Mathematics background of engineering students in Northern Ireland and Finland

The Organisation for Economic Co-operation and Development investigated numeracy proficiency among adults of working age in 23 countries across the world. Finland had the highest mean numeracy proficiency for people in the 16 – 24 age group while Northern Ireland’s score was below the mean for all the countries. An international collaboration has been undertaken to investigate the prevalence of mathematics within the secondary education systems in Northern Ireland and Finland, to highlight particular issues associated with transition into university and consider whether aspects of the Finnish experience are applicable elsewhere. In both Northern Ireland and Finland, at age 16, about half of school students continue into upper secondary level following their compulsory education. The upper secondary curriculum in Northern Ireland involves a focus on three subjects while Finnish students study a very wide range of subjects with about two-thirds of the courses being compulsory. The number of compulsory courses in maths is proportionally large; this means that all upper secondary pupils in Finland (about 55% of the population) follow a curriculum which has a formal maths content of 8%, at the very minimum. In contrast, recent data have indicated that only about 13% of Northern Ireland school leavers studied mathematics in upper secondary school. The compulsory courses of the advanced maths syllabus in Finland are largely composed of pure maths with a small amount of statistics but no mechanics. They lack some topics (for example, in advanced calculus and numerical methods for integration) which are core in Northern Ireland. This is not surprising given the much broader curriculum within upper secondary education in Finland. In both countries, there is a wide variation in the mathematical skills of school leavers. However, given the prevalence of maths within upper secondary education in Finland, it is to be expected that young adults in that country demonstrate high numeracy proficiency.

Low Fidelity Simulation as a Mechanism to Enhance Midwifery Students’ Confidence in Relation to Emergency Obstetric Training

Simulation offers a safe opportunity for students to practice clinical procedures without exposure and risk of harm to real patients (Partin et al, 2011). Simulation is recognised to increase students’ confidence in their ability to make critical decisions (McCaughey and Traynor, 2010). Within Queen’s University Belfast, simulation for obstetric emergency training based on the ethos of ‘Practical Obstetric Multi-Professional Training[PROMPT]’ (Draycott et al, 2008) has been developed for midwifery students and is now uniquely embedded within the pre-registration curriculum. An important aspect of the PROMPT training is the use of low fidelity simulation as opposed to high tech support (Crofts et al, 2008). Studies have reflected that low fidelity simulation can be an effective tool for promoting student confidence (Tosterud, 2013; Hughes et al, 2013). Students are given the opportunity to experience obstetric emergencies within a safe environment and evaluation has indicated that students feel safe and have an increase in confidence and self-efficacy. The immediacy of the feedback offered by simulated situations encourages an exploration of beliefs and attitudes, particularly with peers, promoting a deeper sense of learning (Stoneham and Feltham, 2009).This paper will discuss why low fidelity simulation can effectively enhance the student experience and promote self-efficacy.

Using low fidelity simulation in interactive workshops for undergraduate medical and midwifery students

There is recognition of the need to continuously improve inter-professional relationships within clinical practice. Mutual respect, effective communication and working together are factors which will contribute to higher standards of care (Miers et al, 2005; Begley, 2008). An inter-professional education initiative, using low-fidelity simulation has been piloted and subsequently embedded within a pre-registration midwifery curriculum. The aim of the collaboration is to enhance inter-professional learning by providing an opportunity for final year midwifery students and 4th year medical students within a non-threatening environment to interact and communicate prior to obstetric clinical placements. The midwifery students are provided with an outline agenda for the workshop, but are encouraged to use creative license with regard to workshop delivery. Preliminary evaluations have been positive from both midwifery and medical students. The teaching sessions have provided an opportunity to learn about and respect each other’s roles. The midwifery students have commented on the enjoyable aspects of team working during preparation and the confidence gained from teaching medical students. The medical students felt that the sessions lowered their anxiety levels going into the labour setting. This workshop will demonstrate how low-fidelity simulation can effectively enhance the students experience promoting team working and self-confidence.

Students´ Engagement In Schools: Differentiation and Promotion

The objective of this work is to present elements of the project Student engagement in Schools (SES). The team consists of 10 researchers from six Universities. Student engagement in schools is a multidimensional construct that unites affective, behavioural, and cognitive dimensions of student adaptation in the school and has influence on students‘outcomes. The team of researchers conceptualized two major studies, a differential study to analyze the relations between SES and contextual factors, personal factors, student’s outcomes, and a quasi-experimental study to analyze the effects on SES of a specific intervention programmes. In study 1, the sample size is around 600 students (150 6th graders, 150 7th graders, 150 9th graders, and 150 10th graders). We shall focus on years of school transition, with rural and urban populations, on different regions of the country, and on students with different family background. We shall conduct questionnaires with national and international scales. The study 2 will involve students in 7th and 9th grade, from four classes, two of the experimental group and two of the control group. Patterns of verbal communications between a teacher and students can influence the classroom environment and SES. This model of communication would result in more effective student management and more time on-task for learning.

Students' engagement in schools: differentiation and promotion

Comunicação apresentada no XI Congresso da AEPEC (Associação da Educação Pluridimensional e da Escola Cultural) - Da exclusão à excelência - caminhos organizacionais para a qualidade da educação. Évora: Universidade de Évora, 16, 17 e 18 de Setembro de 2010.

Students’ engagement in school, achievement goals and grade level: A literature review

Este E-Book reúne um conjunto de investigações apresentadas no “I Congresso Internacional Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação” (ICIEAE), organizado no âmbito do “Projeto PTDC/CPE-CED/114362/2009 - Envolvimento dos Alunos na Escola: Diferenciação e Promoção” (EAE-DP), financiado pela Fundação para a Ciência e a Tecnologia (FCT).

Student’s Engagement in School: Conceptualization and relations with Personal Variables and Academic Performance

This article reviews the literature regarding Student’s Engagement in School (SES), its relationship with personal variables, as well as with academic performance. Although SES’ conceptualization may vary across studies, there is general agreement concerning the multidimensional nature of this construct, encompassing three dimensions – cognitive, affective and behavioural. It is seen as an antecedent of several required outcomes, at academic level, but also as a valorous construct itself, both as mediator and product. More particularly, this concept has been the focus of debate concerning academic success and school dropout. There can also be found a significant number of studies which suggest that personal (self-efficacy, self-concept), as well as contextual (peers, school, family) factors are related with school engagement; additionally, the lack of engagement is linked with low academic performance, behavioural problems and school dropout. Thus, Student’s Engagement in School is perceived as a potentially effective response to the problems affecting schools and their students, and an aspect to be considered in preventing problematic patterns related to scholary contexts.

Association between clinically important depressive symptoms and academic achivement among students in Cartagena, Colombia

Background: Some studies show a strong association between depressive symptoms and academic achievement in the adolescent population. However, there are few Colombian publications about this topic. Objective: To establish the association between clinically important depressive symptoms and academic achievement among low socioeconomic status adolescent students. Method: A group of 13 to 17 year-aged adolescents was studied. Meaningful clinically depressive symptoms were measured with Zung’ self-rating depression scale (40/80). Academic achievement was evaluated according to Colombian qualitative model. Results: A total of 43.5% of students reported clinically important depressive symptoms and 30.7% accomplished a poor academic achievement, according to teacher report. The academic achievement was independent of meaningful clinically depressive symptoms, after controlling other variables. Conclusion: Meaningful clinically depressive symptoms are frequent in low socioeconomic status adolescent students. But, meaningful clinically depressive symptoms are not associated with academic performance. Further investigations are needed.

Laísmo in Miguel Delibes' Cinco horas con Mario (1966) : background for foreign students trained in correct Spanish. 'El laísmo en 'Cinco horas con Mario' de Miguel Delibes (1966) : para el entrenamiento de estudiantes extranjeros en el español correcto.

Resumen en español

Yasmin Levy's Ladino ballads and flamenco songs : background for students of Spanish. 'Yasmin Levy canta romances ladinos y canciones flamencas : orientación para los estudiantes de hispánicas'.

Resumen en español

Effect of background, attitudinal and social network variables on PhD students' academic performance : a multimethod approach. 'Efecto de las variables personales, actitudinales y de red social en el rendimiento académico de los estudiantes de doctorado : un enfoque multimétodo'.

Resumen tomado de la publicación

The Nurse Professional Competence (NPC) scale : self-reported competence among nursing students on the point of graduation

BACKGROUND: International organisations, e.g. WHO, stress the importance of competent registered nurses (RN) for the safety and quality of healthcare systems. Low competence among RNs has been shown to increase the morbidity and mortality of inpatients. OBJECTIVES: To investigate self-reported competence among nursing students on the point of graduation (NSPGs), using the Nurse Professional Competence (NPC) Scale, and to relate the findings to background factors. METHODS AND PARTICIPANTS: The NPC Scale consists of 88 items within eight competence areas (CAs) and two overarching themes. Questions about socio-economic background and perceived overall quality of the degree programme were added. In total, 1086 NSPGs (mean age, 28.1 [20-56]years, 87.3% women) from 11 universities/university colleges participated. RESULTS: NSPGs reported significantly higher scores for Theme I "Patient-Related Nursing" than for Theme II "Organisation and Development of Nursing Care". Younger NSPGs (20-27years) reported significantly higher scores for the CAs "Medical and Technical Care" and "Documentation and Information Technology". Female NSPGs scored significantly higher for "Value-Based Nursing". Those who had taken the nursing care programme at upper secondary school before the Bachelor of Science in Nursing (BSN) programme scored significantly higher on "Nursing Care", "Medical and Technical Care", "Teaching/Learning and Support", "Legislation in Nursing and Safety Planning" and on Theme I. Working extra paid hours in healthcare alongside the BSN programme contributed to significantly higher self-reported scores for four CAs and both themes. Clinical courses within the BSN programme contributed to perceived competence to a significantly higher degree than theoretical courses (93.2% vs 87.5% of NSPGs). SUMMARY AND CONCLUSION: Mean scores reported by NSPGs were highest for the four CAs connected with patient-related nursing and lowest for CAs relating to organisation and development of nursing care. We conclude that the NPC Scale can be used to identify and measure aspects of self-reported competence among NSPGs.

Does bench model fidelity interfere in the acquisition of suture skills by novice medical students?

OBJETIVO: Embora vários modelos de bancada inanimados tenham sido descritos para o treinamento de habilidades de sutura, até o momento, não existe um método ideal para esse ensino e aprendizagem durante a formação médica. O objetivo foi avaliar se a fidelidade dos modelos de bancada interfere na aquisição de habilidades de sutura em estudantes de medicina iniciantes na prática cirúrgica. MÉTODOS: 36 estudantes de medicina sem exposição prévia a habilidades cirúrgicas foram randomizados em três grupos (n = 12): treinamento de suturas baseado em materiais didáticos (controle); treinamento de suturas em modelo de baixa-fidelidade (modelo de bancada de etileno vinil acetato); ou treinamento de suturas em modelo de alta-fidelidade (modelo de bancada de pele de pata de porco). Foram aplicados pré e pós-testes (realização de pontos simples e pontos subdérmicos invertidos em língua de boi). Três ferramentas (Global Rating Scale com avaliação cega, tamanho do efeito e autopercepção da confiança baseada em uma escala de Likert) foram utilizadas para mensurar todas as performances de sutura. RESULTADOS: A análise após o treinamento demonstrou que os estudantes que treinaram nos modelos tiveram um melhor (p < 0.0000) desempenho na avaliação pela Global Rating Scale, quando comparados com o controle, independente da fidelidade do modelo. A magnitude do efeito (treinamento) foi considerada grande (> 0.80) em todas as mensurações. Após o treinamento os alunos sentiram-se mais confiantes (p < 0.0000) para executarem os dois tipos de suturas. CONCLUSÃO: A aquisição de habilidades de suturas no modelo de baixa fidelidade foi semelhante à prática no modelo de alta fidelidade, sendo que a melhora no desempenho dos participantes que treinaram nesses dois modelos foi superior à aprendizagem baseada em materiais didáticos.

TACTILE CARTOGRAPHY EXPERIENCES IN BRAZIL: METHODOLOGIES AND DIDACTICAL MATERIAL WITH TECHNOLOGICAL RESOURCES FOR INCLUSION OF BLIND AND LOW VISION STUDENTS

The tactile cartography is an area of Cartography that aims the development of methodologies and didactical material to work cartographic concepts with blind and low vision people. The main aim of this article is to present the experience of Tactile Cartography Research Group from Sao Paulo State University (UNESP), including some didactical material and courses for teachers using the System MAPAVOX. The System MAPAVOX is software developed by our research group in a partnership with Federal University of Rio de Janeiro (UFRJ) that integrates maps and models with a voice synthesizer, sound emission, texts, images and video visualizing for computers. Our research methodology is based in authors that have in the students the centre of didactical activity such as Ochaita and Espinosa in [1], which developed studies related to blind children's literacy. According to Almeida the child's drawing is, thus, a system of representation. It isn't a copy of objects, but interpretation of that which is real, done by the child in graphic language[2]. In the proposed activities with blind and low vision students they are prepared to interpret reality and represent it by adopting concepts of graphic language learned. To start the cartographic initialization it is necessary to use personal and quotidian references, for example the classroom tactile model or map, to include concepts in generalization and scale concerning to their space of life. During these years many case studies were developed with blind and low vision students from Special School for Hearing Impaired and Visually Impaired in Araras and Rio Claro, Sao Paulo - Brazil. The most part of these experiences and others from Brazil and Chile are presented in [3]. Tactile material and MAPAVOX facilities are analysed by students and teachers who contribute with suggestions to reformulate and adapt them to their sensibility and necessity. Since 2005 we offer courses in Tactile Cartography to prepare teachers from elementary school in the manipulation of didactical material and attending students with special educational needs in regular classroom. There were 6 classroom and blended courses offered for 184 teachers from public schools in this region of the Sao Paulo state. As conclusion we can observe that methodological procedures centred in the blind and low vision students are successful in their spatial orientation if use didactical material from places or objects with which they have significant experience. During the applying of courses for teachers we could see that interdisciplinary groups can find creative cartographic alternatives more easily. We observed too that the best results in methodological procedures were those who provided concreteness to abstract concepts using daily experiences.

Early Rheumatoid Arthritis in Latin America: Low Socioeconomic Status Related to High Disease Activity at Baseline

Objective. To determine the influence of socioeconomic factors on disease activity in a Latin American (LA) early rheumatoid arthritis (RA) multinational inception cohort at baseline. Methods. Clinical evaluation, ethnicity, socioeconomic status (SES), 4-variable Disease Activity Score in 28 joints using the erythrocyte sedimentation rate (DAS28-ESR), Health Assessment Questionnaire (HAQ) disability index (DI), and erosions were recorded in 1,093 patients with early RA (<1 year from onset). Multivariate analyses evaluated influences of sex, age, marital status, education, medical coverage, SES, and ethnicity on HAQ DI, DAS28-ESR, and presence of erosions. Results. Ethnicities included 43% Mestizo, 31% Caucasian, 19% African LA, 4% Amerindian, and 3% other. Fifty-eight percent were of low/low-middle SES, 42% had <8 years of education, 21% had no medical coverage, median disease duration was 6 months (25th, 75th percentiles 4, 9 months), median HAQ DI score was 1.25 (25th, 75th percentiles 0.63, 2.00), median DAS28-ESR score was 6.2 (25th, 75th percentiles 4.9, 7.2), and 25% had erosions. Women and Mestizos, African LA, and Amerindians had earlier onset than men or Caucasians (P < 0.01). When adjusted by country, the analysis of covariance model showed that low/low-middle SES, female sex, partial coverage, and older age were associated with worse HAQ DI scores; only low/low-middle SES was associated with higher DAS28 scores. Statistically significant differences were found in HAQ DI and DAS28 scores between countries. When excluding country, low/low-middle SES, female sex, and no coverage were associated with worse HAQ DI and DAS28 scores, whereas separated/divorced/widowed status was associated with worse HAQ DI scores and age was associated with worse DAS28 scores. Logistic regression showed that older age, no coverage, and the Amerindian and other ethnic groups were associated with erosions. Conclusion. We compared early RA patients from the main LA ethnic groups. Our findings suggest that low/low-middle SES is important in determining disease activity. A more genetic-related background for erosions is possible.