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Kasturi Behari-Leak 《Teaching in Higher Education》2017,22(5):485-500
New academics entering higher education are especially vulnerable if teaching in a post-colonial classroom is not foregrounded as an explicit part of their professional induction. Drawing on a study of a professional development programme for induction to teaching, this paper explicates how six new academics confront specific challenges of exclusion, marginalisation, and alienation at institutional, faculty, departmental and classroom levels. Framed by critical and social realist theory, the study uses photo voice methodology to elicit new academics' critical insights in the ‘learning to teach’ frame. The paper asserts new academics must engage in ways that make explicit the racial, gendered and class-based constraints experienced in various university spaces. While the relevance and legitimacy of current professional development programmes depends on their ability to be responsive and socially just, the study also questions whether programmes alone can challenge deep systemic constraints that are reproduced through current university structures and culture. 相似文献
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Shu-Ching Chen Min Chen Na Zhao Shahid Hamid Kasturi Chatterjee Michael Armella 《Government Information Quarterly》2009
Homeowner insurance rate making is an important public policy issue in the State of Florida. The State of Florida has over 2 trillion dollars of residential properties exposed to hurricane risk. The State has declared that it shall adopt public policy to encourage the use of sophisticated actuarial methods to assure that consumers are charged lawful insurance rates (Section 627.0628(1)(a)). To that effect, the State's insurance regulatory agency, the Florida Office of Insurance Regulation (OIR), sponsored the development of a Florida Public Hurricane Loss Model (FPHLM) to assess the risk and project insured residential losses. The FPHLM is an open and public model that has been developed primarily by university experts without influence from either the insurance industry or the state regulators. It is open to public scrutiny and provides an understandable baseline to check the assumptions as well as the outputs of the proprietary models. The FPHLM thus makes the rate evaluation process more objective and less political. It enables the state to justify rejecting or accepting rate increases based on an independent and transparent model, rather than a process that can be influenced politically. As a multi-disciplinary large scale research project with an iterative and incremental development cycle, the FPHLM system development and integration faced numerous challenges varying from technical factors to project management aspects. This paper will discuss the research experiences accumulated during the development of the FPHLM and the impact it has had on the homeowner insurance rate filing process in the State of Florida. 相似文献
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K. Usha G. Mary Kasturi P. Hemalatha 《Indian journal of clinical biochemistry : IJCB》2007,22(2):132-135
The present study was undertaken to analyze the levels of some known antioxidant (both enzymic and non enzymic) activities
in the rootsof Hygrophila spinosa andCassia occidentalis also to find out the hepatoprotective effect of the same in carbon tetrachloride induced liver damage in albino rats. The
roots were found to be rich in antioxidants. Liver damage in rats were induced by carbon tetrachloride. To find out the hepatoprotective
activity, the aqueous extract of the plant root samples were administrated to rats for 15 days. The serum marker enzymes Aspartate
transaminase, Alanine transaminase and Gama Glutamyl were measured in experimental animals. The increased enzyme levels after
liver damage with carbon tetrachloride were nearing to normal value when treated with aqueous extract of the root samples.
Histopathological observation also proved the hepatoprotectivity of the root samples. 相似文献
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ABSTRACTTeaching Excellence Awards have raised the profile of teaching as a scholarly project. There are however a number of questions about what constitutes teaching excellence and how ‘excellence’ is understood in current higher education. In a post-colonial South Africa, where significant injustices permeate our society, we question whether excellence can be understood in a generic manner. Furthermore, we argue that as universities are a public good, teaching excellence needs to explicitly attend to the ways in which universities contribute to broad goals of transformation and inclusivity. We analysed data from the national Teaching Excellence Awards and 13 South African universities’ awards to interrogate the discourses that underpin ‘excellence’ in this context of social inequality. We found that while the awards have gone some way to enhancing the position of teaching in institutions, ‘excellence’ was largely articulated in fairly generic ways which failed to take into account the enablements and constraints of the discipline and the institution. Furthermore, the guidelines and criteria privilege a decontextualised notion of excellence that seeks a ‘gold standard’ and validates performativity, rather than a contextualised response to the needs of the students. 相似文献
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Kasturi Behari-Leak Goitsione Mokou 《International Journal for Academic Development》2019,24(2):135-147
ABSTRACTNew voices emerging in the global South are contesting the academy’s elitist and exclusionary ethos by disrupting the normalcy of coloniality. Concerns raised by the student protests of 2015 and 2016 have challenged the higher education sector to rethink its traditional teaching, learning, and assessment practices in response to student calls for decolonised and transformative curricula. This paper explores the ‘voice’ of the marginalised, who dare to ‘speak’ in authentic and provocative ways to call the university to action. We pose the questions: are alternative voices enough to inspire institutional change if traditional hierarchies of power remain intact? What does this mean for the collective project of re-imagining a university that carries a promise of social inclusion and social justice? What are the implications for academic development (AD) work, which finds itself on the margins, in service of mainstream (and dominant) epistemic and pedagogic practices? Using reflective narratives, and drawing on decolonial scholarship, this study explores a group process involved in curriculum change work at a university in South Africa. It raises challenges for AD and its role in the current context of change. 相似文献
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Mageswary Karpudewan Wolff-Michael Roth Kasturi Chandrakesan 《Environmental Education Research》2015,21(4):631-648
Existing studies report on secondary school students’ misconceptions related to climate change; they also report on the methods of teaching as reinforcing misconceptions. This quasi-experimental study was designed to test the null hypothesis that a curriculum based on constructivist principles does not lead to greater understanding and fewer misconceptions on acid rain, global warming, greenhouse effect, and ozone layer depletion than the traditional Malaysian curriculum. For this purpose, two classes from two different schools were randomly assigned to experimental (N?=?35) and control condition (N?=?38). Following the intervention, an ANCOVA with pre-test as the covariate showed statistically significant differences in understanding for all four topics; additional interviews with randomly selected students from experimental and control group further underscore the findings. Implications are discussed. 相似文献
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