to capture the complexity of social dynamics involved in a rural development initiative. (Contains 1 figure.)

Secretary of Education from 1988-90 under the Reagan and Bush Administrations describes efforts to establish national education performance goals and improve the academic performance of Hispanic Americans. Also discusses accountability, narrowing the achievement gap, balancing academic achievement with character education, and teacher education. (PKP)

By abdicating their authority and attempting to be value-neutral, teachers and textbooks have, in effect, become valueless. If the American democratic tradition is to survive beyond the end of this century, American educators must ensure that future generations of all races, religions, and cultural backgrounds respect and honor this country's moral heritage. (MLH)

The Secretary of Education advocates parent choice of elementary and secondary schools and decentralization of school management. The medical profession is encouraged to become involved in elementary and secondary education and the medical profession to become involved in communities, recruiting minority students at all levels and increasing minority faculty. (Author/MSE)

Disadvantaged youth should not be penalized for their economic status or stereotyped as unintelligent. Despite schools' best intentions, poor youngsters are underrepresented in gifted and talented education programs. This article shows what administrators and communities can do to ensure that highly able disadvantaged youth are included in advanced learning opportunities. (MLH)

Students discover the factors contributing to species losses worldwide by conducting a project about endangered species as a component of a larger classroom theme of biodiversity. Groups conduct research using online endangered- species databases and present results to the class using PowerPoint. Students will improve computer research abilities as well as develop organizational, writing, and public-speaking skills. This topic can be used for most educational levels by adjusting the difficulty of the content.

The former Secretary of Education speaks of the importance of technical education and strategies already in use to strengthen vocational-technical programs. (JOW)

This article presents a broad ranging philosophical and theoretical argument for improving the education of young children through a greater understanding of developmental child psychology. Notes that play is essential for individual mental development, and must be used in educational settings. Maintains that pure scientific research is simply a higher form of play. (JDH)

A faculty member compares his experiences at Reed College and UCLA in terms of the institutions' aims and resources for teaching and learning and the way the college environment is reflected in faculty renewal, scholarly activity, and student experience. (MSE)

The Secretary of Education discusses the condition of postsecondary education in the United States. Focuses on student loan programs and the high default rate. Indicates that schools must work with the Department of Education to reduce the default rate. (JOW)

Presents a selected, chronological retrospective highlighting both the Reagan Administration's proposal to dismantle the Department of Education and some opposing viewpoints. (Author/MP)

Whether rural or urban, children of poverty often live on islands of cultural and economic isolation far from the world of school, books, and learning. To help them span that gap, they need bridges built from innovative plans, with whatever tools can be found, by any and all who will help. (SI)