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1. Preparing Teachers to Educate Whole Students: An International Comparative Study

Author

Reimers, Fernando M., Chung, Connie K., Reimers, Fernando M., and Chung, Connie K.

Abstract

"Preparing Teachers to Educate Whole Students" offers a wide-ranging comparative account of how innovative professional development programs in a number of countries guide and support teachers in their efforts to promote cognitive and socio-emotional growth in their students. The book focuses on holistic educational outcomes in an effort to better serve students in the twenty-first century and examines seven programs in all--in Chile, China, Colombia, India, Mexico, the United States, and Singapore. Fernando M. Reimers, Connie K. Chung, and their contributors focus on a pair of issues of great significance to educators throughout the world: the need to identify and promote a full range of competencies in students as they prepare for work and life in the twenty-first century, and the need to create and enhance professional development programs for teachers that will help them cultivate these competencies in their students. "Preparing Teachers to Educate Whole Students" offers a unique and helpful contribution to our understanding of fundamental educational goals and the professional development programs for teachers that aim to further those goals. This book is organized into the following chapters: (1) A Study in How Teachers Learn to Educate Whole Students and How Schools Build the Capacity to Support Them (Fernando M. Reimers); (2) Providing Relevant Twenty-First-Century Science Education for All Students: A Case Study of the Chilean Inquiry-Based Science Education Program (Liliana Morawietz and Cristián Bellei); (3) Building the Capacity for Twenty-First-Century Education: A Study of China's Qingyang School District (Xueqin Jiang and Zhijuan Ma); (4) An Inclusive, Whole-School, and Sustainable Approach to Building Teachers' Capacity to Promote Twenty-First-Century Skills: Lessons Learned from the Public-Private Partnership of (Escuela Activa Urbana in Manizales, Colombia Silvia Diazgranados Ferráns, Luis Felipe Martínez-Gómez, and María Figueroa); (5) Developing Life Skills in Children: A Study of India's Dream-a-Dream Program (Aditya Natraj and Monal Jayaram); (6) Developing Twenty-First-Century Competencies in Mexico: How UNETE and School Communities Broaden the Goals of Education by Using Educational Technology (Sergio Cárdenas, Roberto Arriaga, and Francisco Cabrera); (7) Creating Cultures of Learning in the Twenty-First Century: A Study of EL Education in the United States (Connie K. Chung); (8) Working in Times of Uncertainty to Prepare for the Future: A Study of Singapore's Leaders in Education Program (Oon-Seng Tan and Ee-Ling Low); and (9) Conclusions (Fernando M. Reimers and Connie K. Chung). Notes, Acknowledgments, About the Editors, About the Contributors, and an Index are included.

Published
2018

2. Teaching and Learning for the Twenty-First Century: Educational Goals, Policies, and Curricula from Six Nations

Author

Harvard University, Graduate School of Education, Reimers, Fernando M., Chung, Connie K., Reimers, Fernando M., Chung, Connie K., and Harvard University, Graduate School of Education

Abstract

This book describes how different nations have defined the core competencies and skills that young people will need in order to thrive in the twenty-first-century, and how those nations have fashioned educational policies and curricula meant to promote those skills. The book examines six countries--Chile, China, India, Mexico, Singapore, and the United States--exploring how each one defines, supports, and cultivates those competencies that students will need in order to succeed in the current century. "Teaching and Learning for the Twenty-First Century" appears at a time of heightened attention to comparative studies of national education systems, and to international student assessments such as those that have come out of PISA (the Program for International Student Assessment), led by the Organisation for Economic Co-operation and Development. This book's crucial contribution to the burgeoning field of international education arises out of its special attention to first principles--and thus to first questions: As Reimers and Chung explain, "much can be gained by an explicit investigation of the intended purposes of education, in what they attempt to teach students, and in the related questions of why those purposes and how they are achieved." These questions are crucial to education practice and reform at a time when educators (and the students they serve) face unique, pressing challenges. The book's detailed attention to such questions signals its indispensable value for policy makers, scholars, and education leaders today. The book contains the Introduction: A Comparative Study of the Purposes of Education in the Twenty-First Century (Fernando M. Reimers and Connie K. Chung), and Six chapters follow. Chapter 1: Singapore's Systemic Approach to Teaching and Learning Twenty-First-Century Competencies (Oon-Seng Tan and Ee-Ling Low). Chapter 2: Thinking Big, Acting Small: Lessons from Twenty-First-Century Curriculum Reform in China (Yan Wang). Chapter 3: Strong Content, Weak Tools: Twenty-First-Century Competencies in the Chilean Educational Reform (Cristián Bellei and Liliana Morawietz). Chapter 4: Curriculum Reform and Twenty-First-Century Skills in Mexico: Are Standards and Teacher Training Materials Aligned? (Sergio Cárdenas). Chapter 5: Twenty-First-Century Competencies, the Indian National Curriculum Framework, and the History of Education in India (Aditya Natraj, Monal Jayaram, Jahnavi Contractor, and Payal Agrawal). Chapter 6: Mapping the Landscape of Teaching and Learning for the Twenty-First Century in Massachusetts in the Context of U.S. Educational Reform (Fernando M. Reimers and Connie K. Chung). Also included is the Conclusion: Theorizing Twenty-First-Century Education (Fernando M. Reimers and Connie K. Chung), section containing Notes, Acknowledgments, About the Editors, About the Contributors, and an Index.

Published
2016

3. Influence of CYP3A5 and ABCB1 polymorphism on tacrolimus drug dosing in South Indian renal allograft recipients.

Author

Fernando, M, Sellappan, Manokaran, Srinivasa Prasad, N, Suren, Sujit, and Thirumalvalavan, K

Subjects
*TACROLIMUS, *GENETIC polymorphisms, *GLYCOPROTEINS, *HOMOGRAFTS, *KIDNEY transplantation, *OXIDOREDUCTASES, *POLYMERASE chain reaction, *TRANSPLANTATION of organs, tissues, etc.
Abstract

Introduction: Tacrolimus blood levels are influenced by polymorphisms involving Cytochrome 3A subfamily (CYP3A5) and P-Glycoprotein (ABCB-1) genes. However, their role in transplant outcomes was less studied in South Indian population. We studied the prevalence and impact of these polymorphisms in renal transplant recipients from South India. Methods: An analysis of CYP3A5, ABCB1 genotype done in 101 renal transplant recipients by polymerase chain reaction was correlated with blood tacrolimus trough levels (CLIA method), weight, concentration/dose (L/D) ratio, incidence of biopsy proven early acute rejections, and tacrolimus toxicity. Results: Prevalence of CYP3A5*1/*1, *1/*3 and *3/*3 and ABCB1 (3435C>T) TT, CT, CC genotypes were 12 (11.9%), 48 (47.5%), 41 (40.6%) and 16 (15.8%), 45 (44.6%), 40 (39.6%), respectively. Mean tacrolimus level, median concentration/dose (L/D) ratio were significantly lower in homozygous (CYP3A5*1/*1-6.01 ng/mL; 48.99 ng/mL/mg/kg/day) and heterozygous expresser group (CYP3A5*1/*3-5.84 ng/mL; 68.93 ng/mL/mg/kg/day) when compared with nonexpresser group [CYP3A5*3/*3-7.46 ng/mL (P < 0.001);181.3 ng/mL/mg/kg/day (P < 0.05]. No significant differences observed between the ABCB1 genotypic groups. Incidence of early acute rejections (30% vs. 9.76%; P 0.016) and tacrolimus-related toxicity (14.6% vs. 5%; P 0.039) were significantly higher in CYP3A5 expressers and nonexpressers, respectively. No correlation observed between the ABCB1 polymorphisms between rejection episodes or tacrolimus renal toxicity. Among 101 patients, 40.6% were non-expressers (poor metabolizers) (*3/*3). Conclusions: CYP3A5 polymorphisms correlated with tacrolimus dose requirements and blood levels, incidence of early acute rejection, and tacrolimus nephrotoxicity. CYP3A5 polymorphism analysis prior to renal transplant will aid more precise early tacrolimus dose calculation to balance between rejection and toxicity. [ABSTRACT FROM AUTHOR]

Published
2019
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4. Methane Emissions from Large Dams as Renewable Energy Resources: A Developing Nation Perspective.

Author

Lima, Ivan B. T., Ramos, Fernando M., Bambace, Luis A. W., and Rosa, Reinaldo R.

Subjects
RIVER ecology, DAMS, GREENHOUSE gas mitigation, INTERNATIONAL cooperation, INTERNATIONAL cooperation with renewable energy sources, CLIMATE change prevention, DEVELOPING countries environmental conditions, UNITED Nations Framework Convention on Climate Change (1992). Protocols, etc., 1997 December 11
Abstract

By means of a theoretical model, bootstrap resampling and data provided by the International Commission On Large Dams (ICOLD (2003) World register of dams. http://www.icold-cigb.org) we found that global large dams might annually release about 104 ± 7.2 Tg CH4 to the atmosphere through reservoir surfaces, turbines and spillways. Engineering technologies can be implemented to avoid these emissions, and to recover the non-emitted CH4 for power generation. The immediate benefit of recovering non-emitted CH4 from large dams for renewable energy production is the mitigation of anthropogenic impacts like the construction of new large dams, the actual CH4 emissions from large dams, and the use of unsustainable fossil fuels and natural gas reserves. Under the Clean Development Mechanism of the Kyoto Protocol, such technologies can be recognized as promising alternatives for human adaptations to climate change concerning sustainable power generation, particularly in developing nations owning a considerable number of large dams. In view of novel technologies to extract CH4 from large dams, we estimate that roughly 23 ± 2.6, 2.6 ± 0.2 and 32 ± 5.1 Tg CH4 could be used as an environmentally sound option for power generation in Brazil, China and India, respectively. For the whole world this number may increase to around 100 ± 6.9 Tg CH4. [ABSTRACT FROM AUTHOR]

Published
2008

5. Prognostic factors in immunoglobulin-A nephropathy.

Author

Muthukumar T, Fernando ME, and Jayakumar M

Subjects
Adolescent, Adult, Disease Progression, Female, Humans, India epidemiology, Kidney Failure, Chronic epidemiology, Male, Middle Aged, Multivariate Analysis, Prognosis, Proteinuria etiology, Retrospective Studies, Risk Factors, Survival Analysis, Glomerulonephritis, IGA complications, Glomerulonephritis, IGA diagnosis, Glomerulonephritis, IGA epidemiology, Glomerulonephritis, IGA prevention & control, Kidney Failure, Chronic etiology
Abstract

Aim: To study the course, identify prognostic factors and a model predictive for development of end stage renal failure (ESRF) in adults with immunoglobulin-A nephropathy (IgA-N)., Design: Retrospective cohort., Setting: Madras Medical College and Government General Hospital, Chennai, Tamil Nadu., Participants: Ninety eight adult patients with diagnosis of primary IgA nephropathy., Results: Out of 98 patient 64 (65.3%) were men. Mean age of presentation was 25.7 years. The predominant renal lesions included nephrotic syndrome in 25 (25.5%), rapidly progressive renal failure and accelerated malignant hypertension in 21 (21.4%) each, chronic renal failure in 13 (13.3%), hypertension in nine (9.2%) haematuria in five (5.1%) and acute renal failure in four (4.1%). Sixty (61%) had renal failure at diagnosis. Age > 25 years, glomerular histology of Hass subclass V and interstitial fibrosis were significant factors. Forty (48.2%) (IR) patients developed ESRF during follow up. Serum creatinine > 5 mg/dl (hazard ratio: 5.37, 95% confidence interval CI 2.49-11.58) Hass-V (3.74, 1.60-8.76), crescents (4.08, 1.52-10.94) and IF (6.15, 2.0-19.0) were associated with disease progression in the multivariate analysis. Five years renal survival (CI) was 38.5% (24.6%-52.3%). Among those with no risk factor, 95% had not reached ESRF by 42 months. The median ESRF-free survival with one, two and three or four risk factors was 65, 16 and four months, respectively., Conclusions: Serum creatinine > 5 mg/dl, crescents: Hass-V histology and interstitial fibrosis predict the progression to ESRF. Renal biopsies should include a detailed assessment of the tubulointerstitium.

Published
2002

6. Introducing problem-based learning into a traditional undergraduate medical curriculum.

Author

Ostbye T, Fernando ML, Robinson M, and Weston WW

Subjects
Humans, India, Education, Medical, Undergraduate, Problem-Based Learning, Teaching
Abstract

Problem-based learning (PBL) has been introduced into the undergraduate curricula in most Canadian medical schools. In the University of Western Ontario model, we set aside 20% of time to PBL in the first two years of the programme and the rest for didactic methods. The objective of this article is to discuss 6 years of our experience with the model and the process and problems of introducing PBL into a traditional curriculum. The importance, and methods for developing good cases which are multidisciplinary and 'three-dimensional' (biological, behavioural/ psychosocial and population issues) are emphasized. The challenges have been to: integrate the underlying teaching/learning values of two different methods, develop a valid and reliable examination/evaluation procedure, and keep the faculty interested and continually improving their skills. Students have welcomed the break from lectures and the challenge to explore in-depth areas of special interest. The most positive outcomes of this curricular change have been an increased interest in medical education reform in general, and enhanced recognition of teaching in relation to appointments and promotions.

Published
1996

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