Aprendizagem autónoma (self-directed learning): relatório de um atelier pedagógico

Educação Médica. 1994, 5(3):178-181.

Cities and emerging networks of learning communities

In the 21st century the majority of people live in urban settings and studies show a trend to the increase of this phenomenon. Globalisation and the concentration of multinational and clusters of firms in certain places are attracting people who seek employment and a better living. Many of those agglomerations are situated in developing countries, representing serious challenges both for public and private sectors. Programmes and initiatives in different countries are taking place and best practices are being exchanged globally. The objective is to transform these urban places into sustainable learning cities/regions where citizens can live with quality. The complexity of urban places, sometimes megacities, opened a new field of research. This paper argues that in order to understand the dynamics of such a complex phenomenon, a multidisciplinary, systemic approach is needed and the creation of learning cities and regions calls for the contribution of a multitude of fields of knowledge, ranging from economy to urbanism, educational science, sociology, environmental psychology and others.

Paralisia cerebral na Região de Lisboa e Vale do Tejo : factores de risco : caracterização multidimensional : inclusão escolar

RESUMO - A Paralisia Cerebral (PC) deve ser olhada como uma patologia do neurodesenvolvimento: a infância é um período de actividade exploratória por essência, a restrição motora condiciona as várias áreas do desenvolvimento. Contextos, apoios, oportunidades e experiências de vida serão determinantes no desenvolvimento de todo o seu potencial. Objectivos/finalidade: Identificar, descrever, comparar e analisar factores de risco associados à PC, sua caracterização multidimensional e integração escolar aos 5 e 10 anos. Procurou‐se contribuir para a sua prevenção primária e secundária, e obter dados para planeamento e implementação dos programas de apoio. Métodos: Adoptou‐se a abordagem do Programa Nacional de Vigilância da Paralisia Cerebral (PNVPC) e da Surveillance of Cerebral Palsy in Europe (SCPE). Analisaram‐se factores de risco, competências funcionais, défices associados, severidade e integração escolar de duas populações de Lisboa e Vale do Tejo, (nascimento 1996/1997‐2001/2002 e prevalência aos 5 e 10 anos). Descreveram‐se os dados, efectuaram‐se correlações, aplicaram‐se testes de independência e compararam‐se com dados dos nadovivos, dados nacionais e europeus. Analisaram‐se os factores que influenciaram a integração escolar através de métodos de regressão logística. Resultados/Conclusões/Recomendações: 1,65‰ e 1,57‰ dos nadovivos desenvolveram PC; a prevalência aos 5 anos foi de 1,7‰ e de 1,48‰; 5,9% e 7,9% faleceram antes dos 5 anos. Em 2001/2002 verificou‐se aumento de: PC espástica bilateral‐2/3membros, prematuridade, causa pos‐neonatal, níveis funcionais ligeiros e graves; percentil estaturo‐ponderal <3 (5‐anos). Diminuição de: disquinésia, anóxia e alguns défices associados. Destacaram‐se as associação: prematuridade e PC espástica bilateral‐ 2/3membros; nascer de termo e anóxia, disquinésia, primíparas, défices associados e severidade; infecção pré‐natal e QI<50, epilepsia e severidade; causa pos‐neonatal e PC espástica bilateral‐4membros e múltiplos défices. Aos 5 anos, as variáveis explicativas para a não inclusão escolar foram: QI<50 e epilepsia; uma elevada percentagem de crianças com PC moderada/grave encontrava‐se integrada; 75% das que se encontravam desintegradas mantiveram‐se nesta situação aos 10. Nesta idade, as variáveis explicativas para a não inclusão escolar foram: QI<50 e motricidade fina; 35,1% encontrava‐se fora do ensino regular; 4,5%, embora em idade de escolaridade obrigatória, não frequentavam qualquer estabelecimento escolar. Informação sistematizada, abrangente, objectiva, simples e acessível, sobre novos casos de PC, factores de risco, prevalência em idades‐chave e caracterização multidimensional constitui uma ferramenta clínica e epidemiológica, que deve sustentar as políticas de saúde, educacionais e sociais, contribuindo para a permanência destas crianças no ensino regular, trazendo às crianças e famílias o suporte que as encorajem e sustentem nestes processos. ABSTRACT ------- Cerebral Palsy (CP) must be recognized as a neurodevelopmental disorder: childhood is, on its nature, a period for exploring the environment and therefore motor deficit interferes with all developmental areas. The context, support, opportunities and life experiences are determinants for the development of his full potential. Objective/Aim: To identify, describe, compare and analyze CP risk factors the multidimensional characterization and school integration levels at the age of 5 and 10 years. We aim to contribute to CP primary and secondary prevention and provide information for service planning and implementation of support programs. Methods: The approach of National Cerebral Palsy Surveillance Programme (NCPSP) and Surveillance of Cerebral Palsy in Europe (SCPE) were used. For two groups of children from Lisboa e Vale do Tejo region, birth data 1996/1997‐2001/2002 and prevalence at 5 and 10 years, were analyzed: CP risk factors, functional ability, associated impairments, severity and school integration settings. Data collected was described, analyzed using correlations, applied tests of independence and compared with new born data, national data and european data. To analyze the factors related to school inclusive settings, logistic regression was appealed. Results/Conclusions/Recommendations: 1,65% and 1,57‰ of the new‐born alive developed CP. The prevalence at 5 years was 1,7‰ and 1,48‰ 5,9% and 7,9% died before their 5th birthday. Bilateral spastic CP 2/3limb, preterm birth, cases of post‐neonatal origin, mild and sever functional impairment; weight and height percentile <3 at 5 years old Increased in 2001. Decreased dyskinetic CP, anoxia and some additional imparments. Were identified among other the association between prematurity and spastic bilateral CP‐2/3 members; born at term and anoxia, dyskinetic CP, first child, associated impairments and severity; prenatal infection and IQ<50, epilepsy and severity; post‐neonatal cause and spastic bilateral CP‐4 members and associated impairments. At 5‐years‐old the more explanatory variables for not be in a school inclusive settings were IQ<50 and epilepsy, a high percentage of children with moderate/severe CP was attending regular school, but most children who were out of inclusive settings at 5 years continue on this situations at 10‐years‐old. At this age the more explanatory variables for not be in a school inclusive settings were: IQ<50 and upper limb function; 35,1% were out of regular school; 4,5%, even in compulsory school age, are out of school. Standardized comprehensive, objective, simple and accessible information about CP new cases, risk factors, prevalence in the key‐age and children multidimensional characterization constitutes a clinical and epidemiological tool that should sustain health, educational and social policy. This would support the continuity of these children in regular schools, encouraging g them and their families in these processes.

The influence of burden of care and perceived stigma on expressed emotions of relatives of stable persons with schizophrenia in Nigerian semi-urban/urban settings

RESUMO: Schizophrenia’s burden defines experience of family members and is associated with high level of distress. Courtesy stigma, a distress concept, worsens caregivers’ burden of care and impacts on schizophrenia. Expressed emotion (EE), another family variable, impacts on schizophrenia. However, relationship between EE, burden of care and stigma has been little explored in western literature but not in sub-Saharan Africa particularly Nigeria. This study explored the impact of burden of care and courtesy stigma on EE among caregivers of persons with schizophrenia in urban and semi-urban settings in Nigeria. Fifty caregivers each from semi-urban and urban areas completed a socio-demographic schedule, family questionnaire, burden interview schedule and perceived devaluation and discrimination scale. The caregivers had a mean age of 42 (± 15.6) years. Majority were females (57%), married (49%), from Yoruba ethnic group (68%), monogamous family (73%) and Christians (82%). A higher proportion of the whole sample (53%) had tertiary education. Three out of ten were sole caregivers. Seventy three (73%) lived with the person they cared for. The average number of hours spent per week by a caregiver with a person with schizophrenia was 35 hours. The urban sample had significantly higher proportion of carers with high global expressed emotion (72.7%) than the semi-urban sample (27.3%). The odds of a caregiver in an urban setting exhibiting high expressed emotion are 4.202 times higher than the odds of caregiver in a semi-urban setting. Additionally, there was significance difference between the urban and semi-urban caregivers in discrimination dimension. High levels of subjective and objective burden were associated with high levels of critical comments. In conclusion, this study is the first demonstration of urban-semi-urban difference in expressed emotion in an African country and its findings provide further support to hypothesized relationship between components of EE and burden of care.

Promoting healthy eating standards on children through CSR educational programs: An evaluation of impact on eating preferences, attitude towards the brand and perceived brand reputation

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Marketing plan for Educational Center "The Unknow Islands" Russia

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Mobile image processing to support educational geometry games

The mobile IT era is here, it is still growing and expanding at a steady rate and, most of all, it is entertaining. Mobile devices are used for entertainment, whether social through the so-called social networks, or private through web browsing, video watching or gaming. Youngsters make heavy use of these devices, and even small children show impressive adaptability and skill. However not much attention is directed towards education, especially in the case of young children. Too much time is usually spent in games which only purpose is to keep children entertained, time that could be put to better use such as developing elementary geometric notions. Taking advantage of this pocket computer scenario, it is proposed an application geared towards small children in the 6 – 9 age group that allows them to consolidate knowledge regarding geometric shapes, forming a stepping stone that leads to some fundamental mathematical knowledge to be exercised later on. To achieve this goal, the application will detect simple geometric shapes like squares, circles and triangles using the device’s camera. The novelty of this application will be a core real-time detection system designed and developed from the ground up for mobile devices, taking into account their characteristic limitations such as reduced processing power, memory and battery. User feedback was be gathered, aggregated and studied to assess the educational factor of the application.