In memoriam: Kurt G. Hofer 1939-2015 Yasui, Linda; Lin, Xiao; Van Loon, Nanette ...
Radiation research,
03/2016, Volume:
185, Issue:
3
Journal Article
Peer reviewed
Kurt G. Hofer, a radiation biologist and preeminent educator, unexpectedly but peacefully passed away on Sep 20, 2015, at the age of 76. Kurt was born in Feldkirchen in Karnten, a town in the ...Austrian state of Carinthia, on Mar 2, 1939. He received his doctoral degree from the University of Vienna in 1965. In 1966, Kurt, accompanied by his wife Maria (Ridy) came to the US to begin a postdoctoral fellowship at Tufts University Medical School. In 1970, he accepted a position as an Assistant Professor and worked as a radiation biologist in the Radiation Therapy Department at Ohio State University. A year later, Kurt moved to Tallahassee and joined the faculty of the Department of Biological Science at Florida State University, where he established himself as a Distinguished Professor and was eventually appointed as the Director of the University's Institute of Molecular Biophysics. He remained at Florida State until his retirement in 2003.
A valuable text for teacher educators, including ECT mentors in schools, on the topic of relational expertise. It provides a critical analysis of current conceptions of the role of teacher educator ...and a theoretical basis for practice.This book provides a concise and clear cultural-historical perspective of the expertise of teacher educators. The theoretical framework of relational expertise draws upon what matters to both the teacher educator and beginning teacher as they work together on the complex problem of learning to teach. It provides a clear basis for their practice and for what happens in their practice, signalling a way of understanding how to undertake the role of teacher educator in terms of the professional learning of the beginning teacher. Concepts explored include relational expertise, relational agency, common knowledge, the double move, metacommentary, and second order practice, offering a critique of the deconstruction of the act of teaching into bite-size chunks to be memorised. Opportunities for critical reflection are also provided throughout the book, which speaks to teacher educators directly in terms of suggesting a clear theoretical basis for their expertise and how to enact this in practice.
Background: Epilepsy is a common but usually stigmatized disease due to its presentation therefore; the awareness of care givers regarding epilepsy is crucial for better management and upbringing of ...child. This study aims to assess the degree of apprehension among special educators, as epilepsy is more prevalent in special children. Method: A cross-sectional study using questionnaire, based on interviews by 56 participants from numerous special schools of Karachi was conducted. Results: All special educators knew about epilepsy through their relevant courses. 85.7% of them dealt with the epileptic person directly during their practice. They explained epileptic attack as period of seizure (71.5%), period of loss of consciousness (64.3%), and memory loss (35.7%). 57.1% perceived causes of epilepsy to be inherited, as oxygen deficiency during birth46.4%, as birth defect46.4%, stroke 42.9% and 39.3% believe brain tumor can be the cause. Perceived triggers were (71.4%) emotional disturbance, (67.9%) stress, (53.6%) sleep deprivation and (60%) skipping medicine. Unfortunately, 7% of them consider epilepsy as contagious disease. 11% thinks epilepsy is some kind of spiritual possession or black magic. 30% stated that epileptics should be treated by Hakims while 25% believes quacks can cure it. Conclusion: Overall knowledge was adequate and attitude was positive toward epileptic children. Favorably, 70 to 80% of them supported the idea that people with epilepsy can get good education and take up a job and even can marry and have family life.
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