Graduate teaching associates (GTAs) maintain a prominent presence in higher education institutions nationwide, warranting our attention to both their instructional effectiveness and well-being. Though they remain an integral part of higher education, the training practices implemented for GTAs often fall short in addressing all of the needs posed by the role GTAs fulfill. The shortcomings in training often stem from an overemphasis of basic teacher preparation skills (such as syllabus creation, lesson planning, and grading) and university/departmental policies, as well as a lack of attention to teaching effectiveness and skills on managing uncertainties and identity concerns in their unique role. In the hopes of filling existing gaps in the training of GTAs, offered here is a supplemental guide that seeks to satisfy the needs of GTAs, regardless of the discipline within which they teach. The salient needs of GTAs can be classified as either task or self concerns. The GTA task concerns identified in this work stem from the want to be "good" and effective teachers, who are not only well-liked by students, but who are also successful at promoting learning, motivating students, and managing the classroom effectively. In addressing these task concerns, this work introduces readers to instructional communication-based concepts/constructs, specifically teacher immediacy and behavior alteration techniques (BATs) and messages (BAMs), along with practical means by which GTAs can utilize them in the classroom. Self concerns experienced by GTAs, such as role conflict due to managing multiple identities, impostor phenomenon, and teacher self-efficacy, are also addressed here, in addition to practical means by which GTAs can reduce uncertainties through taking an active role in the socialization process.

This study evaluates a new serum-based biomarker for colorectal cancer (CRC) screening and diagnosis. The biomarker (GTA-446) is a member of hydroxy -polyunsaturated ultra-long chain fatty acids and was found to be reduced in CRC patients compared to CRC-free subjects. Diagnostic test performance characteristics were used to identify the effectiveness of the test. Methods: Serum levels of GTA-446 were measured in 4924 subjects who underwent colonoscopy for any reason, pathology results and clinical data were also collected. Two sets of age-matched control subjects were used; First were the lab controls (number=383) which were serum samples collected from Saskatchewan Disease Control Laboratory along with age and gender data. Second, were the endoscopy controls (number=762) which were obtained from the colonoscopy population after being determined to be cancer-free. Cut-off values were calculated using Receiver Operating Characteristic (ROC) curve. Results: Serum GTA-446 was found to be reduced in 87% of CRC patients. Compared to lab controls, the GTA-446 biomarker has a sensitivity of 87%, specificity of 75%, positive likelihood ratio of 3.6, and negative likelihood ratio of 0.16. Using endoscopy controls to calculate test performance characteristics, the biomarker has a sensitivity of 87%, specificity of 50%, positive likelihood ratio of 1.74, and negative likelihood ratio of 0.24. Also, the level of GTA-446 was found to significantly decline with age (r=-0.20, p<0.01). Conclusion: Serum GTA-446 is a potential biomarker for minimally invasive detection of colorectal cancer that compares favorably to other serum-based biomarkers.

Sie möchten langfristig erfolgreich mit externen Akteuren an der Umsetzung Ihres Ganztagskonzepts zusammenarbeiten? Sie sind daran interessiert, die Beweggründe außerschulischer Kooperationspartner besser zu verstehen und ihren Erwartungen gerecht zu werden? Sie streben eine Qualitätssteigerung der Ganztagsangebote an Ihrer Schule an? Dann heißen wir Sie herzlich willkommen als Leser:innen dieser Handreichung! Die folgenden Seiten wurden konzipiert für Schulleitungen, GTA-Koordinator:innen und Steuergruppen von sächsischen Schulen mit Ganztagsangeboten. Wir möchten Ihnen aufzeigen, welche Erwartungen und Wünsche außerschulische Akteure an eine gelungene Kooperation hegen. Die präsentierten Inhalte basieren auf einer Online-Befragung von externen Kooperationspartnern sächsischer Schulen, also von außerschulischen Personen, Gruppen und Institutionen, die auf Basis einer Kooperations- oder Honorarvereinbarung oder ehrenamtlich Angebote für den Ganztag bereitstellen. Die Rückmeldungen von insgesamt 68 Anbietern konnten berücksichtigt werden. Sie stammen sowohl aus den Großstädten und Ballungsräumen als auch aus ländlichen Regionen in Sachsen. Inhaltlich decken sie eine breite Palette ab und reichen von Lesehilfen, Glückstraining und Sprachförderung über Konzentrations- und Motivationscoachings sowie Fitnesskursen bis hin zu Erste-Hilfe-Kursen, Klassenräten, Bastelangeboten, Chor- und Theatergruppen und vielen weiteren Angeboten. Die Erfahrungen der Akteure betreffen u.a. Grundschulen, Oberschulen und Gymnasien. Das Hauptziel der Befragung bestand darin, die Gelingensbedingungen, Erwartungen und Wünsche für eine langfristig erfolgreiche Kooperation zwischen außerschulischen Partnern und sächsischen Schulen mit Ganztagsangeboten zu identifizieren. Dabei lag der Fokus darauf, die Perspektive der Partner bei der Umsetzung konkreter Angebote im Rahmen des schulischen Ganztagskonzepts zu verstehen. Die vorliegende Handreichung verfolgt das Anliegen, den Schulen die Erwartungen externer Akteure für eine erfolgreiche Kooperation näherzubringen und konkrete Umsetzungsmöglichkeiten vorzuschlagen. Diese Maßnahmen sollen dazu beitragen, die Qualität der ganztägigen Bildung für alle Beteiligten – Partner, Schulen und insbesondere Schüler:innen – zu steigern.:Einleitung...................................................................................................Seite 2 Von Anfang an richtig: Grundpfeiler eines erfolgreichen Kooperationsbeginns...............................................................................Seite 6 Hand in Hand: Eine respektvolle und kooperative Interaktion.................................................................................................Seite 8 Kommunikation verbindet: Regelmäßiger Austausch für effektive Zusammenarbeit.....................................................................Seite 10 Faire Bedingungen für starke Partnerschaften: Optimale Arbeitsbedingungen und angemessene Vergütung im Ganztag......Seite 12 Von Vielfalt geprägt: Ein ganzheitlicher Ansatz...................................Seite 14 Die Gemeinsam-Stark-Checkliste im Überblick...................................Seite 16

No description available.

Horizontal gene transfer is one of the most important mechanisms for prokaryotic genome innovation and evolution. Gene Transfer Agents (GTAs) are phage-like particles that package small fragments of the genome of a GTA-producing bacterial cell. GTA chromosomal gene clusters usually contain 15-conserved open reading frames (ORFs) and are present in most of the sequenced marine alpha-proteobacteria genomes. Some marine strains have been shown to produce GTA particles that were biologically active in marine environment. GTA particles range in size, morphology and the amount of host DNA they package. To date, the characteristics of GTAs are largely based on observations of Rhodobacter capsulatus, a bacterial isolate from freshwater pond and soil samples. One of the main characteristics of the GTAs produced by R. capsulatus is random packaging of the genetic contents of the GTA-producing strain. However, there is no evidence that marine GTAs behave in a similar manner to those produced by R. capsulatus. This thesis focuses specifically on the GTAs produced by marine bacterial isolates, aiming to expand the available knowledge of how GTAs of marine bacterial strains contribute to HGT and how they affect the bacterial adaptation and fitness in the ocean. Here, the putative GTA particles produced by marine bacterial strains grown in artificial seawater media were examined to investigate the randomness of the DNA packaging and the biological effect of the GTA particles, specifically examines the effect of GTAs on stimulation of bacterial growth in vitro. To reach the desired outcome, first, the DNA packaged within GTA particles produced by Roseovarius nubinhibens (RnGTA), Ruegeria pomeroyi (RpGTA) and Roseobacter denitrificans (RdGTA) was sequenced to determine if random portions of the bacterial genomes are packaged, similar to results shown for R. capsulatus, or if certain areas of the genome are preferentially packaged (overrepresented). Further, purified active GTA particles derived from each of the three marine Roseobacter strains were tested to determine the effect of active GTA particles on bacterial growth compared to controls containing heat-inactivated GTA particles, induced prophages (where applicable) and buffer. In summary, the production of GTA particles produced by R. denitrificans was observed for the first time. Additionally, the results of sequencing, annotating and assembling the packaged DNA within GTAs from the marine Roseobacter strains that were studied here suggested that although there was a good representation of the whole genome packaged within the GTA particles, still there is significant enrichment (overrepresentation) of gene groups that could expand their metabolic capabilities. Also, in vitro, under nutrient replete conditions, GTA particles of R. nubinhibens (RnGTA) seemed restricted to having impact on growth to members of the same species. On the contrary, when seawater samples were treated with GTAs there was increase in viable cell counts. By closely examining the colony morphologies, there was a clear difference between the bacterial species that grew when seawater samples were treated with RpGTA and RdGTA compared to controls. The 16S rRNA identifications revealed that under the tested laboratory settings, some species belonging to phylum Flavobacterales are more responsive to active GTA treatment than others, causing microbial community shift in seawater samples. This study has expanded what is known about GTAs of marine origin, providing genetic and metabolic evidence that GTAs may stimulate microbial diversity and survival in the marine environment. Knowledge gained from this study will help us understand the role of GTAs and HGT mechanisms in the ocean, therefore advancing our knowledge about the evolution and interaction of marine microbes.

In this thesis, I undertake a study of skilled immigrant labour market integration in the Greater Toronto Area (GTA) by examining the Toronto Region Immigrant Employment Council (TRIEC). TRIEC is a relatively new governance institution in the Toronto city-region established to address barriers preventing immigrants from gaining meaningful employment in their fields. Barriers include systemic discrimination, lack of credential recognition, and lack of Canadian work experience. TRIEC was created in response to a recommendation from the 2003 Toronto City Summit Alliance (TSCA) report Enough Talk. TRIEC is a multi-stakeholder organization that aims to engage employers to find solutions to address labour market barriers facing skilled immigrants in the GTA. This thesis examines some of these labour market barriers and the work of TRIEC and poses the following research questions: - What are the factors both impeding and facilitating the labour market integration of skilled immigrants in the GTA? - Has the Toronto Region Immigrant Employment Council model proven effective in terms of its impact on skilled immigrant labour market integration in the GTA? - What are possible solutions for addressing the challenges that impede the labour market integration of skilled immigrants in the GTA? To answer these questions, this thesis draws on insights from immigration geography literature, statistical and policy data, as well as fifty-seven (57) semi-structured interviews with a variety of key stakeholders in the GTA. The results point to TRIEC as a potential model to emulate for other large city-regions facing challenges with respect to labour market integration. In addition to highlighting TRIEC’s advantages, this thesis also provides recommendations at a more general societal level for improving skilled immigrant labour market integration in Canadian city-regions. / Thesis (Master, Geography) -- Queen's University, 2008-09-06 13:54:23.707

This study relies on qualitative research: open-ended, semi-structured interviews were used to gain insight into the experiences of students of ethnically diverse backgrounds from three Greater Toronto Area (GTA) community colleges. Additional data were collected from college websites and meetings with college student services directors to gain a broader understanding of the context in which the ethnically diverse student is engaged. This research is guided by the psychosocial theories of student development of Chickering (1969), and Chickering & Reisser, (1993) including a brief overview of the cognitive-structural theory of student development; and the typology theory of student development. Student development theory provides insight into how life experiences shape one’s ability to learn and interact with others. An expert panel assisted with the refining of the interview questions and provided feedback on the overall study findings. In the interest of accountability, members of the expert panel were recruited based on their experience with issues around the diversity that exists within our GTA community colleges. Interviews were conducted with 25 students of ethnically diverse backgrounds to explore their overall college experience and their perceptions of the provision of student services at their college. The conclusions drawn from this study suggest that the colleges participating in the study have met the participants’ expectations in the areas of overall college experience and the services each provides. In addition, it was found that the colleges have had a positive impact on student experience resulting in success. The findings also indicate that these colleges have done little to facilitate quiet learning spaces and are not providing for the religious requirements of students. This study contributes to a better understanding of the challenges students from diverse backgrounds may face when seeking out services at their college and it offers recommendations to enhance these colleges’ efforts in this area along with recommendations for further research.

This study relies on qualitative research: open-ended, semi-structured interviews were used to gain insight into the experiences of students of ethnically diverse backgrounds from three Greater Toronto Area (GTA) community colleges. Additional data were collected from college websites and meetings with college student services directors to gain a broader understanding of the context in which the ethnically diverse student is engaged. This research is guided by the psychosocial theories of student development of Chickering (1969), and Chickering & Reisser, (1993) including a brief overview of the cognitive-structural theory of student development; and the typology theory of student development. Student development theory provides insight into how life experiences shape one’s ability to learn and interact with others. An expert panel assisted with the refining of the interview questions and provided feedback on the overall study findings. In the interest of accountability, members of the expert panel were recruited based on their experience with issues around the diversity that exists within our GTA community colleges. Interviews were conducted with 25 students of ethnically diverse backgrounds to explore their overall college experience and their perceptions of the provision of student services at their college. The conclusions drawn from this study suggest that the colleges participating in the study have met the participants’ expectations in the areas of overall college experience and the services each provides. In addition, it was found that the colleges have had a positive impact on student experience resulting in success. The findings also indicate that these colleges have done little to facilitate quiet learning spaces and are not providing for the religious requirements of students. This study contributes to a better understanding of the challenges students from diverse backgrounds may face when seeking out services at their college and it offers recommendations to enhance these colleges’ efforts in this area along with recommendations for further research.

Ganztagsangebote (GTA) sind unterrichtsergänzende Aktivitäten, also Arbeitsgemeinschaften und Kurse, die einen Freizeit-, Förder- und/oder Bildungscharakter haben. Aus der Ganztagsschulforschung wissen wir, dass diese Angebote besonders gut wirken, wenn sie mit einem klaren Ziel entwickelt und Inhalte und Methoden passend dazu ausgewählt werden (vgl. Lossen 2021). Insbesondere dann fördern sie die psychosoziale Entwicklung der Schüler/-innen, was sich positiv auf ihr Selbstbild, ihr Sozialverhalten und ihre Motivation auswirkt (vgl. StEG- Studie 2015). Mit dieser Broschüre wollen wir dir eine Orientierungshilfe an die Hand geben, mit der du dein GTA planen, durchführen und am Ende evaluieren kannst.

Im Ja­nu­ar 2019 ver­öf­fent­lich­te das Säch­si­sche Staats­mi­nis­te­ri­um für Kul­tus ein Eva­lua­ti­ons­in­stru­ment für alle säch­si­schen Schu­len, den Qua­li­täts­rah­men Ganz­tags­an­ge­bo­te. Er wurde vor In­kraft­tre­ten an 20 Schu­len er­probt und wis­sen­schaft­lich be­glei­tet. Alle zwei Jahre sol­len die säch­si­schen Schu­len mit Hilfe des In­stru­ments die Um­set­zung des Ganz­tags ei­gen­ver­ant­wort­lich prü­fen. Die 23-sei­ti­ge Hand­rei­chung be­schreibt sechs Qua­li­täts­merk­ma­le mit je­weils drei bis vier Qua­li­täts­kri­te­ri­en ein­füh­rend mit einem kur­z­en Text und dann in ta­bel­la­ri­scher Form mit spe­zi­fi­schen In­di­ka­to­ren zur Selbs­t­e­va­lua­ti­on. Der säch­si­sche Qua­li­täts­rah­men Ganz­tags­an­ge­bo­te ist dabei in­halt­lich und dem Auf­bau nach ähn­lich den Qua­li­täts­rah­men an­de­rer Bun­des­län­der. Nach über ein­ein­halb Jah­ren Pra­xis mit dem Qua­li­täts­rah­men zeigt sich, dass er ins­ge­samt ein gut ge­eig­ne­tes Werk­zeug zur kon­ti­nu­ier­li­chen Ent­wick­lung des Ganz­tags dar­stellt. Er weist viele zen­tra­le, aus der Ganz­tags­schul­for­schung be­kann­te Merk­ma­le guten Ganz­tags auf und bein­hal­tet in Fra­ge­bo­gen­form die ent­spre­chen­den In­di­ka­to­ren. Gleich­zei­tig zei­gen sich in der prak­ti­schen Ar­beit mit dem Qua­li­täts­rah­men Schwächen: So sind bspw. die Ein­lei­tungs­tex­te der In­di­ka­to­ren auf das Nö­tigs­te re­duziert und des­we­gen nicht ge­eig­net, die Qua­li­täts­be­rei­che hin­rei­chend zu er­läu­tern. Es bleibt daher un­klar, wie genau ein Qua­li­täts­be­reich in der Schul­pra­xis um­ge­setzt wer­den kann, wor­auf dabei zu ach­ten ist oder wel­che Vor­ge­hens­wei­sen sich be­währt haben. Dar­über hin­aus zei­gen sich ei­ni­ge Leer­stel­len: So wird als Aus­gangs­punkt der Ganz­tags­kon­zep­ti­on an der Ein­zel­schu­le zwar eine So­zi­al­rau­m­ana­ly­se ge­for­dert, al­ler­dings ohne eine Be­schrei­bung der theo­re­ti­schen Grundlagen oder ak­tu­el­ler Metho­den. Glei­ches gilt auch für das Qua­li­täts­merk­mal „Qua­li­täts­si­che­rung und -ent­wick­lung“. Hier heißt es, dass Schu­len mit Hilfe ge­eig­ne­ter In­stru­men­te re­gel­mä­ßig die An­ge­bo­te in­tern eva­lu­ie­ren sol­len. Was, wie und mit wel­chen In­stru­men­ten zu wel­chem Zweck eva­lu­iert wer­den soll und wel­che In­stru­men­te in die­sem Sinne „ge­eig­net“ sind, dar­über gibt der Qua­li­täts­rah­men keine Aus­kunft. Diese Leer­stel­len und Un­klar­hei­ten ver­sucht die vorliegende Ar­beits­hil­fe zum Qua­li­täts­rah­men Ganz­tags­an­ge­bo­te zu fül­len und zu be­sei­ti­gen. In­halt­lich greift sie dabei die The­men­be­rei­che auf, die der Qua­li­täts­rah­men Ganz­tags­an­ge­bo­te vor­gibt und die aus un­se­rer Sicht einer wei­te­ren Er­läu­te­rung be­dür­fen, damit die Ar­beit mit dem In­stru­ment in der Schul­pra­xis bes­ser ge­lingt. Der erste Teil der Ar­beits­hil­fe wid­met sich daher dem Thema So­zi­al­rau­m­ana­ly­se. Da weder in der Aus- noch Wei­ter­bil­dung von Lehr­kräf­ten die­ses Thema eine Rolle spielt, haben wir mit Pro­fes­sor Ul­rich Dei­net ge­spro­chen, einem der pro­fi­lier­tes­ten For­scher auf die­sem Feld. Der zwei­te Teil der Ar­beits­hil­fe nimmt die Qua­li­täts­be­rei­che des Qua­li­täts­rah­mens Ganz­tags­an­ge­bo­te in den Fokus. Un­se­re Au­tor*in­nen be­schrei­ben dabei kom­pakt und pra­xis­nah, wie die Qua­li­täts­be­rei­che in der Schu­le rea­li­siert wer­den kön­nen und geben Um­set­zungs­emp­feh­lun­gen. Im drit­ten Teil der Ar­beits­hil­fe geht es um das Thema Eva­lua­ti­on. Dafür haben wir ein Mo­dell­pro­jekt ins Leben ge­ru­fen und einen von Dr. Den­nis Nowak und Dr. Fa­bi­enne Ennig­keit ent­wi­ckel­ten Fra­ge­bo­gen zur Mes­sung der An­ge­bots­qua­li­tät im Ganz­tag mit der On­li­ne-Kom­mu­ni­ka­ti­ons­platt­form Ed­ki­mo zu­sam­men­ge­bracht.