905 resultados para collaborative IT
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This article presents some of the results of a qualitative research project about the influences of the pedagogic strategies used by a mediator (graduate student in applied linguistics) in the supervision process of a Teletandem partner (undergraduate student in languages) on her pedagogical practice. It was done within the project Teletandem Brazil: foreign language for all. Based on the reflective teaching paradigm and collaborative language learning, with special emphasis on tandem learning, we analyzed the contributions of the collaborative relationship established between the graduate student and the student-teacher in her first teaching experience. The results bring about implications for the field of language teacher education in a perspective of education within practice, evidencing the experience of collaborative learning in teletandem as an opportunity for reflective teacher education of pre-service teachers.
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Research literature is replete with the importance of collaboration in schools, the lack of its implementation, the centrality of the role of the principal, and the existence of a gap between knowledge and practice--or a "Knowing-Doing Gap." In other words, there is a set of knowledge that principals must know in order to create a collaborative workplace environment for teachers. This study sought to describe what high school principals know about creating such a culture of collaboration. The researcher combed journal articles, studies and professional literature in order to identify what principals must know in order to create a culture of collaboration. The result was ten elements of principal knowledge: Staff involvement in important decisions, Charismatic leadership not being necessary for success, Effective elements of teacher teams, Administrator‘s modeling professional learning, The allocation of resources, Staff meetings focused on student learning, Elements of continuous improvement, and Principles of Adult Learning, Student Learning and Change. From these ten elements, the researcher developed a web-based survey intended to measure nine of those elements (Charismatic leadership was excluded). Principals of accredited high schools in the state of Nebraska were invited to participate in this survey, as high schools are well-known for the isolation that teachers experience--particularly as a result of departmentalization. The results indicate that principals have knowledge of eight of the nine measured elements. The one that they lacked an understanding of was Principles of Student Learning. Given these two findings of what principals do and do not know, the researcher recommends that professional organizations, intermediate service agencies and district-level support staff engage in systematic and systemic initiatives to increase the knowledge of principals in the element of lacking knowledge. Further, given that eight of the nine elements are understood by principals, it would be wise to examine reasons for the implementation gap (Knowing-Doing Gap) and how to overcome it.
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In this action research study of my classroom of 5th grade mathematics, I investigate how to improve students’ written explanations to and reasoning of math problems. For this, I look at journal writing, dialogue, and collaborative grouping and its effects on students’ conceptual understanding of the mathematics. In particular, I look at its effects on students’ written explanations to various math problems throughout the semester. Throughout the study students worked on math problems in cooperative groups and then shared their solutions with classmates. Along with this I focus on the dialogue that occurred during these interactions and whether and how it moved students to a deeper level of conceptual understanding. Students also wrote responses about their learning in a weekly math journal. The purpose of this journal is two-fold. One is to have students write out their ideas. Second, is for me to provide the students with feedback on their responses. My research reveals that the integration of collaborative grouping, journaling, and active dialogue between students and teacher helps students develop a deeper understanding of mathematics concepts as well as an increase in their confidence as problem solvers. The use of journaling, dialogue, and collaborative grouping reveals themselves as promising learning tasks that can be integrated in a mathematics curriculum that seeks to cultivate students’ thinking and reasoning.
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Studio di una interfaccia mobile web per la piattaforma XWiki.
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Il video streaming in peer-to-peer sta diventando sempre più popolare e utiliz- zato. Per tali applicazioni i criteri di misurazione delle performance sono: - startup delay: il tempo che intercorre tra la connessione e l’inizio della ripro- duzione dello stream (chiamato anche switching delay), - playback delay: il tempo che intercorre tra l’invio da parte della sorgente e la riproduzione dello stream da parte di un peer, - time lag: la differenza tra i playback delay di due diversi peer. Tuttavia, al giorno d’oggi i sistemi P2P per il video streaming sono interessati da considerevoli ritardi, sia nella fase di startup che in quella di riproduzione. Un recente studio su un famoso sistema P2P per lo streaming, ha mostrato che solitamente i ritardi variano tra i 10 e i 60 secondi. Gli autori hanno osservato anche che in alcuni casi i ritardi superano i 4 minuti! Si tratta quindi di gravi inconvenienti se si vuole assistere a eventi in diretta o se si vuole fruire di applicazioni interattive. Alcuni studi hanno mostrato che questi ritardi sono la conseguenza della natura non strutturata di molti sistemi P2P. Ogni stream viene suddiviso in blocchi che vengono scambiati tra i peer. A causa della diffusione non strutturata del contenuto, i peer devono continuamente scambiare informazioni con i loro vicini prima di poter inoltrare i blocchi ricevuti. Queste soluzioni sono estremamente re- sistenti ai cambiamenti della rete, ma comportano una perdita notevole in termini di prestazioni, rendendo complicato raggiungere l’obiettivo di un broadcast in realtime. In questo progetto abbiamo lavorato su un sistema P2P strutturato per il video streaming che ha mostrato di poter offrire ottimi risultati con ritardi molto vicini a quelli ottimali. In un sistema P2P strutturato ogni peer conosce esattamente quale blocchi inviare e a quali peer. Siccome il numero di peer che compongono il sistema potrebbe essere elevato, ogni peer dovrebbe operare possedendo solo una conoscenza limitata dello stato del sistema. Inoltre il sistema è in grado di gestire arrivi e partenze, anche raggruppati, richiedendo una riorganizzazione limitata della struttura. Infine, in questo progetto abbiamo progettato e implementato una soluzione personalizzata per rilevare e sostituire i peer non più in grado di cooperare. Anche per questo aspetto, l’obiettivo è stato quello di minimizzare il numero di informazioni scambiate tra peer.
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Motivated by the need to understand which are the underlying forces that trigger network evolution, we develop a multilevel theoretical and empirically testable model to examine the relationship between changes in the external environment and network change. We refer to network change as the dissolution or replacement of an interorganizational tie, adding also the case of the formation of new ties with new or preexisting partners. Previous research has paid scant attention to the organizational consequences of quantum change enveloping entire industries in favor of an emphasis on continuous change. To highlight radical change we introduce the concept of environmental jolt. The September 11 terrorist attacks provide us with a natural experiment to test our hypotheses on the antecedents and the consequences of network change. Since network change can be explained at multiple levels, we incorporate firm-level variables as moderators. The empirical setting is the global airline industry, which can be regarded as a constantly changing network of alliances. The study reveals that firms react to environmental jolts by forming homophilous ties and transitive triads as opposed to the non jolt periods. Moreover, we find that, all else being equal, firms that adopt a brokerage posture will have positive returns. However, we find that in the face of an environmental jolt brokerage relates negatively to firm performance. Furthermore, we find that the negative relationship between brokerage and performance during an environmental jolt is more significant for larger firms. Our findings suggest that jolts are an important predictor of network change, that they significantly affect operational returns and should be thus incorporated in studies of network dynamics.
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I sistemi di raccomandazione sono una tipologia di sistemi di filtraggio delle informazioni che cercano di prevedere la valutazione o la preferenza che l'utente potrebbe dare ad un elemento. Sono diventati molto comuni in questi ultimi anni e sono utilizzati da una vasta gamma di applicazioni, le più popolari riguardano film, musica, notizie, libri, articoli di ricerca e tag di social networking. Tuttavia, ci sono anche sistemi di raccomandazione per i ristoranti, servizi finanziari, assicurazioni sulla vita e persone (siti di appuntamenti online, seguaci di Twitter). Questi sistemi, tuttora oggetto di studi, sono già applicati in un'ampia gamma di settori, come ad esempio le piattaforme di scoperta dei contenuti, utilizzate on-line per aiutare gli utenti nella ricerca di trasmissioni televisive; oppure i sistemi di supporto alle decisioni che utilizzano sistemi di raccomandazione avanzati, basati sull'apprendimento delle conoscenze, per aiutare i fruitori del servizio nella soluzioni di problemi complessi. Inoltre, i sistemi di raccomandazione sono una valida alternativa agli algoritmi di ricerca in quanto aiutano gli utenti a scoprire elementi che potrebbero non aver trovato da soli. Infatti, sono spesso implementati utilizzando motori di ricerca che indicizzano dati non tradizionali.
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In a survey of senior academic women whose careers began around 1970, over half of the 98 respondents cited the desire to serve or make a difference and sought personal fulfillment in their work. Most saw men’s motivations as dissimilar, typically as more self-interested and competitive. Despite generally high satisfaction, dissatisfaction with time pressure/workload and with support was common. Satisfactions and accomplishments overlapped. Frequently mentioned were teaching, scholarship, and their discipline, especially by faculty, and programmatic accomplishments, especially by administrators. Many respondents mentioned helping women; many mentioned a collaborative, nurturing style as integral to their success and as different from their typical male colleagues. Context is provided by the metaphor of immigration (Martin, 1997, 2000), the concept of ambivalent sexism (Krefting, 2003; Glick & Fiske, 1999), and recent work on women and leadership by Eagly and colleagues (e.g., Eagly, 2005; Eagly & Carli, 2007).
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Hypertension is a common heritable cardiovascular risk factor. Some rare monogenic forms of hypertension have been described, but the majority of patients suffer from essential hypertension, for whom the underlying genetic mechanisms are not clear. Essential hypertension is a complex trait, involving multiple genes and environmental factors. Recently, progress in the identification of common genetic variants associated with essential hypertension has been made due to large-scale international collaborative projects. In this article we review the new research methods used as well as selected recent findings in this field.
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Two librarians at a small STEM academic library have partnered with professors to develop and teach chemistry and writing courses. These librarians have successfully worked with professors to serve as an active presence within the classroom. This article describes the challenges of navigating the typical obstacles librarians face when attempting to integrate information literacy into the curriculum, reflects on the benefits of these collaborations, and touches on strategies for implementing similar programs at other institutions. It outlines two distinct approaches to collaborating with professors on credit-bearing information literacy courses, along with the key steps involved in planning and implementing these courses, including generating institutional buy-in, identifying potential collaborators, negotiating workload and responsibilities with collaborators, and planning to sustain courses beyond a single academic year. Suggestions for overcoming obstacles, supplemented by experience-based recommendations, are discussed.
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BACKGROUND Few estimates exist of the life expectancy of HIV-positive adults receiving antiretroviral treatment (ART) in low- and middle-income countries. We aimed to estimate the life expectancy of patients starting ART in South Africa and compare it with that of HIV-negative adults. METHODS AND FINDINGS Data were collected from six South African ART cohorts. Analysis was restricted to 37,740 HIV-positive adults starting ART for the first time. Estimates of mortality were obtained by linking patient records to the national population register. Relative survival models were used to estimate the excess mortality attributable to HIV by age, for different baseline CD4 categories and different durations. Non-HIV mortality was estimated using a South African demographic model. The average life expectancy of men starting ART varied between 27.6 y (95% CI: 25.2-30.2) at age 20 y and 10.1 y (95% CI: 9.3-10.8) at age 60 y, while estimates for women at the same ages were substantially higher, at 36.8 y (95% CI: 34.0-39.7) and 14.4 y (95% CI: 13.3-15.3), respectively. The life expectancy of a 20-y-old woman was 43.1 y (95% CI: 40.1-46.0) if her baseline CD4 count was ≥ 200 cells/µl, compared to 29.5 y (95% CI: 26.2-33.0) if her baseline CD4 count was <50 cells/µl. Life expectancies of patients with baseline CD4 counts ≥ 200 cells/µl were between 70% and 86% of those in HIV-negative adults of the same age and sex, and life expectancies were increased by 15%-20% in patients who had survived 2 y after starting ART. However, the analysis was limited by a lack of mortality data at longer durations. CONCLUSIONS South African HIV-positive adults can have a near-normal life expectancy, provided that they start ART before their CD4 count drops below 200 cells/µl. These findings demonstrate that the near-normal life expectancies of HIV-positive individuals receiving ART in high-income countries can apply to low- and middle-income countries as well. Please see later in the article for the Editors' Summary.
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BACKGROUND: Prognostic models for children starting antiretroviral therapy (ART) in Africa are lacking. We developed models to estimate the probability of death during the first year receiving ART in Southern Africa. METHODS: We analyzed data from children ≤10 years old who started ART in Malawi, South Africa, Zambia or Zimbabwe from 2004-2010. Children lost to follow-up or transferred were excluded. The primary outcome was all-cause mortality in the first year of ART. We used Weibull survival models to construct two prognostic models: one with CD4%, age, WHO clinical stage, weight-for-age z-score (WAZ) and anemia and one without CD4%, because it is not routinely measured in many programs. We used multiple imputation to account for missing data. RESULTS: Among 12655 children, 877 (6.9%) died in the first year of ART. 1780 children were lost to follow-up/transferred and excluded from main analyses; 10875 children were included. With the CD4% model probability of death at 1 year ranged from 1.8% (95% CI: 1.5-2.3) in children 5-10 years with CD4% ≥10%, WHO stage I/II, WAZ ≥-2 and without severe anemia to 46.3% (95% CI: 38.2-55.2) in children <1 year with CD4% <5%, stage III/IV, WAZ< -3 and severe anemia. The corresponding range for the model without CD4% was 2.2% (95% CI: 1.8-2.7) to 33.4% (95% CI: 28.2-39.3). Agreement between predicted and observed mortality was good (C-statistics=0.753 and 0.745 for models with and without CD4% respectively). CONCLUSION: These models may be useful to counsel children/caregivers, for program planning and to assess program outcomes after allowing for differences in patient disease severity characteristics.
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The incidence of HIV encephalopathies was determined in an ongoing consecutive autopsy study. Among 345 patients who died from AIDS in Switzerland during 1981-1990, 68 (19%) showed morphological evidence of HIV encephalopathy. Two major histopathological manifestations were observed. Progressive diffuse leukoencephalopathy (PDL) was present in 33 cases and is characterized by a diffuse loss of myelin staining in the deep white matter of the cerebral and cerebellar hemispheres, with scattered multinucleated giant cells but little or no inflammatory reaction. Multinucleated giant cell encephalitis (MGCE) was diagnosed in 32 cases; it's hallmarks are accumulations of multinucleated giant cells with prominent inflammatory reaction and focal necroses. In 3 patients both types of lesions overlapped. Brain tissue from 27 patients was analyzed for the presence of HIV gag sequences using the polymerase chain reaction (PCR) with primers encoding a 109 base pair segment of the viral gene. Amplification succeeded in all patients with clinical and histopathological evidence for HIV encephalopathy but was absent in AIDS patients with opportunistic bacterial, parasitic and/or viral infections. Potential mechanisms by which HIV exerts it's adverse effects on the human CNS are discussed.