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Sustainability takes priority with architect Matthew Barnett Howland. His house in England is made entirely of cork: 100 percent natural, 100 percent recyclable, with almost zero carbon emissions.
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Zebrafish is a well-established model organism in hearing research. Although the acoustic environment is known to shape the structure and sensitivity of auditory systems, there is no information on the natural soundscape of this species. Moreover, zebrafish are typically reared in large-scale housing systems (HS), although their acoustic properties and potential effects on hearing remain unknown. We characterized the soundscape of both zebrafish natural habitats and laboratory captive conditions, and discussed possible impact on auditory sensitivity. Sound recordings were conducted in five distinct zebrafish habitats (Southwest India), from quieter stagnant environments with diverse biological/abiotic sounds to louder watercourses characterized by current and moving substrate sounds. Sound pressure level (SPL) varied between 98 and 126 dB re 1 μPa. Sound spectra presented most energy below 3000 Hz and quieter noise windows were found in the noisiest habitats matching the species best hearing range. Contrastingly, recordings from three zebrafish HS revealed higher SPL (122-143 dB) and most energy below 1000 Hz with more spectral peaks, which might cause significant auditory masking. This study establishes an important ground for future research on the adaptation of zebrafish auditory system to the natural soundscapes, and highlights the importance of controlling noise conditions in captivity.
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Classroom management is a critical area in the curriculum of teacher education programs. Student teachers’ conceptions of the role of the teacher as a class leader are frequently backed by their intuition and experience as students and socio-cultural context rather than evidence-based. This paper examines the conceptions of classroom management held by a multicultural group of forty-four student teachers attending a teacher education program at a higher education institute in Macao. The study aims at understanding the patterns of variation expressed by student teachers regarding the purpose and relevance of the object of learning. It compares a) the patterns of variation in students’ views of classroom management, and b) the students’ learning progress based on the pre-and post-test. The phenomenographic approach was adopted as the conceptual framework. Participants handwritten transcripts from student teachers at the first and last sessions of the course are the primary type of data collection. The findings show that changes in student teachers’ understanding of the conceptions of classroom management occurred during the course. The initial preferences for disciplinary approaches to classroom leadership have given way to conceptions of promoting the integration of classroom management into learning. The participants expressed increasing adherence to classroom management systems targeting and providing behavioural and academic supports and interventions to children and adolescents with and without special needs.
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The quest to become research universities of international repute has led flagship universities in East and Southeast Asia to develop a new focus on attracting international doctoral students. This paper aims to understand Chinese doctoral students’ mobility in the immediate region and their education to work perceptions. The study draws from a sample of 301 doctoral students from China who were studying at five universities in Japan, South Korea, and Singapore. Analysis on students’ decision making and after-study pathways highlights the regional exchange in related areas. We argue that this regional mobility of doctoral students, characterized as the second education circuit, is facilitated by a higher education migration infrastructure with three interactively weaved dimensions: commercial, social, and regulatory. The research findings suggest the growing importance of Asia as a regional second circuit of doctoral training for students from China.
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As societies globalize, mastery of a second or multiple languages has become an important index to enhance interaction in the society. In that English is a is a widely used medium of communication globally for engagement in international business, commerce, science, technology and governance, the benefits of an efficacious English language teaching force to facilitate the English acquisition process of students in classrooms around the world is highly valued. For the purpose of this study, the English language teacher efficacy instrument (ELTEI) was adapted to the local context to measure the professional efficacy of the English as a foreign language (EFL) teacher participants. The objective of the research was to investigate the degree of relationship between antecedent conditions and specific teacher efficacy in Macao. A mixed-method approach in a sequential phase design was adopted to explore the efficacy of English language teachers serving Chinese medium schools in a non-English speaking region in Asia. Phase-one employed a qualitative approach to contextualize the measurement instrument and to ascertain important characteristics of the target population. Phase-two ensured a quantitative approach to yield understanding regarding the influence of key antecedent conditions on the efficacy of English language teachers in Macao. As evidenced through multiple linear regressions and structural equation modeling, openness, neuroticism, and perceived school support were significant predictors for teacher’s self-efficacy in English teaching. Recommendations for the school management to enhance and sustain the efficacy of EFL teachers in Macao were discussed
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