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Yusmaniar, Yusmaniar. "Pendekatan Matematika Realistik Untuk Meningkatkan Hasil Belajar Siswa Kelas I Pada Operasi Hitung." JPPI (Jurnal Penelitian Pendidikan Indonesia) 3, no. 1 (June 30, 2017): 51. http://dx.doi.org/10.29210/02017109.
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<p>Teacher in mathematics learning process of 1st grade at SDN 21 Batang Anai Kabupaten Padang Pariaman used to implement expository method. It caused the learning achievement of students become low. This study is a classroom action research with two cycles that aimed to improve students’ learning achievement by implementing realistic mathematics education. Mean of students’ learning achievement score in cycle I is 77.2 and 88.2 for cycle II. Hence, realistic mathematics education can improve students’ learning achievement.</p>
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Latifah, Latifah. "UPAYA PENINGKATAN HASIL BELAJAR PAI MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE DUA TAMU DUA TINGGAL (DUTA DUTI) PADA KELAS VI DI SD NEGERI 07 TANJUNG PENYEMBAL KOTA DUMAI." JURNAL PAJAR (Pendidikan dan Pengajaran) 2, no. 3 (May 30, 2018): 424. http://dx.doi.org/10.33578/pjr.v2i3.5541.
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This research is do it because the result of learning religious education inslam grade VI students of SD Negeri007 Tanjung Penyembal, Dumai which still very low. This study aims to improve student learning outcomes.From the data analysis, there was an increase of both teacher activity, student activity, and student learningresult. The teacher activity at the 1st cycle meeting was 70% (good enough) and at the 2nd meeting increased10% to 80% (good). In the second cycle of the meeting 3 teacher activity scored 85% (very good) and at the 4thmeeting to 95% (very good). From cycle I to cycle II, teacher activity increased by 15%. The student activityactivity also increased from 1st cycle meeting I was 65% (enough) and at 2nd meeting increased 15% to 80%(good). In the second cycle of meeting 3 it increases 5% from 80% (good) to 85% (very good) and at meeting 4increases 10% from 85% (very good) to 95% (very good). Student learning outcomes also showed an increase,from the basic score score of 65 increased to 75,5 in the first cycle of 10,5 points increase then in cycle IIincreased to 90 on the second cycles increased 14,5 points. From the data analysis there is an increase bothfrom teacher activity, student activity, and student learning outcomes. It can be concluded that the Enhancementof the Two Guests Two Stay Learning Model. can improve learning outcomes religious education islam grade 6students SD 007 Tanjung Pengembal Dumai.
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Erlina, Nova. "THE INCREASE OF STUDENTS' ARABIC READING SKILLS THROUGH THE APPLICATION OF SQ4R LEARNING TECHNIQUE." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 4, no. 1 (June 29, 2018): 37–57. http://dx.doi.org/10.21009/ijlecr.041.05.
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The aim of this research is to increase the Arabic reading skills of the students in the forth semester of the Department of Arabic Language Education, Academic Year 2017 in understanding Arabic texts through the application of SQ4-R learning technique. This research is an action research with qualitative approach. Methods for data gathering: observation, interview, portfolio, reading comprehension test, and field record. Data were analyzed qualitatively by reducing and presenting them as well as withdrawing conclusion.
Research findings: The application of SQ4-R endured modification through the addition of a learning stage, namely stage on finding vocabulary and meaning in dictionary that happened post survey stage. Through this action research, SQ4-R was modified into SVQ4-R. The result of this research shows increase on the students’ skills in which initially they simply reached literal comprehension with class’ average score 48 prior to the action, 69.7 in the 1st cycle, 77.68 in the 2nd cycle, and 78.22 in the 3rd cycle. The average score on interpretative comprehension, prior to the action, did not appear, in the 1st cycle, 67, in the 2nd cycle 68.4, and in the 3rd cycle, 73. The average score on applicative and critical comprehension, prior to the action did not appear in the 1st cycle, 64.3, in the 2nd cycle, 70.4, and in the 3rd cycle, 78.09.
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Kurniawati, Rury, and Abdul Gafur Daniamiseno. "Penerapan metode pembelajaran kooperatif tipe TGT untuk meningkatkan hasil belajar peserta didik dalam pembelajaran PPKN." Harmoni Sosial: Jurnal Pendidikan IPS 6, no. 1 (February 27, 2019): 22–33. http://dx.doi.org/10.21831/hsjpi.v6i1.9703.
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Penelitian tindakan kelas (PTK) ini bertujuan untuk meningkatkan hasil belajar dan persentase peserta didik yang mencapai kriteria ketuntasan minimal (KKM). Penelitian dilakukan dalam 3 kali siklus pembelajaran. Sebelum dan sesudah pelaksanaan penelitian dilakukan pretest dan posttest untuk mengetahui tingkat pemahaman peserta didik yang tercermin dalam capaian hasil belajar dan jumlah peserta didik yang mencapai KKM. Hasil penelitian menunjukkan rata-rata hasil belajar meningkat dari 82,31 pada siklus ke-1, 87,69 pada siklus ke-2 dan 83,85 pada siklus ke-3. Persentase peserta didik yang mencapai KKM juga mengalami peningkatan mencapai 80,77% pada siklus ke-1, 88,46% pada siklus ke-2, dan 88,46% pada siklus ke-3. Dapat disimpulkan bahwa penerapan model pembelajaran kooperatif TGT dapat meningkatkan hasil belajar dan persentase peserta didik Pendidikan Pancasila dan Kewarganegaraan yang mencapai KKM. AbstractThe objective of this classroom action research was to improve learning outcomes and the percentage of students who achieve a Minimum Completeness Criterion (MCC). The study was conducted in 3 cycles. Pretest and posttest were done during the process to determine the average learning outcomes and the number of students who passes a KKM. The result showed the average learning outcomes increased from 82.31 in 1st cycle to 87.69 in 2nd cycle and become 83.85 in 3rd cycle. In addition, the percentage of students who pass a KKM reached 80.77% in 1st cycle, 88.46 % in 2nd cycle and 88.46 % in 3rd cycle. It can be concluded that the application of the cooperative learning TGT can improve learning outcomes and the percentage of students who pass a KKM of The Pancasila and Civic Education.
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Lopo, Teresa Teixeira. "Entre dois regimes jurídicos, o que mudou no currículo da formação inicial de professores em Portugal?" education policy analysis archives 24 (January 17, 2016): 7. http://dx.doi.org/10.14507/epaa.24.2215.
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This paper analyzes, in a comprehensive perspective, the changes in the curriculum of the initial teacher education for the 1st cycle of basic education, grade level that in Portugal covers the first four years of compulsory education, between two legal regimes of professional qualification for teaching: the first, established in 2007 and due to the legislative reform required by the Bologna Process, the second, set up in 2014 and involving new changes, from the academic year 2015/2016, in the duration of the cycles of study, in its curricular organisation and training components. The results of our analysis suggest that the changes introduced in 2014 stem from a narrow reading, either of the results of the national research on initial teacher education, either of the recommendations from the studies and the international reports on comparative analysis that are invoked in this legal text to justify, precisely, such amendments.
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Balendran, A., M. Gordon, T. Pretheeban, R. Singh, R. Perera, and R. Rajamahedran. "Decreased fertility with increasing parity in lactating dairy cows." Canadian Journal of Animal Science 88, no. 3 (September 1, 2008): 425–28. http://dx.doi.org/10.4141/cjas07127.
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The relationships of parity and progesterone (P4) concentrations during the bred cycle with pregnancy rate (PR) were examined in this study. Breeding records of 163 Holstein heifers and cows (in 1st parity, 2nd parity, and 3rd or 4th parity) from the Uuniversity of British Columbia Dairy Education and Research Centre were used to compare PR among heifers, 1st, 2nd and 3rd/4th parity cows. Blood or milk samples collected from 10 animals of each treatment group were assayed to compare P4 concentrations among treatment groups. Statistical analysis showed that the heifers' first insemination PR (67.9%) was higher (P < 0.05) from 1st parity (42.9%), 2nd parity, (20.0%) and 3rd/4th parity cows (11.9%). P4 concentrations were not significantly different (P > 0.05). Key words: Pregnancy rate, progesterone, parity, cows, heifers
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Sebbani, Majda, Latifa Adarmouch, Adil Mansouri, Ouassim Mansoury, Sarah Michaud, Ahmed Rhassane ElAdib, Mohamed Bouskraoui, and Mohamed Amine. "Implementation of Online Teaching in Medical Education: Lessons Learned from Students’ Perspectives during the Health Crisis in Marrakesh, Morocco." Education Research International 2021 (April 16, 2021): 1–9. http://dx.doi.org/10.1155/2021/5547821.
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Background. On the announcement of the COVID-19 health emergency, the Marrakesh School of Medicine accelerated the digitization and the establishment of courses available to students through the faculty platform. We aimed to describe the students’ perspectives toward the online educational approach implemented during the COVID-19 pandemic and to investigate the factors that might affect the implementation of online teaching in the future. Methods. This was a cross-sectional study among medical students in Marrakesh during June-July 2020. Data collection was based on a self-administered electronic questionnaire distributed via the student platform. We studied the knowledge and previous practices of virtual technologies and students’ appreciation of distance learning during the lockdown. Univariate and multivariate analyses were performed using SPSS16.0 software. Results. A total of 111 students participated. The female-to-male sex ratio was 2.2 with an average age of 20.6 ± 1.8. The majority of students felt that they had a good knowledge of virtual technologies (on a scale of 1 to 10, 81% ≥ 5/10), and two-thirds reported using them in medical studies. Before the COVID-19 lockdown, 16.2% of the students used the platform and 39.6% did not attend in-person courses (16.0% in 1st cycle versus 49.2% in 2nd cycle, p = 0.01 ). During the pandemic, 79% of the students appreciated the virtual learning (54.0% in 1st cycle versus 89.0% in 2nd cycle, p < 0.001 ) and 80.2% thought that the online courses were understandable. Regarding to student’s preferences, 41.4% preferred blended education and 68.5% of the students would recommend continuing distance learning after the pandemic. Regarding satisfaction, previous use of the educational platform (OR = 66.3, CI 95% [1.9; 2.2 ∗ 103]), improvement of learning during distance learning (OR = 22.6, IC 95% [4.1, 123.7]), and professor support (OR = 7, IC95% [1.3, 38]) seemed to be the most powerful factors in the multivariate analysis. Conclusion. Our results will contribute to the implementation of actions by taking advantage of the experience during the health crisis. The institutionalization of virtual learning with more interaction in addition to the in-person courses is the main recommendation of this study.
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Partini, Partini. "MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS V DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DI SD NEGERI 012 SEI LALA KECAMATAN SUNGAI LALA KABUPATEN INDRAGIRI HULU." JURNAL PAJAR (Pendidikan dan Pengajaran) 3, no. 1 (January 31, 2019): 72. http://dx.doi.org/10.33578/pjr.v3i1.6895.
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The learning activities of Social Sciences (IPS) are part of the process of education in schools and have a role in life. One of them is thatsocial studies education has an important role in educating the life of the nation. Therefore, from time to time efforts are always made toimprove the quality of social studies education. Recognizing the importance of social studies education, efforts need to be made to improvethe learning process to improve student learning outcomes. Class action research is an improvement in the learning process to solveproblems faced by teachers in the classroom. Data obtained after research on teacher activities in the first cycle of the 1st meeting with apercentage of 50%, the second meeting with a percentage of 63%, in the second cycle at the third meeting percentage of 77%, and at the 4thmeeting the percentage obtained 86%. Observation data of student activities in this study obtained the percentage of the first cycle of the firstmeeting amounted to 52%, the second meeting was 61%, in the second cycle the third meeting was 75%, and the fourth meeting wasobtained 85% percentage proved that student activity has increased. Data on increasing learning outcomes of students in grade V SDN 012Sei Lala Kecamatan Sungai Lala in the initial data obtained an average of 60, in the daily test I obtained a class average of 75, and in dailytests, II obtained an average of 86. This proved that the STAD cooperative model in social studies learning is effectively used to improvesocial science learning outcomes of fifth-grade students.
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Fernandes, Dárida, and Juliana Vaz Almeida Gomes Ferreira. "As Potencialidades do GeoGebra no 1.º Ciclo do Ensino Básico The Potentialities of GeoGebra in the 1st Cycle of Basic Education." Revista do Instituto GeoGebra Internacional de São Paulo. ISSN 2237-9657 9, no. 2 (June 27, 2020): 52–77. http://dx.doi.org/10.23925/2237-9657.2020.v9i2p052-077.
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No âmbito da Unidade Curricular de Didática da Matemática no 1.º Ciclo do Ensino Básico, do Mestrado em Ensino de 1.º Ciclo do Ensino Básico e Português e História e Geografia de Portugal do 2.º Ciclo do Ensino Básico, foi proposto a realização de um trabalho de pesquisa. O grupo escolheu investigar sobre o programa de geometria dinâmico – GeoGebra – no processo de aprendizagem e ensino da matemática no 3.º ano de escolaridade e em contexto não formal. Neste estudo experimental, foi utilizada uma metodologia de natureza qualitativa e os resultados apresentados são reveladores. As tarefas permitem a exploração bem como o aprofundamento do programa, contando ainda com os testemunhos, a fim de compreender a relevância da utilização do programa em contexto não formal, bem como a motivação dos alunos na realização. ABSTRACTWithin the scope of the Mathematics Didactics Course in the 1st Cycle of Basic Education, the master’s in teaching of 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal of 2nd Cycle of Basic Education, it was proposed to conducting a research paper. The group chose to investigate the dynamic geometry program - GeoGebra - in the process of learning and teaching mathematics in the 3rd grade and in non-formal context. In this experimental study, a qualitative methodology was used, and the results presented are revealing. The tasks allow the exploration as well as the deepening of the program, counting on the testimonies, in order to understand the relevance of the use of the program in non-formal context, as well as the motivation of the students in the accomplishment.Key-words: : Mathematics; GeoGebra; Interdisciplinarity
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Meng, Kwang-ho. "History of the medical education accreditation system in Korea: implementation and activities in the early stages." Journal of Educational Evaluation for Health Professions 17 (October 30, 2020): 29. http://dx.doi.org/10.3352/jeehp.2020.17.29.
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Following the opening of 12 new medical schools in Korea in the 1980s, standardization and accreditation of medical schools came to the forefront in the early 1990s. To address the medical community’s concerns about the quality of medical education, the Korean Council for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether medical schools were meeting academic standards or not. This evaluation was, however, a norm-referenced assessment, rather than a criterion-referenced assessment. As a result, the Accreditation Board for Medical Education in Korea (ABMEK) was founded in 1998 as a voluntary organization by the medical community. With full support of the Korean medical community, ABMEK completed its 1st cycle of evaluations of all 41 medical schools from 2000 to 2004. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body. After that, the Korean government paid closer attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as the 1st professional institute for higher education evaluation accreditation. The most important lesson learned from ABMEK/KIMEE is the importance of collaboration among all medical education-related organizations, including the Korean Medical Association.
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Rusniah, Rusniah. "MENINGKATKAN PERKEMBANGAN BAHASA INDONESIA ANAK USIA DINI MELALUI PENGGUNAAN METODE BERCERITA PADA KELOMPOK A DI TK MALAHAYATI NEUHEN TAHUN PELAJARAN 2015/2016." JURNAL EDUKASI: Jurnal Bimbingan Konseling 3, no. 1 (May 16, 2017): 114. http://dx.doi.org/10.22373/je.v3i1.1445.
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The development of language in the early childhood is the development of language that must be owned by the child as one of their basic skills, according to the stage of age and characteristics of its development. This research generally aims to improve verbal language, specifically to find out how big is the ability of spoken language through the application / use of storytelling method. This research conducted in class A TK (Kindergarten) Malahayati Neuheun for Education Year 2016/2017. The subjects of the study were 22 children, 6 male students and 16 female students. The data of this research are data of students` verbal language ability, Instrument of data collection with observation sheet and data collection technique with observation. Data analysis technique used comparative descriptive method that compares cycle I and cycle II respectively in two meetings. Based on the obtained data analysis, the learning activity used II cycles, as many as 4 meetings. In the first cycle of 1st meeting the number of presentations of 36.4% was continued with the 2nd meeting of 54.5%. While on the 2nd cycle of 68% meeting followed by the 2nd meeting to 86.4%, this enhancementhas exceeded the learning mastery. The results showed that the recurring storytelling method enable to train children's concentration in improving their language skills through listening and expressing the language in group A TK Malahayati Neuheun
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Costa, Ana Luísa, Sónia Cerqueira, and Vanessa Carreto. "'E essa é a minha opinião': para o estudo da emergência da escrita argumentativa." Revista da Associação Portuguesa de Linguística, no. 3 (September 29, 2017): 51–73. http://dx.doi.org/10.26334/2183-9077/rapln3ano2017a24.
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In this article, we present an empirical study on early argumentative writing, in opinion texts written by children of the 2nd and 4th grade (1st cycle of basic education). The analysis of discourse and linguistic properties shows early skills in written argumentation. These results call into question the Portuguese teaching guidelines, which only begin providing for the writing of opinion texts in the 5th grade. This study also brings to light the conclusions of similar studies (Brassart, 1990, Leal & Morais, 2006) and contributes to the characterization of writing development and linguistic awareness in the initial school years.
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Daugėlienė, Jūratė, and Diana Strakšienė. "Development of Student’s Musical Creative Thinking by Applying Musical Improvisation." Pedagogika 125, no. 1 (April 13, 2017): 97–110. http://dx.doi.org/10.15823/p.2017.07.
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The article deals with experience of Music Pedagogy 2nd cycle 1st year students’ (N = 7) experimental activities. Development of musical creative thinking is the object of the research. The research aim is to reveal opportunities for development of musical creative thinking by applying musical improvisation. During the experiment organised under natural conditions, educational methods grounding on postulates of philosophical doctrines, such as postmodernism and constructivism, have been applied. Research methods: theoretical analysis of scientific literature; natural educational experiment; statistical analysis of the research data employing descriptive statistics. By employing improvisation, students were encouraged for musical creation. The prepared diagnostic instruments enabled to compare the changes in improvisation, musical creative thinking of the surveyed that took place during the experimental education. Factual material allowing to state that musical improvisation can contribute to development of musical creative thinking has been obtained. After the educational activities, students demonstrated a higher level of musical creative thinking which manifested through originality of improvisation, fields of melodic, rhythmic, harmonic, stylistic priorities. Musical improvisation is an effective factor for stimulation of musical creative thinking that can essentially enrich music teaching, learning and music performance in various music-related contexts.
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Babic, Zeljka. "Exploring ESP syllabi: Some implications for further pedagogical considerations." Zbornik Instituta za pedagoska istrazivanja 48, no. 1 (2016): 164–79. http://dx.doi.org/10.2298/zipi1601164b.
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The necessity of including syllabi research into current teaching practices is of utmost importance due to the fact that current job markets not only dictate the need for differentiated instruction but also call for novel approaches towards glottodidactic and pedagogical goals within the tertiary educational level. The main aim of this paper is to examine the current status of English for Specific Purposes courses at one of the tertiary educational institutions in order to see whether English for Specific Purposes? practices are really implemented in language classrooms or whether they exist only on paper. The paper focuses on researching selected points in all the syllabi related to teaching English for Specific Purposes in order to establish the types of syllabi used, possible practices used prior to the syllabi design, focus in the syllabi on General English or English for Specific Purposes and the implementation of practices aimed at integrated skills. The research results call for viable systematic changes in the home department curriculum in the form of introducing courses at the 1st and 2nd cycle of studies, as well as master programmes in English for Specific Purposes, which will enable the provision of competitive teachers and practitioners in the current job market.
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Mohamed, Ashraf Mahmoud, Christine Marie Bolen, Jennifer Morgan, Patricia Rice, Meredith Speas, and Carolyn Russo. "A quality improvement initiative for reducing morning hypoglycemia in children undergoing treatment for acute lymphoblastic leukemia." Journal of Clinical Oncology 37, no. 27_suppl (September 20, 2019): 240. http://dx.doi.org/10.1200/jco.2019.37.27_suppl.240.
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240 Background: Hypoglycemia has been observed in children receiving Acute Lymphoblastic Leukemia (ALL) therapy. It affects patients’ outcome. The current quality initiative was piloted at two of the St Jude affiliate clinics. Each month about 10% of children with ALL develop hypoglycemia in those two clinics. Methods: Data was collected for the eight months prior to intervention. Root Cause Analysis (RCA) using fish bone diagram, and Pareto chart to find out the most likely causes of hypoglycemia. Prolonged hours of fasting for procedures, giving 6MP at night on empty stomach, seem to further prolong hours of fasting, and lack of awareness of the new 6MP administration guidelines were the top likely causes. Interventions based on RCA: Developed Hypoglycemia educational brochure addressing causes and prevention of hypoglycemia for care givers followed by knowledge assessment tool, in addition two educational sessions for staff. Plan, Do, Study, Act (PDSA) was used to guide implementation. 4 PDSA cycles were done. Results: Combined monthly average number of ALL patients seen in both centers was 43 (range 38-51) patients with monthly average of 94 (range 71-141) blood glucose samples drawn from them. Process Measure 1: % care givers received hypoglycemia education after 1st cycle was 16.3% which increased to 88% after PDSA cycle # 4. Process Measure 2: % of caregivers scored above 75% in the knowledge of morning hypoglycemia after education were 78%. Outcome Measure: At the end of intervention the average monthly patients with hypoglycemia decreased from 9.4% to 7.8% representing 17% reduction. Hypoglycemic episodes dropped from 6% to 4.2%, showing 30% reduction in hypoglycemic episodes. More reduction in hypoglycemic episodes was observed in clinic 1 (68%) compared to 22% reduction in clinic 2. Conclusions: Using quality improvement methodology in implementing hypoglycemia education led to drop in hypoglycemia episodes among children on ALL therapy. Despite using similar approach, yet one of the two clinics showed higher improvement compared to the other. This may reflect the possible impact of local institutional factors on implementation.
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Irawan, Imron Ade. "Improvement of Social Science Learning Achievement With A Scientific Approach Assisted With The Zoom Meeting Application in Class IV Primary School." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (November 26, 2020): 647. http://dx.doi.org/10.20961/shes.v3i3.46044.
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<p><em>The purpose of this classroom action research is to improve social studies learning outcomes through the Scientific Approach assisted by the Zoom Meeting Application. The subjects in this study were fourth grade students of SD Negeri Cilacap 05, with 29 children. This research was conducted in grade IV SD Negeri Cilacap 05, Korwil for Education, Cilacap Selatan, Cilacap Regency. This research was conducted in the 1st semester of the 2020/2021 school year, lasting for 3 weeks starting from the 4th week of October 2020 to the 2nd week of November 2020. The number of students who completed studying in the Pre-Cycle was only 10 children or 34% and students 19 children or 66% have not yet completed. In Cycle I student learning outcomes increased with an average score of 73.27. Students who completed learning were 21 children or 72%. Then in Cycle II there was a slight increase in student learning outcomes, namely 23 students who completed learning or 79%. Based on the description above, it is concluded that applying the Scientific Approach and assisted by the Zoom Meeting Application in the social studies learning process can improve the learning outcomes of fourth grade students of SD Negeri Cilacap 05. So, the hypothesis that the author proposes in this classroom action research is truly proven</em></p>
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Gunarathne, Sajaan, Nuwan Wickramasinghe, Thilini Agampodi, Ruwan Prasanna, and Suneth Agampodi. "Economic Status, Nutrition and Pregnancy Cost; A Vicious Cycle in Pregnancy." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 996. http://dx.doi.org/10.1093/cdn/nzaa054_068.
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Abstract Objectives Despite been in a positive pathway to achieve maternal and child healthcare targets in sustainable development goals, maternal nutrition is a leading public health problem in Sri Lanka. We studied the economic status, pregnancy expenditure and nutritional status of the pregnant mother to explore these associations. Methods The study was carried out in Anuradhapura District, Sri Lanka. Consecutive pregnant women registered in the public health clinics and who was in the 1st trimester of pregnancy were recruited as a part of a large cohort study. Detail evaluation of household income, expenditure and pregnancy costs were assessed together with anthropometric measurements. Results The mean age of the pregnant women (n = 750) was 28.3 years (SD 5.7) and 84.6% of them have not engaged in any income-generating activities. Among the employed group, the majority (58.6%) were in the government sector. Of the 750 pregnant women, 17.3% were underweight (BMI < 18.5). The average household income of the underweight group (USD 237.56) was significantly lower (t = −2.718, P = 0.007) than the others (USD 311.59). There was a significant difference in monthly food cost between underweight and normal mothers (t = −1.774, P = 0.076). The average cost for food of underweight and normal mothers was USD 53.33 (SD 40.07) and USD 60.05 (SD 39.13). In addition, the pregnancy cost of underweight mothers as a fraction of the money available for food was 23.05%. Conclusions Despite having significantly low income and low resources for food, the additional burden of pregnancy cost may be leading to a vicious cycle of undernutrition. More details and context-specific approaches are required to combat nutrition in pregnancy. Funding Sources Accelerating Higher Education Expansion and Development (AHEAD), World Bank.
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Штерензон, Вера, Vera Shterenzon, С. Худякова, S. Hudyakova, А. Шпаньков, and A. Shpan'kov. "Orientation of the Personality as a Factor of Improvement of Quality of Vocational Training of the Cadets of Higher Education of Institute of EMERCOM of Russia." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 4 (December 6, 2018): 35–42. http://dx.doi.org/10.12737/article_5bffaa4038cc58.35750458.
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Article is devoted to a research of orientation of the identity of future experts of fire and technosphere safety. The orientation of the personality is considered as the most important manifestation of a deep essence of the personality and plays a special role in self-updating of the personality, exerts impact on results of educational and professional activity of the personality. Results of a research of structure of orientation of the identity of cadets of the 1st course at the beginning of their training at the Ural State Fire Service Institute of EMERCOM of Russia are presented in the article. Existence of the dominating personal orientation of cadets and the reason of a similar situation is revealed. Differences in structure of orientation the personalities at cadets of various directions of preparation are identified and also influence of orientation of the personality on results of training in disciplines of a natural-science cycle is revealed.
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Schimonek, Elisangela Maria Pereira. "PROGRAMA MAIS EDUCAÇÃO (BRASIL) EM DIÁLOGO COM O PROGRAMA ESCOLA A TEMPO INTEIRO (PORTUGAL): DISTANCIAMENTOS E APROXIMAÇÕES." Revista Amazônida: Revista do Programa de Pós-Graduação em Educação da Universidade Federal do Amazonas 1, no. 1 (January 31, 2018): 35. http://dx.doi.org/10.29280/rappge.v1i1.3873.
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Resumo: Considerando os díspares contextos políticos e sociais do Brasil e Portugal, as significativas diferenças na organização e abrangência dos Programas Mais Educação e Escola a Tempo Inteiro, não tivemos como objetivo promover um estudo comparado dos mesmos, mas realizar uma análise dessas políticas de educação em tempo integral, dialogando com ambas, apontando algumas similaridades e divergências. O Programa Mais Educação destinou-se às escolas de ensino fundamental (1.º ao 9.º ano) de baixo Ideb e/ou situadas em regiões de vulnerabilidade social e promoveu a seleção dos educandos de acordo com critérios definidos em seus documentos oficiais. O Programa Escola a Tempo Inteiro abrangeu a totalidade das escolas/ educandos de Portugal Continental de 1.º ciclo (1.º ao 4.º ano) do ensino básico. O estudo analisou os Programas considerando: o enquadramento legal, a justificativa dos governos para sua implantação, a operacionalização e público-alvo/ abrangência, os tempos e espaços educativos, o currículo, profissionais envolvidos e fontes de recursos. Tratou- se de um estudo qualitativo, apoiado em revisão bibliográfica e análise documental, que investigou dois Programas governamentais, com organizações diferenciadas, mas com a mesma intenção: garantir a melhoria dos resultados educacionais, como meio de diminuir as desigualdades educacionais entre os educandos, ainda que para isso, tivesse que admitir a presença do setor privado em sua implantação e compartilhamento de ações.
Palavras chave: Educação integral; Programa Mais Educação; Programa Escola a Tempo Inteiro.
Abstract: Considering the disparate political and social contexts of Brazil and Portugal, the significant differences in the organization and scope of the More Education and School Full Time Programs, we did not aim to promote a comparative study of them, but to carry out an analysis of these education policies in full time, dialoguing with both, pointing out some similarities and differences. The More Education Program was aimed at elementary schools (1st to 9th grade) from low Ideb and / or located in regions of social vulnerability and promoted the selection of students according to criteria defined in their official documents. The School Full time Program covered all the schools / students in mainland Portugal from 1st cycle (1st to 4th year) of basic education. The study analyzed the Programs considering: the legal framework, the justification of the governments for its implementation, the operationalization and target audience/ scope, the educational times and places, the curriculum, professionals involved and sources of resources. It was a qualitative study, supported by a bibliographical review and documentary analysis, that investigated two governmental programs, with different organizations, but with the same intention: to guarantee the improvement of educational results, as a way to reduce educational inequalities among learners, even if it had to admit the presence of the private sector in its implementation and sharing of actions.
Keywords: Integral education; More Education Program; School Full Time Program.
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Wiradimadja, Agung Wiradimadja. "PENERAPAN VALUE CLARIFICATION TECHNIQUE (VCT) MODEL ROLE PLAYING DALAM MATA PELAJARAN IPS UNTUK MENEKAN PERILAKU BULLYING SISWA DI SMP NEGERI 4 BANDUNG." JURNAL PENDIDIKAN ILMU SOSIAL 25, no. 2 (April 10, 2017): 182. http://dx.doi.org/10.17509/jpis.v25i2.6195.
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This research was motivated by the concern over student’s delinquency phenomenon, especially bullying that have been widespread in education. Like a vicious circle, if bullying was not stopped it’s more likely being passed from one generation to others among the victims. Special handling needed in order to break the bullying chain. Based on preliminary observations in SMP Negeri 4 Bandung, some bullying behaviors were visibly done by the students of class VIII - E. Based on the data collected, bullying behavior by students of class VIII - E were quite high, therefore a learning strategy should be formulated in social studies to reduce bullying. The approach used in this study was class activity observation by adopted VCT model of role playing in social science learning implementation. The instrument used was a student’s bullying behavior observational sheet and student’s social science learning activities field note. Data collection techniques being used were observation, documentation studies and interview, while for the data processing and analysis qualitative and quantitative technique were used. Based on the final research being done, first the implementation started by determined the competency standards and basic competencies in order to arrange the lesson plan being used, second VCT role-playing model was implemented in the social science learning process in the classroom, third the result of the research during the class activities shown that bullying behavior of the students in 1st cycle up to the 3rd cycle were decreased, forth the obstacles from each cycle was reflected, fifth some efforts given to overcome the obstacles appeared from each cycle. Conclusion from the research was, the maximum result achieved in decreasing bullying behavior was in the 3rd cycle.Keyword: Bullying, Value Clarification Technique (VCT).
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Mateu-Luján, Borja. "La Educación Musical en España dentro del currículo obligatorio de educación secundaria. Estudio comparado entre comunidades autónomas." Revista Española de Educación Comparada, no. 37 (December 27, 2020): 338. http://dx.doi.org/10.5944/reec.37.2021.27541.
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Despite the fact that there are many studies that identify that the Music Education provides numerous benefits to all those students who study it, the truth is that in Spain there is a regression of its presence in the Compulsory Education as the different educational laws are enacted. If during the LOGSE (1990) both Art and Music Education were compulsory within their respective educational stages, in the last years with the LOMCE (2013) these subjects have become optional. In this way, their presence is at the mercy of the Autonomous Communities. Specifically, this article analyses the current situation of Music within the Compulsory Secondary Education through a comparative study among the different legislations that regulate the autonomous curricula. The results obtained are that in Spain the Music is compulsory studied with an average of almost 4 sessions per week, that is, approximately one session per course, although it should be pointed out that all these sessions are concentrated only on the 1st Cycle. Granting a minimum value of 50 minutes per session, we can speak of the students receive an average of 3 hours and 9 min. during this time. However, the compulsory time distribution is very different because there are territories that do not have any sessions and others that have 6 weekly sessions distributed during the secondary stage. Along with these hourly inequalities, it is also necessary to add inequalities in learning, given that Catalonia and the Basque Country do not build their curricula in accordance with Royal Decree 1105/2014. Finally, the article concludes with the reflection that, if music contributes to the full development of the human personality and it is ubiquitously present in contemporary youth cultures, its learning should not be restricted by randomness or socioeconomic status.
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Silva-Maceda, Gabriela, and Silvia Romero-Contreras. "Leer rápido no siempre es igual a comprender: Examinando la relación entre velocidad y comprensión/Reading Fast is not always the same as Understanding: Examining the Relationship Between Speed and Comprehension." Revista Costarricense de Psicología 36, no. 2 (December 20, 2017): 123. http://dx.doi.org/10.22544/rcps.v36i02.03.
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<p><em><strong>Español</strong></em></p><p>Un cambio en la forma de evaluar la lectura en México en la educación primaria ha sido la introducción de la medición de la velocidad de lectura (palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. Esto tiene implicaciones directas en la enseñanza de la lectura. El objetivo de este estudio es examinar la relación entre velocidad lectora y comprensión lectora en una muestra de niños mexicanos entre 1° y 4° grados, para: a) identificar la forma en que la velocidad de lectura de textos y la velocidad de lectura de palabras inventadas se relacionan con la comprensión lectora y b) si estas relaciones difieren entre el ciclo 1 (1.° y 2.° grados) y el ciclo 2 (3.° y 4.° grados) de educación primaria. Se plantearon tres hipótesis y una pregunta de investigación. Las hipótesis fueron: 1) la relación entre la velocidad lectora en textos regulares tendrá una mayor asociación que la velocidad lectora de pseudopalabras con la comprensión lectora a lo largo de los cuatro grados; 2) la velocidad lectora de pseudopalabras tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2 y; 3) la velocidad lectora de textos regulares tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2. La pregunta de investigación exploratoria indagó si la velocidad sigue siendo predictiva de la comprensión lectora después de considerar la precisión. Los resultados aportan evidencia que apoyan las tres hipótesis y el análisis realizado para la pregunta de investigación mostró que la velocidad de lectura de textos sólo explicaba una varianza adicional del 6% después de controlar la precisión de lectura de pseudopalabras. Los resultados son interpretados en el contexto de la literatura existente.</p><p><em><strong>English</strong></em></p><p>A change in the way Reading is evaluated in Mexico in primary education has been the introduction of measuring reading speed in students. This has direct implications in the teaching of reading. The objective of this study was to examine the relationship between reading speed and reading comprehension in a cross-sectional sample of Mexican children between 1st and 4th grades, in order to: a)identify the way that text reading speed and pseudoword reading speed are related to reading comprehension; b) identify whether these relationships differ between 1st cycle (1st and 2nd grades) and 2nd cycle (3rd and 4th grades). Three hypotheses and one research question were posited. The hypotheses were: 1) The relationship between text reading speed and reading comprehension will be stronger than that of word reading speed; 2) Pseudoword reading speed will have a stronger association with reading comprehension in the first cycle; 3) Text reading speed will have a stronger association with reading comprehension in the first cycle. An exploratory research question was formulated to evaluate whether speed is still predictive of reading comprehension beyond the contribution of accuracy. Results support the hypotheses while the analysis carried out for the research question showed that text reading speed added only 6% of variance after accounting for reading accuracy. Findings are interpreted in light of the existing literature.</p><p><em><strong><br /></strong></em></p>
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KHAKWANI, MEHNAZ, NABILA TARIQ, and HASAN IMRAN ZAIDI. "ADOLESCENT AGE GROUP." Professional Medical Journal 13, no. 04 (December 16, 2006): 543–49. http://dx.doi.org/10.29309/tpmj/2006.13.04.4921.
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Introduction: Puberty in girls is the phase of transition from childto mature woman. Menarche is the first menstrual period at puberty. The individual then becomes functionally capableof reproduction. Normally, it is a coherent process involving estrogen production, increased somatic growth anddevelopment of secondary sexual characteristics. Objective: To investigate the normal menstrual cycles and menstrualdisorders in adolescent age group. Study design: Population based survey. Setting: Study was conducted in thevarious schools of Multan city. Material and Methods: 500 school going girls. Results: The pattern of menstrualbleeding among Pakistani girls. Majority of the (i.e. 170 (34%) girls had normal pattern of bleeding. The day of heaviestflow was day 2 i.e. 292(49%) followed by day 1 i.e. 192(38.4%) of the cases. Menorrhagia as revealed by passage ofclots was present in 65(13%) of the cases. Majority of girls had their cycle duration between 28-30 days. More than85% of girls used home made pads during periods. Majority 156(48.4%) of girls had dysmenorrhoea for 1st and 2nd dayof the cycle. Dysmenorrhoea was found to be present in 322(64.4%) of the girls. About half of subjects developeddysmenorrhoea with the onset of menarche and about quarter started having dysmenorrhoea 3 months after menarche.Minority of the girls received education or information regarding periods prior to menarche. The majority was educatedeither with or after the menarche. Majority of subjects belonged to middle socio-economic status. Majority of girls hadregular periods since menarche. Majority of the remaining had irregular periods for sometimes due to anovulatorycycles which were spontaneously normalized. Those girls who had irregular periods, in majority of cases the irregularitywas corrected spontaneously after 3 months probably favouring earlier anovulatory cycles. Premenstrual symptomswere complained by 258(51.6%) of the girls. Majority 248(49.6%) of girls took menstruation as normal change of life.In majority 248(62.5%) of cases the mother and elder sister provided the information. Out of 500 girls, 397(79.4%) girlswere either informed or educated about periods.
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Kochkin, D. V., S. V. Tomilova, В. A. Galishev, A. G. Klyushin, and A. M. Nosov. "Obtainment and Phytochemical Screening of Callus and Suspension Cell Cultures of Phlojodicarpus sibiricus (Steph. ex Spreng.) К.-Pol." Biotekhnologiya 36, no. 5 (2020): 54–61. http://dx.doi.org/10.21519/0234-2758-2020-36-5-54-61.
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Callus and suspension cell cultures have been obtained from aseptic seedlings of Siberian bloat fruit (Phlojodicarpus sibiricus), a producer of coumarins. P. sibiricus callus cultures were characterized by white-yellow coloration, a combination of loose and dense cell aggregates, and satisfactory growth. The dry biomass growth index for cultures of leaf, hypocotyle or root origin was 7-9, 10-12 and 11-13, respectively. Suspension cell cultures were initiated from calluses of leaf and hypocotyle origin; these cultures were also white-yellow and consisted mainly of cell aggregates of the meristem-like and parenchyma-like types with different aggregation degrees depending on the origin. Cell viability during the growth cycle was at the level of 70-80%. In contrast to the original callus cultures, the suspension culture of leaf callus origin had the highest growth characteristics (growth index of about 10). Preliminary phytochemical screening by UPLC ESI MS showed the presence of khellactone-group coumarins in the biomass of P. sibiricus primary calluses (1st-3rd growth cycle) and suspension cultures derived from them. Sibirian bloat fruit, Phlojodicarpus sibiricus, callusogenesis, suspension cell culture, coumarins The works on obtaining and growing P. sibiricus cells, as well as studying their growth characteristics were financed by the Russian Scientific Foundation grant no. 74-00097. The study of phytochemical characteristics of P. sibiricus cell cultures was supported by the state assignment of the Ministry of Education and Science of Russia (FSRG-2020-0019).
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Bharthuar, Anubha, and Shamit Chopra. "Neutropenic complications with carboplatin AUC 5 and paclitaxel 175 mg/m2 (CP) regimen in Indian patients: A community-based single center experience." Journal of Clinical Oncology 30, no. 15_suppl (May 20, 2012): e19607-e19607. http://dx.doi.org/10.1200/jco.2012.30.15_suppl.e19607.
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e19607 Background: In most oncology clinical trials, the majority of patients are of Caucasian ethnicity. It is often difficult to apply the same chemotherapy with equal dose intensity in Indian patients due to increased risk of complications. The exact incidence of complications & whether the difference in chemotherapy tolerability is due to genetic or environmental factors remain unclear. We provide a community-based single center experience with the commonly used CP regimen in Indian patients. Methods: A retrospective study of all patients who received CP regimen (Cockroft Gault formula for CrCl) from September 2010 to December 2011 was undertaken. Incidence of neutropenic complications, G-CSF utilization & pRBC transfusion was determined. Results: Fifty six patients received 194 cycles of CP (range 1-8 cycles, median 3 cycles, mean paclitaxel dose 256mg, mean carboplatin dose 431mg, average BSA 1.56). Clinical characteristics : male 16, female 40; age range 34 - 82 yrs, median 55 yrs; site - breast 6, ovary 19, cervix/uterus 11, esophagus 8, others 12; stage – I/II/III 7, IV 42; histology – SCC 21, Adenoca 34. After the 1st cycle, there were 8 neutropenic complications (14%)- 4 patients (7%) with neutropenia (ANC<1500 cells/mm3) and 4 patients (7%) with neutropenic fever. Forty-two patients received the 2nd cycle, & in total 12 patients required G-CSF support (28%). There were 3 deaths, 2 due to neutropenic fever & sepsis. Average baseline hemoglobin was 11.5gm/dl with 5 episodes of pRBC transfusion. Conclusions: Although the incidence of neutropenia in Indian patients receiving CP is not higher than previous reports (20-25%), there is a much higher incidence of neutropenic fever (over the reported 1-2%) & death, resulting in high G-CSF utilization. This raises several issues such as the role of prophylactic antibiotics, impact of environmental & socio-economic factors (compromised nutritional status & hygiene, lack of disease insight & lack of access to urgent health care). We will need to implement additional measures, increase patient & family awareness by frequent education & counseling so as to reduce complications & improve clinical outcomes in Indian patients.
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Rodríguez Fernández, José Eugenio, Vânia Pereira, Beatriz Pereira, and Isabel Condessa. "Análisis de la interacción entre pares en los recreos de 1º ciclo de enseñanza básica en Portugal (Analysis of peer interaction during recess in 1st cycle of basic education in Portugal)." Retos, no. 36 (January 23, 2019): 97–102. http://dx.doi.org/10.47197/retos.v36i36.68566.
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El recreo escolar es uno de los espacios más favorables para establecer ese complejo entramado de las relaciones sociales entre el alumnado, interacciones que sin duda marcarán su formación como personas. El objetivo de este estudio es identificar y analizar las interacciones entre pares, en cuanto a las variables de género y año de escolaridad, en los recreos de 1º ciclo en escuelas de enseñanza básica de la ciudad de Braga (Portugal). En un estudio mixto cualitativo-cuantitativo con un enfoque descriptivo, participan 228 alumnos (121 niños y 107 niñas) de 2º, 3º y 4º año de escolaridad, con edades comprendidas entre los siete y los diez años, siendo la media de edad 8,01±0.85. Se emplea el cuestionario como herramienta principal para la obtención de datos, y la grabación en video, para el análisis en diferido de la información proporcionada por el alumnado para buscar mayor fiabilidad y validez al contenido. Se constató que, por un lado, el alumnado participante en el estudio interacciona, durante el recreo, mayoritariamente con alumnado de su curso y del mismo género, destacando asimismo la importancia de los grupos mixtos y de mediano tamaño (3 a 5 amigos) en las formas de agrupamiento; y, por otro lado, que las niñas tienen una mayor tendencia a ser más inclusivas y cooperativas por su forma variada de interacción con alumnado de diferentes sexos, cursos y actividades.Abstract. School recess is one of the most favorable spaces to establish the complex studding of social relations between students, interactions that undoubtedly will mark their formation as persons. The aim of this study is to identify and to analyze the interactions between peers in terms of gender and year of schooling, during recess in 1st cycle in schools of basic education in the city of Braga (Portugal). A total of 228 students (121 children and 107 girls) from 2 º, 3 º and 4 º year of schooling, with ages between seven and ten years old, with an average age of 8,01±0.85, took part in a qualitative-quantitative study with a descriptive approach. Questionnaires were used as the principal tool for gathering the data, as well as video recording for the deferred analysis of information provided by students, so to seek greater reliability and validity of the content. On one hand, participants interact mostly with students of the same course and same gender during recess, highlighting the importance of mixed, medium-size groups (3 to 5 friends) in the forms of grouping; on the other hand, girls have a greater tendency to be more inclusive and cooperative due to their variety of interactions with students of different sexes, courses, and activities.
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Rodríguez-Fernández, José Eugenio, Vânia Pereira, Isabel Condessa, and Beatriz Pereira. "Valor atribuido al recreo escolar por el alumnado de 1º ciclo de enseñanza básica en Portugal (Value attributed to school recess by students of 1st cycle of basic education in Portugal)." Retos, no. 38 (January 17, 2020): 188–95. http://dx.doi.org/10.47197/retos.v38i38.73784.
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El recreo escolar es uno de los momentos preferidos por el alumnado en la escuela, relacionándolo con placer, diversión, libertad y juego. El objetivo de este estudio fue comprobar cuál es la importancia que el alumnado atribuye al recreo escolar, conocer los motivos de su (in)satisfacción y su percepción acerca de la duración del mismo. Para eso, se diseñó un estudio cualitativo-cuantitativo, con un enfoque transversal y descriptivo, en el que participaron 317 alumnos (167 niños y 150 niñas) de 1º, 2º, 3º y 4º año de escolaridad de dos centros educativos de primer ciclo de enseñanza básica de la ciudad de Braga (Portugal), con edades comprendidas entre los seis y los diez años. Para la recogida de datos se utilizó un cuestionario, grabaciones en video de los recreos y anotaciones reflejadas en el diario de campo. Los resultados muestran que al alumnado le gusta y disfruta plenamente del recreo escolar, por ser un momento de diversión, para jugar, descansar y compartir momentos con los amigos; asimismo, la mayoría de los participantes demostraron no estar satisfechos con la duración del recreo, un momento demasiado corto precisamente para disfrutar de él. Sería necesario repensar la cuantificación y distribución del tiempo de recreo para proporcionar al alumnado mejoras en su bienestar físico, social y emocional. Abstract. School recess is one of the favorite moments for students in schools, as they associate it with pleasure, fun, freedom, and play. The objective of this study was to verify the importance that students attribute to school recess, to understand the reasons for their (dis) satisfaction and their perception about its duration (time). To do this, a qualitative-quantitative study was designed, with a cross-sectional and descriptive approach, by which 317 students (167 boys and 150 girls) of 1st, 2nd, 3rd and 4th year of the first cycle of basic education from two educational centers of the city of Braga (Portugal) participated, between six and ten years old. A questionnaire, video recordings of recesses, and annotations reflected in field diaries were used for data collection. The results show that students like and fully enjoy school recess, because it is a fun time, used to play, rest, and share moments with friends; likewise, most of the participants showed that they were not satisfied with the duration of the recess, considered too short for them to fully enjoy it. A rethinking of quantification and distribution of recreation time would be necessary so to provide students with improvements in their physical, social, and emotional well-being.
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Romero Tena, Rosalia, and Francisco Espasandín Bustelo. "Iniciativa personal y emprendedora del alumnado de Primaria y 1º ciclo Secundaria: Aspectos personales, familiares y escolares." Intangible Capital 12, no. 5 (October 26, 2016): 1221. http://dx.doi.org/10.3926/ic.609.
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Purpose: Knowing which aspects; family, personal, center, classroom and type of education encourage personal initiatives and entrepreneurship. Describe the current state of affairs.Design/methodology: Develop and validate an assessment tool to know the personal initiative and entrepreneurship of students of Primary and Secondary 1st cycle. Quantitative questionnaire were distributed in Andalusian centers - using different types of items Likert and dichotomous- based on four dimensions; immediate environment; center; educational activities; teaching aids used; school climate and personal initiative.Findings: The student acquires his first experiences on what it means to be an enterprising person of the family and the immediate environment. The type of education of the center and the use of available resources and means provided mark the development of their attitude as entrepreneur. Relationships with their peers and people involved in their lives influences their level of initiative. The findings coming from the Personal Initiative dimensions (leadership, creativity, achievement and perception of control) indicate that student of this age; struggle to explain and defend their ideas; they like to learn things in different ways; but do not have much interest in proposing such ways.Research limitations/implications: Economic, temporal, spatial and the conceptual model.Practical implications: The findings provide guidelines to keep in mind when designing educational programs that work in both the "awareness" and the "preparation" to encourage individual attitudes and entrepreneurship.Social implications: Sensitize the educational community of the center about the importance of involving all members in promoting entrepreneurial culture.Originality/value: When there is an entrepreneurial culture in the center all actions are directed to develop these attitudes, so that its members provide answers with a more horizontal approach and vision of life.
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Luz Martinez Pineiro, Adriana, Simonetta Ballali, Paola Berchialla, Daniele Chiffi, Maria del Socorro del Rio Angulo, Francesco Giunta, Rossana Stanchi, and Dario Gregori. "Feeding Children in a Rural Area: Proper Nutrition and Psycho-Social Development." Open Obesity Journal 5, no. 1 (June 28, 2013): 14–21. http://dx.doi.org/10.2174/1876823720130419001.
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Children nutrition in early life plays a relevant role not only in general health but also in development, with special regards to school performances and attention. Desarrollo Integral de la Juventud Oaxaqueña (DIJO) is a nongovernmental association which since 1993 has developed programs directed towards the education of children, youth and families in and around the city of Oaxaca. This study was performed from February 2009 to July 2011, and involved a total of 286 children from 1st to 6th grade. The principal aim was to assess the results of the Educational intervention performed in the colonies of Monte Alban, Tlalixtac and Xoxocotlan, Oaxaca, Mexico. Two types of questionnaires were administered to children. The first one, shorter, consisted in 16 questions, divided into 4 areas of investigation: communication, comprehension, artistic expression and development. The second questionnaire was an expanded version of the previous one, administered in Monte Alban colony. When considered the data of the whole number of participants, the evaluation of total score of all the groups showed a significant improvement from the initial phase to the final one (p<0.001). After performing a multiple comparison of the three phases of the cycle (initial-final, intermediate-final, initialintermediate), the results indicated a significant improvement when considering all initial phases initial (p<0.001). The results were all consistent in showing a significant improvement in all considered domains, proving therefore the successfulness of the method in addressing both facets of the problem.
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Gaio, Vânia, Ana Paula Rodrigues, Irina Kislaya, Marta Barreto, Sónia Namorado, and Carlos Matias Dias. "Estimation of the 10-Year Risk of Fatal Cardiovascular Disease in the Portuguese Population: Results from the First Portuguese Health Examination Survey (INSEF 2015)." Acta Médica Portuguesa 33, no. 11 (November 2, 2020): 726. http://dx.doi.org/10.20344/amp.13009.
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Introduction: Cardiovascular disease is the leading cause of morbidity and mortality in Portugal and globally. Cardiovascular risk algorithms, namely the SCORE (Systematic Coronary Risk Evaluation), are recommended in the context of cardiovascular disease prevention. Our aim is to estimate and characterize the cardiovascular risk of the Portuguese population aged between 40 and 65 years old, in 2015, using the SCORE algorithm.Material and Methods: This study was performed on a subsample of the first Portuguese National Health Examination Survey - INSEF, including all participants between 40 and 65 years old with available data on sex, age, smoking status, total cholesterol and systolic blood pressure (n = 2945). The prevalence of the cardiovascular risk categories were stratified by sex, age group, marital status, educational level, occupational activity, urbanization of living area, region and income.Results: In 2015, about 5.1% and 11.9% of the Portuguese resident population aged between 40 and 65 years old were, respectively, at high and very high risk of having a fatal CV event in the following 10 years. The highest prevalence of very high cardiovascular risk was found in males, individuals aged 60-65 years old, married or living with someone, without any formal education or just with the 1st cycle of basic education and belonging to the less skilled category of the occupational activity (C category) in comparison with the othercorresponding groups.Discussion: A previous national study found a similar proportion of the population at high/very high cardiovascular risk (19.5% versus 17.1%). Our study is representative of the adult Portuguese population and adopted the European Health Examination Survey procedures, which are essential for future comparisons with other European countries. Some of the limitations of this study include the possible participation bias and the non-calibration of the SCORE algorithm for the Portuguese population.Conclusion: In 2015, a considerable proportion of the Portuguese population aged between 40 and 65 years old had a high or very high risk of developing a fatal cardiovascular event in the next 10 years. Due to the possible overestimation of the cardiovascular risk already reported in other European countries, it will be important to carry out a follow-up study to validate the adequacy of using the SCORE algorithm in the Portuguese population.
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Cunha, Carlos Alexandre, and Glória Santos Solé. "Uso do Google Maps e Geocaching para aprender história: um estudo com alunos do 1° e 2° ciclo do Ensino Básico / Use of Google maps and Geocaching to learn History: a study with students of the 1st and 2nd cycle of Basic Education." Educação em Foco 21, no. 34 (September 20, 2018): 193–218. http://dx.doi.org/10.24934/eef.v21i34.2708.
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O presente estudo empírico enquadra-se na linha de investigação em cognição histórica e visa analisar a adequação de tecnologias digitais, concretamente o Google maps e o Geocaching, no processo de ensino e aprendizagem da História, avaliando o impacto destas ferramentas na construção do conhecimento histórico e de competências históricas. O projeto foi desenvolvido com alunos portugueses do 2.º ano (19 alunos de 7 e 8 anos) e do 6.º ano (23 alunos de 11 e 12 anos). Este estudo permitiu concluir que a exploração do Google maps e o Geocaching são atividades que possibilitam aos alunos, além de uma nova aventura e descoberta, uma melhor compreensão do espaço que os rodeia e assimilação dos conteúdos teóricos através da tecnologia. Estas ferramentas potenciam o desenvolvimento de aprendizagens significativas no âmbito da consciência e do pensamento histórico, promovendo ainda a evolução da literacia digital dos alunos.
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De Oscar, Sergio Candico, and Celso Augusto Dos Santos Gomes. "O uso de recursos tecnológicos e linguagem musical na aproximação de pais e filhos: uma experiência no 1º ciclo de educação musical." Texto Livre: Linguagem e Tecnologia 12, no. 3 (September 8, 2019): 37–48. http://dx.doi.org/10.17851/1983-3652.12.3.37-48.
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RESUMO: O presente artigo descreve um estudo de caso que foi desenvolvido em uma escola pública de música do Estado de Minas Gerais. A pesquisa teve como objetivo avaliar o uso do ambiente virtual de Aprendizagem Moodle na aproximação dos pais no desenvolvimento musical de estudantes do 1º ciclo do curso de educação musical, voltado para o atendimento de crianças de 6 a 8 anos. Nesse ciclo, as crianças são introduzidas ao mundo dos estudos musicais e necessitam de todo o suporte para que se sintam confortáveis. Muitas vezes a falta de conhecimentos musicais dos pais impossibilita o apoio aos filhos, que acabam ficando desmotivados e, muitas vezes, chegam até a trancar seus cursos. Neste artigo são apresentados os resultados da pesquisa que inclui a condução de entrevistas, realização de atividades no ambiente educativo virtual e a análise de relatórios de acesso dos participantes, fornecidos pela própria plataforma EaD. Como resultado, verificou-se que essa ferramenta pode contribuir significativamente na aproximação dos pais no acompanhamento dos aprendentes em suas atividades musicais e por consequência na motivação e na aprendizagem dos estudantes. Além disso, constatamos crescimento nos indicadores de proficiência musical dos alunos por meio da avaliação de habilidades e competências específicas, bem como uma sensível redução na evasão.
PALAVRAS-CHAVE: ambientes virtuais de aprendizagem; musicalização infantil; recursos tecnológicos didáticos; família e escola.
ABSTRACT: This paper describes a case study that was developed in a public music school in the state of Minas Gerais. The research aimed at assessing the use of the Moodle platform to approach parents in the musical development of students from the 1st cycle of the music education course, aimed at attending children from 6 to 8 years old. In this cycle, children are introduced to the world of music studies and need all the support to make them feel comfortable. Often, the parents' lack of musical knowledge makes it impossible to support their children, who become unmotivated and often even lock up their courses. This article presents the results of the research that includes conducting interviews, conducting activities in the virtual educational environment and analyzing access reports of participants, provided by the e-learning platform itself. As a result, it was found that this tool can contribute significantly in bringing parents closer to the learners' accompaniment in their musical activities and consequently in students’ motivation and learning. In addition, we found growth in students' musical proficiency indicators through the assessment of specific skills and competences, as well as a marked reduction in dropout.
KEYWORDS: virtual learning environments; children's musicalization; didactic technological resources; family and school.
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Miranda-Pinto, Maribel Santos, Ana Francisca Monteiro, and António José Osório. "POTENCIALIDADES E FRAGILIDADES DE ROBÔS PARA CRIANÇAS EM IDADE PRÉ ESCOLAR: 3 A 6 ANOS." Revista Observatório 3, no. 4 (July 1, 2017): 302. http://dx.doi.org/10.20873/uft.2447-4266.2017v3n4p302.
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Este texto apresenta um estudo, no âmbito do projeto de investigação Kids Media Lab: Tecnologias e Aprendizagem de Programação em Idade Pré-escolar, sobre robôs para crianças em idade pré-escolar (3 a 6 anos). A análise a diversos robôs foi realizada durante três focus group, em diversos momentos, com especialistas de diversas áreas (Investigadores, Professores do ensino superior, Professores do ensino secundário da área de informática, Educadores de infância, Professores do 1.º e 2.º CEB e Professores de educação especial), a fim de observar as potencialidades e fragilidades dos robôs, com vista a decidir sobre sua utilização em contexto de jardim de infância. Eta investigação permitiu reconhecer características pertinentes dos robôs disponibilizados no mercado internacional e indicados como sendo para crianças a partir dos três anos. Deste processo de validação, reconhecemos que estão disponíveis robôs adequados e a ter em conta em atividades com crianças de idade pré-escolar.
PALAVRAS-CHAVE: Robótica; Pré-escolar; Robôs para o Pré-escolar; Projeto Kids Media Lab.
ABSTRACT
In the context of the research project Kids Media Lab - Technology and Programming Learning in Preschool Age, this text presents a study about robots for preschool children (ages from 3 to 6 years). The analysis of several robots was carried out on three focus group, at different times, with specialists from different areas (researchers, teachers of higher education, teachers of secondary education in the area of informatics, teachers of 1st and 2nd school cycle, kindergarten educators and teachers of special education), in order to observe the potentialities and weaknesses of each robot, thus indicating their suitability or not in the context of the kindergarten. This research allowed us to recognize relevant characteristics of the available robots in the international market and indicated as suitable for children from the age of three. From this robot validation process we recognize that there are dequate robots which should be considered in activities with children.
KEYWORDS: Robotics; Preschool; Robots for Preschool; Kids Media Lab Project.
RESUMEN
Este texto presenta parte de una investigación realizada en el ámbito del proyecto Kids Media Lab: Tecnologías y Aprendizaje de Programación en Edad Preescolar sobre los robos para niños en edad preescolar (3 a 6 años). El análisis a diversos robos fue realizada durante tres focus group, en diversos momentos, con especialistas de diversas áreas (Investigadores, Profesores universitarios, Profesores de secundaria de informática, Educadores de infancia, Profesores de primaria y Profesores de atención temprana), a fin de observar las potencialidades y fragilidades de los robos, con vista a decidir sobre su utilización en los jardines de infancia. Destacamos que esta investigación permitió reconocer características pertinentes de los robos que se comercializan en el mercado internacional e indicados para niños a partir de los tres años. De este proceso de validación, reconocemos que están disponibles robos interesantes y que tienen que tenerse en cuenta en las actividades con niños en edad preescolar.
PALABRAS CLAVE: Robótica; Preescolar; Robos para o Preescolar; Proyecto Kids Media Lab.
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Feng, Jifeng, Jianqiu Wu, Yongping Song, Liping Su, Mingzhi Zhang, Wei Li, Yu Hu, et al. "A Prospective, Observational Study on the Safety and Effectiveness of Rituximab Plus Chemotherapy As the First-Line Treatment of Diffuse Large B-Cell Lymphoma." Blood 124, no. 21 (December 6, 2014): 5475. http://dx.doi.org/10.1182/blood.v124.21.5475.5475.
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Abstract Background: The efficacy and safety of rituximab(R)-based immunochemotherapy, the standard regimens for patients (pts) with diffuse large B-cell lymphoma (DLBCL) which is more common in Asia than in Western countries, are well confirmed in RCT studies. However, the safety and effectiveness of R+chemo for DLBCL in real world use is not widely reported, especially population are normally excluded in RCT studies. The objective of this observational study is to investigate the safety and effectiveness of R+chemo as 1st line treatment for Chinese DLBCL in routine clinical practice. Methods: This study was a multicenter, prospective, single-arm observational study conducted in China. DLBCL pts eligible to receive R+chemo (CHOP or non-CHOP) as 1st line treatment were enrolled with no specific exclusion criteria. The primary endpoint was safety. Data on safety and effectiveness were collected from medical records 120 d after the last R dose was administered. This study was registered in clincialtrials.gov (NCT01340443). Results: In total, 279 pts (162male/117femal) with a median age of 57 yrs (range 13 to 88 yrs) were included in the safety analysis set. By IPI criteria, 50.2% of pts were low risk, 25.4% low-intermediate risk, 16.5% intermediate-high risk, 7.2% high risk and 0.7% with unknown risk. The most common concomitant diseases observed are liver (44,15.8%), heart (23, 8.2%), kidney (9, 3.2%) or lung (7, 2.5%) disease. Pts received R+chemo treatment with a median cycle of 6 and a median interval of 24 d. In total, 52.7% pts had grade 3-4 AEs and 16.8% pts had SAE (Table 1). AE related death was 1.1% (n=3). 67.0% pts had any grade hematologic toxicity and the most common grade 3/4 hematologic toxicities were leukocytopenia (29.7%), erythrocytopenia (3.9%), and thrombocytopenia (5.7%). Infection (46.2%), gastrointestinal toxicity (45.2%), and liver toxicity (12.5%) were common non-hematologic toxicities. The AEs of special population (with common concomitant and very young/older DLBCL) are listed in Table 2. For HBV management, the incidence of HBV reactivation in HBsAg+, HBsAg-/HBcAb+, HBsAg-/HBcAb-, and undefined pts was 12.5% (3/24), 4.3% (3/69), 0.7% (1/149), and 2.7% (1/37), respectively, no death due to HBV reactivation 120 d after the last R dose was administered. The detail outcomes of HBV reactivation management in this study was reported in EHA 2014. For ITT population (n=258), the overall response rate was 93.7%. Rates of complete response (CR), unconfirmed CR (CRu) and partial response (PR) were 55.0%, 18.2% and 20.9%, respectively. Summary and Conclusions: During this observation study, the incidence of adverse events of R+chemo as 1st line for DLBCL in real world were tolerable and consistent to previous reports. The AEs in special DLBCL sup-population (very younger, older or with common concomitant disease) are well tolerated too. R+chemo treatment brought more than 90% response rate in these Chinese pts might due to the pts with relative low IPI score. More education on standard management of HBV is needed. Accordingly, this real world study further validates the safety and effectiveness of using R+chemo to treat pts with DLBCL. Table 1: The Hamatologist and common non-hematologist AEs ¡¡ Any grade, n (%) Grade 3/4, n (%) SAE, n (%) Death, n (%) Any toxicity 267 (95.7) 147 (52.7) 47 (16.8) 3 (1.1) Hematological toxicity 187 (67.0) 104 (37.3) 6 (2.2) 0 (0.0) Bone Marrow Failure 23 (12.3) 14 (7.5) 2 (1.1) 0 (0.0) Leukocytopenia 167 (59.9) 83 (29.7) 4 (1.4) 0 (0.0) Erythrocytopenia 62 (22.2) 11 (3.9) 0 (0.0) 0 (0.0) Thrombocytopenia 24 (8.6) 16 (5.7) 1 (0.4) 0 (0.0) Common Non-hematological toxicity Infection 129 (46.2) 48 (17.2) 34 (12.2) 2 (0.7) Gastrointestinal toxicity 126 (45.2) 7 (2.5) 2 (0.7) 0 (0.0) Liver toxicity(SMQ) 663(22.6) 10 (3.6) 2 () 0 (0.07) Cardiac toxicity(SMQ) 29 (10.4) 4 (1.4) 3 (1.1) 1 (0.4) Kidney toxicity 9 (3.2) 1 (0.4) 0 (0.0) 0 (0.0) Table 2: The AEs of special population (with common concomitant and very young/older DLBCL) ¡¡ Total common concomitant disease ¡¡ Age ¡¡ Cardiac History Liver History ¡¡ <=18 or >=80 19-79 ¡¡ (N=279) (N=23) (N=44) ¡¡ (N=10) (N=269) ¡¡ No.% No.% No.% ¡¡ No.% No.% AE 267 (95.7) 22 (95.7) 42 (95.5) ¡¡ 10 (100) 257 (95.5) SAE 47 (16.8) 7 (30.4) 11 (25.0) ¡¡ 3 (30.0) 44 (16.4) AESI 46 (16.5) 6 (26.1) 9 (20.5) ¡¡ 2 (20.0) 44 (16.4) ADR 226 (81.0) 21 (91.3) 36 (81.8) ¡¡ 10 (100) 216 (80.3) Disclosures No relevant conflicts of interest to declare.
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Flouri, I., N. Kougkas, N. Avgustidis, A. Repa, A. Eskitzis, A. Molla Ismail Sali, S. Pitsigavdaki, et al. "POS0941 IN SPONDYLOARTHRITIS PATIENTS THE PRESENCE OF COMORBIDITIES IS AN INDEPENDENT PREDICTOR OF INSUFFICIENT RESPONSE TO THERAPY WITH BIOLOGIC AGENTS AND TREATMENT DISCONTINUATION." Annals of the Rheumatic Diseases 80, Suppl 1 (May 19, 2021): 733.2–734. http://dx.doi.org/10.1136/annrheumdis-2021-eular.4222.
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Background:Long-term observational studies of patients under biologic disease-modifying anti-rheumatic drug (bDMARD) therapies in routine clinical practice can provide us with important data regarding patients with comorbidities, who are usually excluded from randomized controlled studies.Objectives:To study the impact of comorbidities in the outcome (response and persistence to therapy) of patients with spondyloarthritis (SpA) receiving bDMARDs in real-world clinical practice.Methods:Prospective study of all patients who start a bDMARD in a tertiary centre University Hospital after their consent. All patient comorbidities [among a list of approximately 100 pre-specified major comorbidities] are registered by treating physicians at baseline and during follow-up.Comorbidities were studied as total Comorbidities Count (CC) and rheumatic disease comorbidity index (RDCI). Statistical analyses were performed using logistic and Cox regression models, adjusting for the potential confounding of age, sex, disease duration, diagnosis (axial vs. peripheral SpA), number of previous conventional synthetic and biologic DMARDs, year of therapy start, and co-administered methotrexate and corticosteroids (yes/no). Analyses of response to therapy also included baseline BASDAI or ASDAS indices as confounding variables.Results:A total of 603 biologic treatments (1st: 298, 2nd: 157, ≥3rd: 148) were analyzed. Half (51%) of the patients were female, 413 patients had axial SpA (AxSpA) and 190 peripheral SpA (perSpA). At baseline, median (IQR) age: 48 (38-57) years, disease duration: 11 (4-19) years, CC: 2 (1-4) and RDCI: 1 (0-2). Both comorbidity indices were significantly higher in perSpA compared to AxSpA (p<0.001).At 6 months of therapy, 31% of patients with AxSpA achieved BASDAI50 and 39% had ASDAS-ESR < 2.1. Higher CC was an independent predictor of insufficient response according to BASDAI50 [OR (95%) = 0.70 (0.52-0.94), p=0.019] and higher RDCI was predicting failure to achieve ASDAS-ESR < 2.1 [OR (95%) = 0.59 (0.37-0.94), p=0.027]. Other independent predictors of non-response were age, longer disease duration and (for ASDAS-ESR<2.1) higher baseline disease activity.During 1405 patient-years of follow-up, 349 (58%) treatments were discontinued. The adjusted hazard ratio for bDMARD discontinuation within the first 2 years of treatment due to insufficient response was doubled in patients with CC ≥2 versus those with CC ≤1 [HR = 2.27 (1.14-4.53), p=0.020] or with RDCI ≥1 (vs. RDCI = 0) [HR = 2.23 (1.22-4.07), p=0.009]. Comorbidities’ indices were not significant predictors of treatment discontinuations due to adverse events.Conclusion:The presence of comorbidities in patients with SpA is an independent predictor for insufficient 6-month response to bDMARDs and resultant treatment discontinuation due to failure.Acknowledgements:This research is co-financed by Greece and the European Union (European Social Fund- ESF) through the Operational Programme «Human Resources Development, Education and Lifelong Learning» in the context of the project “Reinforcement of Postdoctoral Researchers - 2nd Cycle” (MIS-5033021), implemented by the State Scholarships Foundation (ΙΚΥ).Disclosure of Interests:None declared
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Yulfianti, Yulfianti. "Penggunaan Cooperative Learning Model Jigsaw dalam Peningkatan Aktifitas Siswa pada Pembelajaran PKn di SMPN 1 Kota Pariaman." JESS (Journal of Education on Social Science) 1, no. 2 (April 10, 2018): 145. http://dx.doi.org/10.24036/jess/vol1-iss2/43.
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This study aimed to increase the student learning activity in Citizenship Education at classroom VIII.5 SMP Negeri 1 of Pariaman City in the 1st half semester of 2015/2016. This study was conducted through Classroom Action Research with the application of the Jigsaw model in cooperative learning. This study was conducted in two cycles. The finding of this study showed that the use of Jigsaw model in Citizenship Education classroom could increase the activity of the learners, the average value of their learning outcomes, and learning completeness of the learners. The conclusion of this study was that there were increased activities in the student learning in Citizenship Education by using the Cooperative Learning of Jigsaw model so as to improve learning outcomes of the students in grade VIII.5 SMP Negeri 1 of Pariaman City.
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López Alacid, Mª paz. "EFECTOS DEL APRENDIZAJE COOPERATIVO Y DE LAS ESTRATEGIAS DE MODIFICACIÓN DE CONDUCTA EN ALUMNOS DE MINORÍA ÉTNICA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 6, no. 1 (January 12, 2017): 85. http://dx.doi.org/10.17060/ijodaep.2014.n1.v6.719.
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Abstract.EFFECTS OF COOPERATIVE LEARNING AND BEHAVIOR MODIFICATION STRATEGIES IN ETHNIC MINORITY STUDENTS.The present work is a practical experience carried out in the first level of the first cycle of secondary education institutions. I’ve done it during the third assessment period, alter, having observed in the support classroom the presence of certain levels of inappropriate behaviour in the period between January and March (2nd term). We want to emphasize in my work the importance of the identification by the teacher and the group of students who are part of the sample of this study of perceived as maladaptive behaviour in the classroom as an essential part of the methodology of this research. This experiment was carried out with a total of 18 students of 1st ESO, 6 of whom showed inappropriate behaviour in the support classroom and ethnic minority were. Following the commitment of parents, teacher and students, it was decided to implement a behaviour modification technique which consisted of conducting cooperatively and jointly and the assessment and identification of the behaviour we thought were more frequent and harmful to the proper functioning of the classroom. From that moment, the students wrote written dailys with the dialogues that usually accompany these behaviours, after that, they performed and discussed them in class. The result of this research has been very successful because the students were involved from the outset in the experience, they had higher levels of engagement in behavioural change and the behaviors dropped within a short period of time thereby improving the academic performance of all students in the 3nd term (assessment period).Keywords: methodology; behaviuor modification; inappropiate attitudes; cooperation; special education.Resumen.El presente trabajo es una experiencia práctica llevada a cabo en el primer nivel del primer ciclo de ESO en un Instituto de Educación Secundaria. Lo hemos realizado durante la tercera evaluación, tras observar en el aula la presencia de ciertos niveles de conductas inadecuadas en el período de enero a marzo (segunda evaluación). Nosotros queremos destacar en nuestro trabajo la importancia de identificar por parte del profesor de aula y del grupo de alumnos que forman parte de la muetra de la investigación la presencia de conductas disruptivas como parte fundamental de nuestro estudio. Este estudio fue llevado a cabo con un total de 18 alumnos de primero de ESO seis de los cuales mostraban conductas desadaptadas y algunos de ellos provenían de minorías étnicas. Con el compromiso de padres, profesores y alumnos decidimos implantar una técnica de modificación de conducta que consistía en la realización de manera cooperativade un listado de las conductas disruptivas más frecuentes en el aula. Desde ese momento los alumnos también escribieron diarios con los diálogos que acompañaban dichas conductas y que impedían el desarrollo normal del proceso de enseñanza aprendizaje en el aula. Después de eso ellos leían y debatían estas conductas en clase. El resultado de esta investigación ha sido muy satisfactorio porque los alumnos se involucraron y motivaron con esta experiencia, modificaron sus conductas y mejoraron en un corto perido de tiempo, mejorando con ello también su rendimiento escolar en la tercera evaluación.Palabras clave: metodología, modificación de conducta, actitudes inadecuadas, cooperación y educacion especial
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Graça, Vânia, Paula Quadros-Flores, and Altina Ramos. "The Challenges of Initial Teacher Training." International Journal of Emerging Technologies in Learning (iJET) 16, no. 18 (September 20, 2021): 85. http://dx.doi.org/10.3991/ijet.v16i18.24237.
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The initial training of teachers assumes great responsibility in the methodo-logical renewal of teachers. This study aims to know the thinking of higher education students, future teachers, regarding their knowledge and attitudes towards the curricular integration of Information and Communication Tech-nologies (ICT), as well as to identify inhibiting and propelling factors of the use of digital technology by future teachers. This study is part of the IFITIC Project, which aims to rethink educational practice with ICT in the initial training of future teachers in order to promote methodological renewal in Pre-school Education and the 1st and 2nd Cycles of Basic Education. We used the methodological design survey and for data collection we applied a ques-tionnaire survey, with closed questions, to students of Basic Education and Vocational Master's degree from two public higher education institutions in the North of Portugal. The results point to the existence of inhibiting factors such as lack of resources in training centers, and propellants to ICT integra-tion such as the availability of personal resources that can compensate for the lack of resources in school centers and ICT training by training schools. They also reveal a positive and open attitude on the part of students towards the educational use of ICT.
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Franiak-Pietryga, Ida, Aleksandra Salagacka, Henryk Maciejewski, Jerzy Z. Blonski, Aleksandra Kotkowska, Marek Mirowski, Tadeusz Robak, and Anna Korycka-Wolowiec. "Changes In Apoptotic Gene Expression Profile In CLL Patients Treated with Cladribine, Cyclophosphamide and Rituximab (CCR)." Blood 116, no. 21 (November 19, 2010): 2469. http://dx.doi.org/10.1182/blood.v116.21.2469.2469.
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Abstract Abstract 2469 Genetic mechanisms leading to the development and progression of chronic lymphocytic leukemia (CLL) are mainly unknown. The key to understanding the disease is apoptotic gene expression and a lot of important genetic markers have already been identified. Application of monoclonal antibodies has led to considerable progress in CLL treatment. Although, rituximab as a single-agent has limited activity as first line therapy, it has synergistic activity when combined with chemotherapy. Currently, the combination of cladribine, cyclophosphamide and rituximab (CCR) is the most effective with acceptable toxicity as the first line therapy. The microarray technique represents one of the most innovative and powerful tools, providing a lot of information on genes expression. The aim of our study was to investigate the apoptotic gene expression profile in cells of CLL patients before and after CCR treatment. The study was conducted in 10 previously untreated CLL patients. All of them were diagnosed and followed at the Department of Hematology, Medical University of Lodz, Poland, acc. to the WHO classification. The study received approval of the Medical University of Lodz Ethical Committee (RNN/196/07/KE). Informed consent was obtained from all the patients. Fresh blood samples were collected before and after 2 weeks of the 1st cycle of CCR treatment (rituximab 375mg/m2 D1, cladribine 0.12mg/kg D 1–3, cyclophosphamide 600mg/m2 D 1–3; q 4 wks × 6). Mononuclear cells (MNCs) were separated and used for further studies. The TaqMan® Low Density Array (Human Apoptosis Panel)(Applied Biosystems, USA) with 96 transcripts (93 examined, 3 controls) was used to analyse gene expression profiling. Microarray analysis was performed using 0,5 mg of RNA. cDNA samples were subjected to real-time PCR in duplicate in an Abi Prism 7900HT Sequence Detection System (Applied Biosystems). Comparisons of the respective intensities of hybridization signals between microarrays were analysed. The relative expression of each gene was quantified by the comparative cycle threshold (Ct) method (DDCt), using 18S as an endogenous control. Fold change (RQ) for each gene was evaluated. Ratios of hybridization signal intensities of either a decrease of 50% or greater (downregulated) or an increase of twofold or greater (upregulated) were considered to be significant and reported. Data analysis pointed 15 out of 93 examined apoptotic genes whose expression was significantly important. Details concerning genes description and mean values of RQ are collected in the table. Our results show genes expression changes mostly regard to the intrinsic pathway of apoptosis, whereas only 4 genes represent the extrinsic pathway (TNFRSF21, TNFRSF25, DAPK1, and FAS). The greatest differences in genes expression before, against, after treatment demonstrate antiapoptotic genes such as: BCL2L1, BIRC8, BIRC1, BIRC5, BCL2, and FAS, whose expression decreases. However, two proapoptotic genes: NOXA and CASP10 as well as inhibitor of transcriptional factor NF-kappa B (NFKBIZ ) are highly overexpressed. Our data suggest that CCR regimen triggers multifactorial stimulation of gene expression which are involved in proliferation and apoptosis processes. Nevertheless, further studies including clinical usefulness of this observation for the development of new therapeutical strategies especially for p53 family genes are in process. This study was supported in part by Grant No PBZ/MNiSW/07/2006/28 from the Polish Ministry of Science and Higher Education, Poland. Gene symbol Description of genes Mean RQ in gene expression before vs. after CCR BCL2L1 BCL2 like isoform 1 −24.94 BIRC8 Baculoviral IAP repeat-containing 8 −19.72 DAPK1 Death associated protein kinase 1 −19.51 TNFRSF21 Tumor necrosis factor receptor superfamily, member 21 −19.26 PMAIP1 Phorbol-12-myristate-13-acetate-induced protein 1; NOXA +17.43 BIRC1 Baculoviral IAP repeat-containing 1 −13.79 BIRC5 Baculoviral IAP repeat-containing 5 −11.62 BCL2 B-cell/lymphoma 2 −8.97 CARD6 Caspase recruitment domain family member 6 −7.36 FAS TNF receptor superfamily, member 6; TNFRSF6 −5.73 TNFRSF25 Tumor necrosis factor receptor superfamily, member 25 −5.59 CASP10 Caspase 10, apoptosis-related cysteine peptidase +5.18 NFKBIZ NF-kappa-B inhibitor zeta +4.86 BCL3 B-cell/lymphoma 3 −4.62 BIRC6 Baculoviral IAP repeat-containing 6 −4.60 Disclosures: No relevant conflicts of interest to declare.
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Darsana, I. Wayan, MGR Kristiantari, IB G. Surya Abadi, and I. Wayan Wiarta. "EFEKTIVITAS PENDEKATAN KETERAMPILAN PROSES BERMAIN DALAM PEMBELAJARAN PENDIDIKAN JASMANI BERBASIS LESSON STUDY UNTUK MENINGKATKAN PENGEMBANGAN KEMAMPUAN JASMANI SISWA." Mimbar Ilmu 24, no. 2 (October 7, 2019): 174. http://dx.doi.org/10.23887/mi.v24i2.21265.
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AbstrakPenelitian ini bertujuan untuk meningkatkan kemampuan dasar gerak, gerak dasar, dan kemampuan gerak keterampilan melalui penerapan pendekatan keterampilan proses bermain dalam pembelajaran pendidikan jasmani berbasis lesson study. Subyek penelitian yang digunakan siswa kelas IV berjumlah 36 orang, terdiri dari 24 orang siswa putra dan 12 orang siswa putri pada SD Negeri 2 Sesetan Denpasar Selatan Kota Denpasar. Metode penelitian yang digunakan adalah jenis penelitian berbasis lesson study yang telah dirancang dalam siklus. Pengumpulan data dengan teknik observasi dan data dianalisis menggunakan teknik analisis deskriptif dengan persentase dan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa dengan pendekatan keterampilan proses bermain dalam pembelajaran pendidikan jasmani olahraga dan kesehatan pada siswa sekolah dasar ada kecenderungan naik atau meningkat secara berkelanjutan dari skor pra-siklus, siklus 1 dan siklus 2. Hal ini didasarkan pada pencatatan kegiatan sebelum tindakan (Pra-siklus) diperoleh nilai rata-rata 16.39 dengan ketuntasan mencapai 38.9 %, selanjutnya hasil analisis siklus 1 menunjukkan nilai rata-rata naik menjadi 17.50 dengan ketuntasan mencapai 52.8 %, demikian pula pada siklus 2 nilai rata-rata naik menjadi 20.69 dengan ketuntasan mencapai 97.2 %. Hal ini berarti effektivitas pendekatan keterampilan proses bermain dalam pembelajaran pendidikan jasmani berbasis lesson study secara berkelanjutan mengalami peningkatan dengan menitik beratkan pada latihan gerak yang sifatnya informal dan bebas sesuai dengan tujuan pendidikan di sekolah dasar yang mengembangkan seluruh aspek perkembangan siswa, maka yang dilakukan adalah mengembangkan jasmani siswa bukan mengajarkan olahraga, siswa diberikan bergerak didalam bermain agar mampu menggunakan otot-otot besar maupun otot-otot kecil dengan baik dalam melakukan gerakan-gerakanya. Kata-kata kunci : Pengembangan Kemampuan Jasmani (PKJ) AbstractThe purpose of this research for develop the basic motion ability and motion skills by using approach application in playing skill process in physical education learning based on lesson study. The subject of this research were the students from IV grade that have 36 students, that consist of 24 male students and 12 female students in SD Negeri 2 Sesetan Denpasar Selatan Kota Denpasar. The types of research method that uses lesson study that already arrangement by using cycles. The collections of data in this research was using observation techniques and analysis data by uses descriptive analysis techniques by percentage and descriptive qualitative. The result of this research find that the using in playing skill process approach in physical sport and healthy education learning for the students of elementary school has increased tendency or continued development from pre-cycles, 1st cycles, and 2nd cycles. That was based on registration activities before the action (Pre-cycles) that get in average scores 16, 39 with passed percentage 38.9 %, after that the result analysis in 1st cycles show that the average scores increased become 17,50 with passed percentage 52,8%, based on that in 2nd cycles, average scores increased become 20,69 with passed percentage 97,2%. It means that the effective approach in playing skill process in physical education learning based on lesson study by continued had increasing with emphasize from the motion practice that is informal and free based on the education purpose in elementary school to developed all aspect in student’s development, then that must did is developed the student’s physical not thought sport, students gave motion in the playing activity to be able to used the big muscles and the small muscles very well for did their motion. Keywords: Developing of Physical Ability (PJK)
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Popović, Ana, and Mira Perić. "Bioethics in the Future: Ecological Upbringing from a Preschool Age. A Drama Music Workshop as an Example." Pannoniana 3, no. 1-2 (December 1, 2019): 255–75. http://dx.doi.org/10.2478/pannonia-2019-0013.
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Abstract In today’s society, public opinion plays a large role in the adoption of various legal measures and regulations, including those related to the field of bioethics. This is why experts have a duty to inform the public in a timely and accurate manner, and it is up to educators to educate new generations to become responsible citizens who can make informed decisions. A few years ago, attempts were made to implement a project of health education and then one of civic education in schools. Those curricula predict the student will develop human, political, social, cultural, economic and environmental competences as a citizen of the class, school and local community. A spiral development model of introduction by educational cycles is envisaged, starting from the 1st grade of primary school. However, civic education is also addressed by the national curriculum for early and preschool education, which anticipates development of social and civic competences in children of this age. Bioethics and environmental issues are still not sufficiently transparent to the public. This is why proper environmental education from preschool age is very important. In preschool education, the proper approach is essential, and contemporary pedagogy emphasizes the importance of learning through play. The artistic fields are imposed as an ideal framework in which various contents can be accommodated. A drama music workshop that will help children develop awareness of various issues through play is, therefore, an ideal training ground for educating a responsible and informed citizen. One such drama music workshop was organized for the purpose of demonstration on the occasion of the First Osijek Days of Bioethics. The story used in the workshop is from a picture book by Aleix Cabrera and Rosa M. Curto: Niko and nutrition. Through the play and the story, the importance of proper nutrition was emphasized to children and made them aware that it is necessary to know what they actually eat and where and how food comes from. This paper uses the workshop as a starting point when discussing the role of artistic fields and educators in creating a responsible and informed citizen in fields of bioethics and environmental issues and the importance of early and preschool education in the process.
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Marques, Mário C. "Five years in Sports Sciences." Motricidade 12, no. 4 (May 3, 2017): 1. http://dx.doi.org/10.6063/motricidade.11883.
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I was glad to read today, on December 16th of 2016, that the Sports Sciences Department of the University of Beira Interior (UBI) appears in an outstanding place in the Shanghai Ranking's Global Ranking for Sport Science Schools and Departments. We could indicate that this small department is actually in the top 80 of the sports schools of the world, which is something that should be highlighted.In 2007, the head of the Department of Sports Sciences at UBI and currently president of the Faculty of Social Sciences and Humanities (UBI) called for the development of internal research in the field of sports sciences, not only on the national panorama, but above all on an international level. This wish was strongly based on a complete lack of research in the department, in which until 2007 there was no single publication with indexing, much less with ISI or Scopus or any relevant project or book recognized by the scientific community. It was a herculean and risky challenge, but today we think that it has been more than achieved. At that time the cornerstones for the development and sustainability of the investigation in the department were based on three key-vectors: selection and recruitment of more teachers with experience and research potential; acquisition of equipment, laboratory software and reformulation of the advanced training proposal (reformulation of the Master course and Doctoral study plan).As a complement to the quality of the existing teachers, external professors were hired. The rectory was present in the creation of an R & D unit in consortium with UTAD, UMa and 5 Polytechnics Schools, under the designation of CIDESD with headquarters in UTAD and a center in UBI. As far as the equipment is concerned, the department has acquired high quality material and diversification through internal funds (Department / Faculty) and also with the individual scientific production funds of the research unit CIDESD/UBI. Between 2008 and 2013, these acquisitions encouraged the exponential writing of articles, the development of projects and the conclusion with high quality of masters and doctoral theses. This was only possible due to the high scientific production carried out, which was strictly thought in favor of our students and the Department of Sports Sciences. The acquisition of research material had not only a typical laboratory concern but also an ecological one, that is, most of the acquired equipment was portable, allowing us to carry out several studies outside the Department, going to the places where the individuals that composed the samples were. Finally, since 2009, there has been a strong internationalization policy for the Masters course, especially with the arrival of highly qualified teachers from worldwide, which has allowed the promotion of research policies and a significant increase in quantity, but above all in the quality of the published articles. In this research policies project - it was sought to present a line of concrete study that addressed some pertinent problems to which the international literature has not yet shown any final conclusions.In the last two decades, scientific research in Sport Sciences has grown exponentially in the department. Unfortunately, most of the resources, such as critical mass or equipment (laboratories) are still scarce in our country, although some universities have taken important steps in order to reverse this situation. Thus, UBI could not remain unaware of this "revolution". We had a young department with quality and capacity to perform quality research. To this purpose, it was urgent to develop protocols and / or connect with universities and researchers of international reference, which would transport us to higher levels of research. Since our field of study was so vast and complex, we had to focus on the following points of interest: A) preparing research projects in the field of sports performance; B) drawing short - term strategies for the construction of a root laboratory that would be able to transport us to the "front line"; C) helping integrate our young doctoral students (teachers) into the "world" of research. Considering the opening of the European university space resulting from the Maastricht Treaty, one of the pillars of the internationalization policy has been the focus on European cooperation activities. Numerous protocols were developed with the University of Pitesti, the Public University of Navarra, the Pablo de Olavide University, and the University of Barry State. These contacts were a result from the social and academic networks established with members of these universities.After hiring the new professors whose doctorates were concluded between 2007 and 2009, the mission of equating a course development strategy and improving its attractiveness was crucial. Given the fact that, at the level of the 2nd cycle offer, the demand was low, it was therefore necessary to attract students from other schools of the country. It was obvious that this would only be possible with the use of previous personal knowledge networks and the support of the Center for Research in Sport, Health and Human Development (CIDESD), a research center where UBI is an integrated member.The 2nd cycle of studies of the Master’s Degree in Sports Sciences was created in the 1st year of the Bologna Process adjustments of the courses given at the UBI. At that time, the Department's doctoral faculty was exiguous and very little diversified. For this reason, the Curricular Units proposed for the curriculum were based in the possibility of hiring other human resources. National and international teachers of recognized pedagogical and scientific value were recruited, with special emphasis on the prestigious curriculum of publications in the area of Sports Sciences. Provisional calls were launched and readily accepted on the condition that they taught concentrated classes, similar to what already being done in many foreign universities and also in some national ones.In the main scientific area of the cycle of studies (Sports Sciences) all the teachers integrated in the service distribution are effective members or collaborators of CIDESD. CIDESD is a research unit accredited by FCT (since the 12th of December of 2009) with the initial classification of GOOD and nowadays of VERY GOOD. Also worth mentioning is the collaboration with the Center for Excellence in Studies, Research and Sports Medicine and the Navarro Institute of Sport, Government of Navarra.The approach to scientific research has also been a point of honor of this department, carried out in a sustainable way, mainly through teaching / learning methodologies specific to each curricular unit (CU), mostly through research seminars. This approach begins in the 1st semester of the 1st year, encouraging the student to the good practices of scientific research, particularly in his area of interest. However, the ultimate milestone of his effective integration into the scientific research can only be consolidated if the student is qualified to prepare or eventually to submit a scientific paper in an ISI-indexed journal provided by the Seminar CUs. Finally, we must highlight the involvement in the implementation of technical-scientific events allowing contact with basic and applied science, of which the Research Seminar of CIDESD and CIDESD Junior is the best example. It should also be said that the scientific activity produced by teachers and students is strongly implemented in the methodological orientation of teaching / research and in the provision of services and advice to the academic community and to civil society in general. Regarding to the research-community relationship, the type of research developed is powerfully applied by integrating and transmitting immediately the produced knowledge to the stakeholders (e.g., clubs, municipalities, gymnasiums and swimming pools). Therefore, this applied research par excellence in the physical activity context of exercise and sport in its most diverse fields of application brings economic benefits to the partners of the course.It should be mentioned that in the last two years there has been a significant increase in the publication of scientific articles in journals indexed to the ISI Web of Knowledge, a true and successful Case Study at the national level. Also note that part of the articles published during the last years were launched in magazines with an impact factor higher than 1.0. Also noteworthy are the publications in book or chapter format of books with scientific review. There are also dozens of abstracts published in national and international conferences (with scientific review). In fact, we consider this type of publication as an excellent measure of dissemination of the work produced by senior researchers and 3rd cycle students. In some cases, even for the 2nd cycle students.We succeeded in spreading knowledge through the range of articles available in worldwide renowned journals, i.e.: Original Research, Brief Reviews, Reviews, Methodological Reports, Research Notes, and Letters to Editor. In terms of impact, if we consider that the UBI Teaching Activity Regulation defined 0.4 as the impact reference median to the Sports Sciences, the publications in question are clearly above this level with an average close to 1.0 impact, a high value for the sports sciences. It should be emphasized that more than 50 percent of the articles refer to 1.8-1.9 impact journals, and that we have had a review - recently published in the highest impact factor journal of the area (Sports Medicine: 5.2).With this philosophy of publications, it was intended to carry out a large number of scientific studies that addressed a panoply of issues considered more relevant like the ones related to the effectiveness of Strength Training and Physical Condition on performance improvements in High Performance Sports, Public School and Exercise /Health. Consequently, this line of thought / intervention, in addition to discussing in a pragmatic and scientific way different topics related to the methodology of Strength Training and Physical Condition, tried to do a parallelism between theory and practice, that is, most of the abovementioned articles are of a highly practical nature in order to daily assist coaches, physical education teachers and health / sport professionals. We also analyzed the Simultaneous Training of Strength and Aerobic thematic, as well as the problematic of the Detraining. These are two hot topics as both are far from consensus in the scientific community.Since the origin of the Department (1994), the first four experimental studies conducted in our laboratories have been published in two of the best sports training magazines. In the five-year period in question, the level of scientific production was exponential with more 100 international ISI articles published or accepted for publication in journals indexed to international reference databases by the end of 2013. The participation in conferences such as the American College of Sports Medicine (ACSM) and the European College of Sport Science (ECSS) as well as the positive evaluation of 2 R & D projects by international panels (with emphasis on the project approved in call 2010) seem to indicate that the scientific community recognizes the efforts done to contribute for a better understanding of the sportive phenomenon, both in theoretical as in empirical terms. We should also note the level of involvement in the scientific community with referee reports for international reference journals and with several coauthors affiliated to different universities (national and international).The research networks developed in 5 years and the funding of the international R & D Projects planned for the coming years, will not only allow the renewal of equipment and software, but also bring the possibility of hiring highly qualified human resources, guaranteeing important conditions to continue in the line of international merit investigation. It is also an important incentive to further progress in the worldwide scientific production, recognized by the scientific community as well as helping UBI to consolidate its role in the country and in the world, in this scientific area. However, there are still some teachers who feel some lack of motivation to publish regularly.
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Podstawski, Robert, and Dariusz Choszcz. "THE LEGITIMACY OF PHYSICAL EDUCATION CLASSES FOR UNIVERSITY STUDENTS." Problems of Education in the 21st Century 58, no. 1 (March 25, 2014): 118–26. http://dx.doi.org/10.33225/pec/14.58.118.
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The aim of the study was to determine the influence of the current scope of P.E. classes organized at the University of Warmia & Mazury in Olsztyn (Poland) during a period of one semester on the level of 1st year students’ motor abilities. A total of 337 full-time students aged 19-20 participated in the research. In order to calculate the students’ BMI, basic anthropometric parameters such as their body mass and height were measured. The students’ motor abilities were examined at the beginning as well as at the end of the summer semester of the academic year 2009/2010 using the following 13 motor tests: the standing long jump [cm], the 4x10 m shuttle run [s], the skipping with clapping of hands – 8 s [number of claps], sit-ups – 30 s [number of sit-ups], the medicine ball (4 kg) forward throw [cm], the medicine ball (4 kg) backward throw [cm], the bent-arm hang on bar [s], the downward bend from standing position [cm], the sit and reach [cm], Burpee test – 1 and 3 min. [number of cycles], and the forward-backward arm rotation over head holding a bar [cm]. The data were subjected to statistical analysis using the Statistica PL v. 10 software package. In the majority of motor trials (eight out of eleven) the students performed significantly worse after completing the semester-long P.E. course. In the other five trials the differences were found to be insignificant. Moreover, the study revealed that the participants’ average BMI increased over the course of the experiment. Based on the above it can be concluded that the current university P.E. program seems to be ineffective as it failed to result in noticeable positive physical changes, although the possible influence of the P.E. classes on the students’ attitudes toward physical education and their future lifestyles should not be ignored. If it is to lead to the desired physical changes in university youth, the amount of time devoted to physical education at the university must be increased, the classes distributed differently and their form rethought. Key words: physical education, P.E. program, university students, motor abilities.
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Silva, Gabriel Mendes Corrêa da, Amanda Ribeiro Borges, Oscarina da Silva Ezequiel, Alessandra Lamas Granero Lucchetti, and Giancarlo Lucchetti. "Comparison of students’ motivation at different phases of medical school." Revista da Associação Médica Brasileira 64, no. 10 (October 2018): 902–8. http://dx.doi.org/10.1590/1806-9282.64.10.902.
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SUMMARY INTRODUCTION: Knowledge about student motivation allows educators to broaden their understanding and to establish strategies that make it possible to enhance motivation. OBJECTIVES To investigate the levels of student motivation at different phases of medical education, comparing incoming students' motivation with that of those at the end of their studies, as well as during the different preclinical, clinical, and clerkship cycles. METHOD: Cross-sectional study including students from a Brazilian public university. The questionnaire included sociodemographic data and the Academic Motivation Scale (AMS). Student motivation was compared at different phases of the medical course. RESULTS: 710 students were included. Students in the preclinical phase (1st-2nd years) had higher levels of integrated regulation AMS (e.g.,"Education is a privilege."), introjected regulation AMS (e.g."I come because it is what is expected of me."), and intrinsic motivation AMS (e.g."School is a pleasure"). Students in the clinical phase (3rd-4th years) had higher levels of amotivation (e.g., "I'm wasting my time at school.") and external regulation AMS (e.g., "I'm coming to school to earn a degree"). AMS levels of external regulation, introjected relation, and integrated regulation were different for Clerkship students (5th-6th years) compared to preclinical students, but not for clinical students. Comparing only the first and last years, incoming students had higher levels of integrated regulation AMS and lower levels of amotivation AMS and external regulation AMS. CONCLUSION: Important motivational changes were found during different phases of medical school, with higher levels of motivation during the course's initial semesters. These findings can aid in developing educational strategies to stimulate self-determined education.
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Mota, Luis Carlos Martins de Almeida, and António Gomes Ferreira. "A FORMAÇÃO DE PROFESSORES EM PORTUGAL NO QUADRO DO ESPAÇO EUROPEU DE ENSINO SUPERIOR." Revista Observatório 3, no. 6 (October 1, 2017): 38. http://dx.doi.org/10.20873/uft.2447-4266.2017v3n6p38.
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RESUMO
A alteração do quadro legal de formação de professores e educadores ocorreu num contexto de desenvolvimento de dinâmicas de globalização hegemónica (Santos, 2001). Neste contexto o Estado-nação tem perdido centralidade, emergindo entidades económico-políticas regionais de natureza supranacional na tentativa de os estados ampliarem a sua influência nas dinâmicas de globalização (Jessop, 2005). A União Europeia, forma avançada de “Estado em rede” (Castells, 2007), apresenta-se como a configuração institucional mais desenvolvida e tem afirmado um papel crescente nas políticas sociais, e. g., a educação (Moutsios, 2009). No processo de transnacionalização da educação certas organizações internacionais e supranacionais têm ganho crescente relevo, e. g. Organização Mundial do Comércio (OMC) ou a Organização para a Cooperação e Desenvolvimento Económico (OCDE). Neste âmbito, e cujo mandato contempla funções regulatórias, destaca-se a União Europeia (UE). No seio da UE os programas de educação e formação incluem as iniciativas no contexto da plataforma intergovernamental Processo de Bolonha (Conselho da União Europeia, 2009a). Neste contexto têm vindo a ser adotadas medidas consideradas chave para estruturar o Espaço Europeu de Educação Superior (EEES) (Bergen, 2005), como a definição do Sistema Europeu de Acumulação e Transferência de Créditos (ECTS), acompanhada da adoção de um sistema único de graus, com a (sugestão de) adoção do modelo anglo-saxónico, na modalidade 3 + 2 anos, i. é, 180 + 120 ects, nos dois primeiros ciclos, e a implementação de um sistema de avaliação garantidor de qualidade e acreditação, com base em entidades e procedimentos que se desejam articulados nacional e transnacionalmente (Antunes, 2008). Centramo-nos na discussão das opções de política educativa para a formação de professores de crianças dos 3 aos 12 anos de idade, em Portugal, aferindo o grau de autonomia nas vias de consecução do processo de europeização pela evolução das soluções implementadas ao nível das condições de acesso, dos objetivos e da estrutura da formação – duração, vertentes e pesos dos domínios do saber específico dos professores, do saber psicopedagógico e da prática educativa – no âmbito da oferta formativa de 1º e 2º ciclo. Para o efeito, para além da revisão bibliográfica considerada pertinente, procedemos à análise documental de um conjunto diversificado de fontes entre os documentos dimanados das instituições internacionais e supranacionais, de grupos de trabalho e plataformas intergovernamentais – estudos, relatórios, inquéritos e seus resultados, programas, projetos, tratados, etc. –, bem como a produção legislativa sobre problemática, dos últimos governos de Portugal, no sentido de clarificar princípios e opções de política educativa no domínio da formação de professores, nomeadamente ao nível do recrutamento, do perfil profissional e da organização dos planos de estudo e da oferta educativa. Genericamente, o processo de europeização tem contribuído para uma certa convergência das políticas educativas, com impacto no ensino superior português e ao nível da formação inicial de professores. As alterações políticas geraram cambiantes nos regimes jurídicos de formação inicial de educadores e professores ilustrando a permanência do Estado como regulador, no plano nacional, como contraponto a uma regulação transnacional da educação. Uma perspetiva do professor como profissional autónomo dotado de atitude crítica, capaz de avaliar a sua atuação, que investiga e constrói reflexivamente o seu saber profissional, aparenta deslizar para uma visão mais técnica do trabalho do professor, orientada para e pelos resultados. A formação apresenta uma estrutura bietápica, mas com inegável integração das dimensões de formação prevalecendo, no entanto, a tradição portuguesa de modelos estruturais em detrimento dos concetuais (Ferreira e Mota, 2013). Desde novembro de 2015 que o contexto político, em Portugal, se alterou e, na educação, diversas medidas têm sido revertidas. Contudo, a formação de professores permanece inalterável.
PALAVRAS-CHAVE: Processo de Bolonha; Espaço europeu de educação superior; Formação de professores.
ABSTRACT
The change of the legal framework for the training of teachers and educators occurred within a context of development of hegemonic globalisation dynamics (Santos, 2001). In this context, the nation-state has lost its centrality, and regional economic-political entities of a supranational nature have emerged in an attempt for states to increase their influence on globalisation dynamics (Jessop, 2005). The European Union, an advanced form of ‘Network State’ (Castells, 2007), presents itself as the most developed institutional configuration and has affirmed an increasing role in social policies, e.g., in education (Moutsios, 2009). Within the process of transnationalisation of education, certain international and supranational organisations have gained increasing importance, including the World Trade Organisation (WTO) or the Organisation for Economic Cooperation and Development (OECD). In this context, the European Union (EU) stands out with a mandate that includes regulatory functions. Within the EU, education and training programs include initiatives in the context of the intergovernmental Bologna Process (Council of the European Union, 2009a). In this framework, key measures have been taken to structure the European Higher Education Area (EHEA) (Bergen, 2005), such as the definition of the European Credit Transfer and Accumulation System (ECTS), with the adoption of a single system of degrees, with the (suggestion of) adoption of the Anglo-Saxon model, in the modality 3 + 2 years, in other words 180 + 120 ects, in the first two cycles, and the implementation of a quality assurance and accreditation system, based on entities and procedures that are coordinated nationally and transnationally (Antunes, 2008). We focus on the discussion of educational policy options for the training of teachers of children aged 3 to 12 years in Portugal, assessing the degree of autonomy in the ways of achieving the process of Europeanisation by the evolution of solutions implemented at the level of conditions of access, objectives and structure of the training - duration, fields and weights of the areas of specific knowledge of teachers, psycho-pedagogical knowledge and educational practice - within the scope of the 1st and 2nd cycle training offer. To this end, in addition to the bibliographic review considered relevant, we engaged in the documentary analysis of a broad range of sources among the documents originating from international and supranational institutions, working groups and intergovernmental platforms - studies, reports, surveys and their results, programs, projects, treaties, etc. - as well as of the legislative production on this matter by the last Portuguese governments, in order to clarify education policy principles and options in the field of teacher education, including recruitment, professional profile and the organisation of study plans and educational offer. In global terms, the process of Europeanisation has contributed to a certain convergence of educational policies, with an impact on Portuguese higher education and at the level of initial teacher training. The political changes generated variations in the legal regimes of initial training of educators and teachers illustrating the permanence of the State as a regulator at the national level and as a counterpoint to a transnational regulation of education. A perspective of the teacher as an autonomous professional with a critical attitude, capable of evaluating his/her work, who investigates and constructively reflects his/her professional knowledge, seems to give way to a more technical view of the teacher's work, oriented towards and for results. Teacher training presents a two-stage structure, but with undeniable integration of the training dimensions, with the Portuguese tradition of structural models still prevailing to the detriment of the conceptual ones (Ferreira e Mota, 2013). Since November 2015, the political context in Portugal has changed and several education measures have been reversed. However, teacher training remains unchanged.
KEYWORDS: Bologna Process; European Higher Education Area; Teacher training
RÉSUMÉ
La modification du cadre juridique de la formation des enseignants et des éducateurs est advenue dans un contexte de développement de dynamiques de globalisation hégémonique (Santos, 2001). Dans ce contexte, l’Etat-nation a perdu de sa centralité, faisant émerger des entités économico-politiques régionales de nature supranationale dans une tentative, de la part des états, d’élargissement de leur influence dans les dynamiques de globalisation (Jessop, 2005). L’Union Européenne, forme avancée d’«Etat en réseau» (Castells, 2007), se présente en tant que configuration institutionnelle la plus développée et a affirmé progressivement un rôle croissant au niveau des politiques sociales, notamment l’éducation (Moutsios, 2009). Dans le processus de transnationalisation de l’éducation, certaines organisations internationales et supranationales ont gagné une croissante notoriété, par exemple, l’Organisation Mondiale du Commerce (OMC) ou l’Organisation pour la Coopération et le Développement Economique (OCDE). Dans ce contexte, on peut mettre en exergue l’Union Européenne (UE), dont le mandat contient des fonctions de régulation. Au sein de l’UE, les programmes d’éducation et de formation incluent les initiatives dans le contexte de la plateforme intergouvernementale Processus de Bologne (Conseil de l’Union Européenne, 2009a). Dans ce contexte aussi, ont été adoptées des mesures considérées cruciales afin de structurer l’Espace Européen de l’Enseignement Supérieur (EEES) (Bergen, 2005), comme la définition du Système Européen d’Accumulation et de Transfert de Crédits (ECTS), accompagnée de l’adoption d’un système unique de degrés, avec l’ (suggestion de) adoption du modèle anglo-saxon, dans la modalité 3 + 2 ans, c’est-à-dire 180 + 120 ects, lors des deux premiers cycles, et la mise en œuvre d’un système d’évaluation qui assure la qualité et l’accréditation, sur la base d’entités et de procédures qui se veulent articulées au niveau national e transnational (Antunes, 2008). Nous nous centrons sur la discussion des options de la politique éducative pour la formation des enseignants d’enfants de 3 à 12 ans d’âge, au Portugal, conférant le degré d’autonomie dans les voies d’exécution du processus d’européisation à travers l’évolution des solutions mises en œuvre au niveau des conditions d’accès, des objectifs et de la structure de la formation – durée, volets et poids des domaines du savoir spécifique des enseignants, du savoir psychopédagogique et de la pratique éducative – dans le cadre de l’offre formative du 1er et du 2d cycles. À cet effet, outre la révision bibliographique considérée pertinente, nous procédons à l’analyse documentaire d’un ensemble diversifié de sources parmi les documents émanant des institutions internationales et supranationales, de groupes de travail et de plateformes intergouvernementales – études, rapports, enquêtes et leurs résultats, programmes, projets, traités, etc. –, ainsi que la production législative sur la problématique, des derniers gouvernements du Portugal, dans le but de clarifier des principes et des options de politique éducative dans le domaine de la formation d’enseignants, surtout au niveau du recrutement, du profil professionnel et de l’organisation des plans d’étude et de l’offre éducative. Globalement, le processus d’européisation a contribué à une certaine convergence des politiques éducatives, avec un impact dans l’enseignement supérieur portugais et au niveau de la formation initiale d’enseignants. Les modifications politiques ont engendré des changements dans les régimes juridiques de formation initiale d’éducateurs et d’enseignants démontrant bien la permanence de l’Etat en tant que régulateur, sur le plan national, comme contrepoids à une régulation transnationale de l’éducation. Une perspective de l’enseignant en tant que professionnel doté d’une attitude critique, capable d’évaluer son action, qui recherche et construit de façon réfléchie son savoir professionnel, semble glisser vers une vision plus technique du travail d’enseignant, orienté par et vers ses résultats. La formation présente une structure en deux étapes, mais avec une indéniable intégration des dimensions de formation; cependant, ce qui prévaut c’est la tradition portugaise de modèles structuraux au détriment des modèles conceptuels (Ferreira e Mota, 2013). Depuis novembre 2015 que le contexte politique, au Portugal, s’est modifié et, dans l’éducation, différentes mesures ont été inversées. Toutefois, la formation d’enseignants est maintenue inchangée.
MOTS-CLÉS: Processus de Bologne; Espace européen de l’enseignement supérieur; Formation des enseignants.
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Kashapov, Mergalyas M., and Galina Yu Bazanova. "Comparison of indicators of metacognitive awareness of doctors at different stages of education." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 392–403. http://dx.doi.org/10.32744/pse.2021.4.26.
Full textAbstract:
Introduction. Metacognition is essential for developing clinical thinking skills. Metacognitive skills are widely regarded as important for doctors, but they are rarely formed and evaluated in higher medical school. To solve this problem, it is required to determine how the cognitive, regulatory and reflexive indicators of metacognitive awareness in doctors change throughout their professional life. This work aims to study the metacognitive awareness of doctors at different stages of professional education. Methods. The study involved 1st-year students of the Department of General Medicine (N=48), medical residents (N=44), and doctors enrolled in advanced training cycles (N=34) of the Yaroslavl State Medical University. To study the cognitive, regulatory and reflexive indicators of metacognitive awareness, the following methods were used: "Metacognitive Awareness Inventory" (G. Schraw, R. Dennison, adaptation by E.Yu. Savin, A.E. Fomin), "Assessment of metacognitive knowledge and metacognitive activity" (Yu.V. Poshekhonova, M.M. Kashapov), "Methodology of the level of expression and direction of reflection" (M. Grant). Research results. Significant differences were revealed in metacognitive awareness indicators at the initial and final stages of higher education (U=800.0, p≤0.05). According to the results of the study, it was found that the higher the stage of higher professional education is, the higher is the ability to manage information (U=783.0, p≤0.05), choose the main ideas (U=800.0, p≤0.05) and control errors (U=790.0, p≤0.05). Moreover, indicators of socio-reflection are more pronounced (U=702.5, p≤0.01). The doctors enrolled in further education courses have a high level of metacognition. The significant differences were found in terms of the following indicators: metacognitive knowledge (U=309.5, p≤0.001), metacognitive activity (U=295.5, p≤0.001), concentration (U=417.5, p≤0.001), acquisition of information (U=275.5, p≤0.001), choice of main ideas (U=528.5, p≤0.05), and time management (U=338.0, p≤0.001). There are no significant differences in the reflexive component of the metacognitive awareness of doctors at the stage of additional professional education and the final stage of higher education. Conclusion. All indicators of metacognitive awareness among doctors are formed at the stage of higher education. The reflexive component of metacognitive awareness helps to adapt to the changing conditions of obtaining additional professional education. Metacognitive awareness, with the help of which doctors are aware of their own thoughts and use the best ways to solve problematic situations, allows them to cope with difficulties in the learning process and in professional activity.
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Ferrao, Maria Eugenia. "Tópicos sobre retenção escolar em Portugal através do PISA: qualidade e equidade." education policy analysis archives 23 (November 21, 2015): 114. http://dx.doi.org/10.14507/epaa.v23.2091.
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In the framework of measures required for the Europe 2020 strategy – and with regard to the prevention of early school leaving based on frequentist definition of probability and multilevel logistic regression model, we identify the risk groups of grade retention. PISA 2012 data analysis suggests that early retention is a strong predictor of late retention and that the probability of early retention is 35 times higher in the first tenth of the distribution of the students’ socioeconomic status in comparison with the top tenth. The odds ratio calculated using the multilevel logistic model indicates that male students are on average 1.7 times more likely to be retained than female students; for each additional unit of standard deviation in the socioeconomic status of the student, the odds ratio of non-retention increases 1.5 times, and four times per unit of school socio-economic composition. With regard to mathematics self-concept, for each additional unit of standard deviation, the odds ratio of non-retention increases 1.5 times. Bearing in mind the international debate on the long-term effect of grade retention on individual careers, and knowing that Portugal is among the OECD countries with the highest degree of inequality in income distribution, the interpretation of the results recommends the design, planning and implementation of intervention programs aimed at improving the learning in risk groups, with the 1st and 2nd cycles of basic education as priorities.
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Weatherby, H., V. Woolner, L. Chartier, S. Casey, C. Ong, and E. Gaylord. "LO37: Reducing hemolysis of coagulation blood samples in the emergency department." CJEM 22, S1 (May 2020): S20. http://dx.doi.org/10.1017/cem.2020.92.
Full textAbstract:
Background: Hemolysis of blood samples is the leading cause of specimen rejection from hospital laboratories. It contributes to delays in patient care and disposition decisions. Coagulation tests (prothrombin time/international normalized ratio [PT/INR] and activated partial thromboplastin time [aPTT]) are especially problematic for hemolysis in our academic hospital, with at least one sample rejected daily from the emergency department (ED). Aim Statement: We aimed to decrease the monthly rate of hemolyzed coagulation blood samples sent from the ED from a rate of 2.9% (53/1,857) to the best practice benchmark of less than 2% by September 1st, 2019. Measures & Design: Our outcome measure was the rate of hemolyzed coagulation blood samples. Our process measure was the rate of coagulation blood tests sent per 100 ED visits. Our balancing measure was the number of incident reports by clinicians when expected coagulation testing did not occur. We used monthly data for our Statistical Process Control (SPC) charts, as well as Chi square and Mann-Whitney U tests for our before-and-after evaluation. Using the Model for Improvement to develop our project's framework, we used direct observation, broad stakeholder engagement, and process mapping to identify root causes. We enlisted nursing champions to develop our Plan-Do-Study-Act (PDSA) cycles/interventions: 1) educating nurses on hemolysis and coagulation testing; 2) redesigning the peripheral intravenous and blood work supply carts to encourage best practice; and 3) removing PT/INR and aPTT from automatic inclusion in our electronic chest pain bloodwork panel. Evaluation/Results: The average rate of hemolysis remained unchanged from baseline (2.9%, p = 0.83). The average rate of coagulation testing sent per 100 ED visits decreased from 41.5 to 28.8 (absolute decrease 12.7 per 100, p < 0.05), avoiding $4,277 in monthly laboratory costs. The SPC chart of our process measure showed special cause variation with greater than eight points below the centerline. Discussion/Impact: Our project reduced coagulation testing, without changing hemolysis rates. Buy-in from frontline nurses was integral to the project's early success, prior to implementing our electronic approach – a solution ranked higher on the hierarchy of intervention effectiveness – to help sustainability. This resource stewardship project will now be spread to a nearby institution by utilizing similar approaches.
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Massi, Romaric, Mouna Lamchahab, Bienvenu Houssou, Nisrine Khoubila, Siham Cherkoui, Meryem Qachouh, Mohamed Rachid, Abdallah Madani, Uma H. Athale, and Asmaa AQ Quessar. "Evaluation of Mortality during Treatement of Acute Myeloid Leukemia in Patients According to Morocco National AML-MA-2011 Protocol in Casablanca." Blood 128, no. 22 (December 2, 2016): 5177. http://dx.doi.org/10.1182/blood.v128.22.5177.5177.
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Abstract Introduction : The treatment of Acute Myeloid Leukemia (AML), in developing countries is characterized by high rate of death during induction cycles. In 2011, the Morocco National AML-MA-2011 Protocol was initiated to treat AML patients according to international standards and was focused on the improvement of supportive care with particular the prevention and management of infection, transfusion support, and, the hand hygiene education of patients, families, and health care providers. One of the objectives of the new protocol was to reduce the induction mortality rate to 10%. This report evaluates the etiology of mortality during AML treatement from 2011 to 2015 in Casablanca Hematology Departement and the impact of improvement of supportive care on the outcome of AML patients. Patients and methods : Were reviewed the data ofpatients (aged 18-60yrs) treated according to AML-MA-2011 protocol from 1st january 2011 to 31th december 2015. Patients with APL or secondary AML were excluded. In 2011 and 2012 patients were hospitalized in conventional rooms without any precautions. At the begining of 2013 to 2015 patients were hospitalized in protected unit, in single rooms with filtered and controlled air. Access to the protected unit is only reserved for medical staff with strict isolation precautions. A group of specialists in hospital hygien and microbiology was established to control, to conduct periodic evaluations, and publish new recommendations hand for washing and hygien. This group also educated patients families and health care providers. Platelet support was provided in the case of bleeding, or whenever the platelet count was less than 10 × 109/L. For infections, Ceftazidime was the first line of antibiotic used. Amikacin was added for persistent fever beyomd 48-h or clinical deterioration. Imipenem was used for persistent fever. Additional antibiotic or antifungal or antiviral was dictated by clinical and biological findings. The Early Death (ED) was defined as death within the first 6 weeks (42 days) of treatment. Early Death was subdivided into two types : ED1 death within the first 15 days of induction 1 and reflects lethal envents due to leukastasis and bleeding. ED2 death within in the period between days 16 and 42 of induction I and reflects deaths caused by complications from infections and bleeding during aplasia after induction I therapy. The treatement-related mortality (TRM) was evaluated based on all patients with complete remission who died after day 28. The analysis of data was done by SPSS 18.0 Résultats : In all323 patients with de novo AML treated betwen 2011-2015, there were 115 (35.60%) deaths. In death group median age was 41 (18-60years) ; sex ratio H/F was 1.16 ; median hemoglobin was 7.38 g/dl (3.1-14.9) ; median platelet was 63.42 G/L (2.25-165) ; median leucocyte was 39.02 G/L (0.97-245) ; 33(28.69%) had hyperleukocytosis ≥50G/L ; for cytology, according to FAB the dominants types was M1 : 42 (36.5%), M2 : 30 (26.08%) , M4 : 17(14.78%) ; according to karyotype 13 (11.3%) had good prognosis ; 86(74.77%) was in intermediate group, 16(13.91%) had adverse prognosis. The death rate after two inductions was 30.34% and the treatement-related mortality was 17.39%.The death rate wich was 27 / year during 2011-2013 decreased to 17 / year between 2014-2015. The analysis of differents deaths is summarized in the table. Conclusion : Comparing the two periodsthe treatement-related mortality decreased but could be reduced by continue hygien education and improvement of supportive care therapy. Disclosures No relevant conflicts of interest to declare.
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Massi, Romaric, Mouna Lamchahab, Hanaa Bencharef, Bienvenu Houssou, Nisrine Khoubila, Siham Cherkoui, Meryem Qachouh, et al. "Outcome of acute Myeloid Leukemia in Adults Patients Treated According to Morocco National AML-MA-2011 Protocol in Casablanca, Morocco." Blood 128, no. 22 (December 2, 2016): 5173. http://dx.doi.org/10.1182/blood.v128.22.5173.5173.
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Abstract Introduction Treatment of AML in developing countries is a very great challenge. In Morocco, the major causes of therapy failure are delay in diagnosis, early (prior to start of therapy) and induction deaths, induction failures and abandonment of therapy. In 2011, the national AML-MA-2011 protocol was initiated to treat AML patients according to international standards and was focused on the improvement of supportive care with particular the prevention and management of infection, transfusion support, the patient, family and nurses education on hygien. The objective of this new protocol was to obtained more than 70% of complete remission, deaths in inductions less than 10%, and EFS at 4years at 40%. The aim of this study is to evaluate the results in adults AML patients treated with AML MA 2011 protocol in Casablanca Hematology Departement. Patients and Methods : Were reviewed the data ofpatients (aged 18-60yrs) treated according to AML-MA-2011 protocol from 1st january 2011 to 31th december 2015. Patients with APL or secondary AML were excluded. AML was diagnosed by studying peripheral blood smears, bone marrow aspiration, and biopsy slides stained with May-Grünwald Giemsa and myeloperoxidase. Immunophenotypic and cytogenetic studies were performed at diagnosis on bone marrow samples. AML was defined as the presence of more than 20% of myeloblasts in the bone marrow. Subtype of AML was recorded according to French-American-British (FAB) classification. Karyotype was performed on marrow sample, R banding technique was used. WHO 2008 prognostic classification was adopted. Patients with hyperleukocytosis (WBC≥ 50G/L) received as a pre-phase 4 days of hydroxyurea to 50mg/kg/day. The two courses of induction associated Cytarabine (100mg/m² q 12h (day 1-10)), Daunorubicin (50 mg/m² (day 2, 4, 6) for the first course, on days 1, 3, 5 for the second course) and etoposide (100mg/m² only at second course of induction). The consolidation included Cytarabine (3g/m² q 12h (day1-3) for first and second course and 1 g/m² (day1-3) on third course) plus Daunorubicin (30mg/m² (day 3-4 and day 1-3) at the first and third consolidation. L-Asparaginase 6000UI/m² on day 4 was give at second consolidation. Patients received CNS prophylaxis. Platelet support was provided in the case of bleeding, or whenever the platelet count was less than 10 × 109/L. For infections, Ceftazidime was the first line of antibiotic used. Amikacin was added for persistent fever beyomd 48-h or clinical deterioration. Imipenem was used for persistent fever. Additional antibiotic or antifungal or antiviral was dictated by clinical and biological findings. Complete remission (CR) was defined as the absence of abnormal clinical symptoms and having less than 5% of myeloblasts in the bone marrow, absence of blasts with Auer rods; absence of extramedullary disease; absolute neutrophil count >1.0 × 109/L; platelet count >75 × 109/L; independence of red cell transfusions. The analysis of data was done by SPSS 18.0 Résultats : 559 adults patients were diagnosed for AML,323 was treated by AML-MA-2011 protocol from 2011-2015. The median age was 38 years (18-60), the sex ratio M/F was 1.10 ; the median hemoglobin (g/dl) was 7.15 (2.6-16.3) ; the median platelet (G/L) was 38.5 (1-620) ; the median leukocyte (G/L) was 17.97 (0.85-377). For cytology, according to FAB the dominants types was M1 : 98 (30.34%), M2 : 97 (30.03%), M4 : 51(15.78%). 249 (77.08%) patients had immunophenotyping. According to karyotype, 46 (14.24%) had good prognosis ; 216 (66.87%) was in intermediate group, 61 (18.88%) had adverse prognosis. Complete remission after two inductions was obtained with 197(60.99%) patients, inductions failure was noticed on 49(15.17%) patients, 98(30.34%) patients died during inductions cycles ; 152(47.05%) achieved the second consolidation cycles, 66 (33.50%) patients whose were in complete remission relapse. The OS at 3-years was estimated at 48.4%. The analysis of therapeutics results is summarized in the table. Conclusion : The therapeutics results of AML-MA-2011 protocol in the treatement of adults AML patients are satisfactory but could be improved with reduction of infection toxic deaths and improvement of supportive care therapy. Disclosures No relevant conflicts of interest to declare.