Tradução e validação do questionário de Oslo Sports Trauma Research Center para lesões causadas pelo esforço-sobrecarga e a sua aplicação, numa equipa portuguesa de atletismo

Introdução: No atletismo existe uma prevalência de lesões e sintomas de sobrecarga, havendo a possibilidade de monitorizar o início e a evolução das mesmas. Objetivos: Traduzir, validar e aplicar o Oslo Sports Trauma Research Center Overuse Injury Questionnaire (OSTRC-O) a atletas de atletismo. Metodologia: O questionário OSTRC-O foi traduzido para português e aplicado por e-mail semanalmente (durante 7 semanas) a um grupo de atletas (n=23), verificando em que medida o esforço/sobrecarga a que estão sujeitos em duas regiões anatómicas específicas (anca e coxa) poderá afectar o seu rendimento e/ou mesmo ser alvo de lesão desportiva. Resultados/Discussão: A prevalência média de lesões de sobrecarga para todos os atletas, em qualquer área anatómica foi de 44,0% (95% IC 35-53). A prevalência média de lesões de sobrecarga substanciais, problemas que causam moderada/severa redução no volume de treino ou performance desportiva ou, completa incapacidade de participar em treino ou competição foi de 13,7% (95% IC 7-19). Não obstante os sintomas de sobrecarga serem prevalentes nas duas áreas, a prevalência semanal de problemas de sobrecarga foi maior na coxa (40%) do que na anca (15%) Conclusões: O OSTRC-O permitirá basear-nos na limitação da funcionalidade e não no tempo de paragem dos atletas, oferecendo a possibilidade de um controlo semanal mais real. Neste estudo sobre atletismo a prevalência média semanal de lesões de sobrecarga na coxa (40%) foi maior do que a prevalência semanal de lesões de sobrecarga na anca (15%).

Evaluation of Educational Environment for Medical Students of a Tertiary Pediatric Hospital in Tehran, Using DREEM Questionnaire

Background: Tertiary pediatric hospitals usually provide excellent clinical services, but such centers have a lot to do for educational perfection. Objectives: This study was performed to address under-graduate educational deficits and find feasible solutions. Patients and Methods: This cross-sectional study was done in a target population of 77 sixth year undergraduate medical students (response rate = 78%) who spent their 3-month pediatric rotation in the Children’s Medical Center, the Pediatrics Center of Excellence in Tehran, Iran. The Dundee ready educational environment measure (DREEM) instrument was used for assessing educational environment of this subspecialized pediatric hospital. Results: Among 60 students who answered the questionnaires, 24 were male (40%). Participants’ age ranged from 23 to 24 years. The mean total score was 95.8 (48%). Comparison of scores based on students’ knowledge showed no significant difference. Problematic areas were learning, academic self-perception, and social self-perception. Conclusions: Having an accurate schedule to train general practitioner, using new teaching methods, and providing a non-stressful atmosphere were suggested solutions.

Educational software in english to the awareness in a preschool education supervised context

Information and communication technologies play an increasingly important role in society, in the sense that all areas and professions make use of digital resources. The school can not be brushed off this reality, aim to create full subjects and integrated in society today. Educational software can be used very early in the education of children, but they must be carefully and monitoring. This article aims to present the results of the use of educational software in English to the awareness of context with children of pre-school education in kindergarten, nursery center Redemptorist Fathers - The smallest fox in White Castle, a 21 group children under 5 years. Early awareness of foreign language such as English can be started with digital multimedia capabilities and various software available on the market. However, the small study described the case reveals some resistance from parents and educators, in the preparation of these to choose and monitor the use of ICT by children, in addition to also highlight the self-interest of the children involved and their learning a few words in English language in different contexts of daily worked. The study opens perspectives on close monitoring needs of such uses and training of educators in the field of use of resources multilingual awareness in pre-school education.

The use of digital educational resources : the contribution of research in the supervised teaching practice in basic education

This article aims to reflect on the impact of Information and Communication Technologies (ICT) in the educational context, focusing on the potential contributions of the use of Digital Educational Resources (RED) in the process of teaching and learning. For this purpose, the results of the use of the RED will be presented:. Digital Classroom - The World's 1st Year Carochinha The study was accomplished in a class of the 1st grade of the 1st CEB, composed of 27 students, aged 6-7 years in Castelo Branco City Schools Group within the Supervised Teaching Practice. The results obtained after the analysis and processing of the data showed that when using this RED students show they have acquired the content covered by the fact that they enhanced levels of greater interest, commitment, motivation, commitment and initiative in the course of activities proposals. But, perhaps because they are students of 1st year of the 1st CEB, do not neglect the presence and monitoring of the teacher and the use of paper-based resources. This means that there should be a complementarity that reconciles the human factor (teacher), with the use of digital media resources and paper support resources (Manual).

Students’ Involvement in School and Parental Support: Contributions to the Socio-Educational Intervention

Student involvement in the school and the perception of parental support are core variables in the context of studies on personal and school adjustment of children and adolescents and should be considered in the context of socio-educational intervention. In this study, we formulated the following objectives: i) to understand the differences in students’ involvement in school and the perception of parental support, according to several socio- demographic and school variables, ii) to analyse the relationship between involvement and the perception of parental support iii) to outline socio-educational intervention strategies in the contexts of children’s lives. This is a non-experimental, correlational and cross-sectional study by means of a non-probabilistic convenience sample consisting of 150 children, aged between 10 and 16 years, attending the 2nd and 3rd cycles basic education [5th – 9th years of schooling] attending a school in the central region of Portugal. The data collection instruments were “Students’ Engagement in School: a Four-Dimensional Scale – SES-4DS” (Veiga 2013, 2016), the “Perceived Parental Support Scale” (Veiga, 2011) and a part with socio-demographic and school questions was added. We found significant differences in overall (and partial) amounts of student involvement and the perception of parental support, depending on the age, gender (in agency and behaviour subscales), school difficulties/retentions and methods of study (time, a place to study and a study schedule). We also found positive and significant relationships between student involvement and perception of parental support. The results are in line with the scientific literature in the field, which highlights the key role of the variables, student involvement and perception of parental support in the academic and psychosocial adjustment of young people. These should be considered in the context of socio-educational intervention. Given the above, we present areas and action strategies promoting parent and student involvement in the educational process.

Children at risk, attachment and institutionalization: contributions to the socio-educational intervention

Introduction: Institutionalized children exposed to early adverse experiences are a particularly vulnerable group with a high risk of developing health problems. Objectives: i) to know the representations of attachment in institutionalized children; ii) to understand if there are differences of attachment, according to some sociodemographic variables; iii) outline socio-educational intervention strategies in the children’s life’s contexts. Methods: This is an exploratory and cross-sectional study, using for this purpose, a non-probabilistic and convenience sample composed of 82 institutionalized children, aged between 8 and 17 years old. The gathering instruments were the Sociodemographic Questionnaire and the Inventory Attachment for Children and Adolescents. Results: The results show that most children have secure attachment representations, followed by the avoidant attachment representations. We also found signiicant differences in the results of attachment, according to the gender (in avoidant attachment and ambivalent attachment) and in the institutionalization time (in the ambivalent attachment). Conclusions: The results show promising lines of research, being our purpose to outline socio-educational intervention strategies for children in their pathways of life by promoting protective factors, especially the establishment of secure relationships, thus promoting better quality of life and well-being.

Resilience, perception of parental support and socio-educational intervention strategies

Introduction: Resilience is a core variable in the context of studies on the psychosocial adjustment and school children and teenagers, and should be considered in the context of strategies to promote their well- being and quality of life. Objectives: To know the relationship between resilience, parental support and some sociodemographic variables; outline socio-educational intervention strategies in contexts of children’s lives. Methods: This is a non-experimental, correlational and cross-sectional study, having used a non- probabilistic convenience sample consisting of 150 children, aged between 10 and 16 years old, attending the 2nd and 3rd cycles of Basic Education. The gathering instruments were the Sociodemographic Questionnaire, Inventory Measuring State and Child Resilience (Martins, 2005) and Perception Parental Support Scale (Veiga, 2011). Results: Results show that there are signiicant differences in the values of the current, past and overall resilience, between the age groups children, revealing that children aged between 10 and 11 years have higher results in resilience than young people aged between 14 and 16 years. We also observed signiicant differences in the current resilience, depending on the parents’ marital status (higher when parents are married). We also observed positive and signiicant correlations between resilience and perception of parental support. Conclusions: Results are in line with the scientiic literature in the ield that highlights the key role of resilience in school and psychosocial adjustment of children, and should be considered within the design of socio-educational intervention strategies. Keywords: Resilience. Parental support. Attachment

Peer interaction in mixed age groups: a study in the computer area of an early childhood education center in Portugal

The study was developed as a teacher-research project during initial teacher education – Masters Degree of Early Childhood and Primary Education, in Portugal. It analysed the interactions between children of 3 to 6 years old, during the use of the computer as a free choice activity, confronting situations between peers of the same age and situations between peers of different ages. The focus of the analysis was the collaborative interactions. This was a qualitative study. Children could choose the computer, amongst other interest areas, and work for around an hour in pairs. In the computer, children used mainly educational games. During four weeks, the interactions between the pairs were audio recorded. Field notes and informal interviews to the children were also used to collect data. Eleven children were involved in the study with ages ranging from 3 to 6 years old. Baseline data on children’s basic computer proficiency was collected using the Individualized Computer Proficiency Checklist (ICPC) by Hyun. The recorded interactions were analysed using the types of talk offered by Scrimshaw and Perkins and Wegerif and Scrimshaw: cumulative talk, exploratory talk, disputational talk, and tutorial talk. This framework was already used in a study in an early childhood education context in Portugal by Amante. The results reveal differences in computer use and characterize the observed interactions. Seven different pairs of children's interactions were analysed. More than a third of the interactions were cumulative talk, followed by exploratory talk, tutorial talk and disputational talk. Comparing same and mixed age pairs, we observed that cumulative talk is the more present interaction, but in same age pairs this is followed by exploratory talk whereas in the mixed age pairs it is tutorial talk that has the second largest percentage. The pairs formed by the children were very asymmetrical in terms of age and computer proficiency. This lead to the more tutorial interactions, where one children showed the other or directed him/her on how to play. The results show that collaboration is present during the use of a computer area in early childhood education. The free choice of the children means the adults can only suggest pairing suited to specific interactions between the children. Another way to support children in more exploratory talk interactions could be by discussing the way the older children can help the younger ones beyond directing or correcting their work.

The Larned A. Waterman Iowa Nonprofit Resource Center eNewsletter, Winter 2008-09, Vol. 5, no.1

The Larned A. Waterman Iowa Nonprofit Resource Center is a University of Iowa interdisciplinary collaboration created to make more accessible educational and service programs focused on strengthening the operational capacity of Iowa nonprofit organizations. The Center works collaboratively with government agencies, nonprofit organizations and educational institutions to impart new knowledge through activities and provide information and training resources to help nonprofit organizations and interested persons throughout Iowa. We seek to build the capacity and develop the effectiveness of community-based organizations and enhance the overall effectiveness of local organizations in building communities.

The Larned A. Waterman Iowa Nonprofit Resource Center e-Newsletter, Spring 2009, Vol. 5, no.2

The Larned A. Waterman Iowa Nonprofit Resource Center is a University of Iowa interdisciplinary collaboration created to make more accessible educational and service programs focused on strengthening the operational capacity of Iowa nonprofit organizations. The Center works collaboratively with government agencies, nonprofit organizations and educational institutions to impart new knowledge through activities and provide information and training resources to help nonprofit organizations and interested persons throughout Iowa. We seek to build the capacity and develop the effectiveness of community-based organizations and enhance the overall effectiveness of local organizations in building communities.

The Larned A. Waterman Iowa Nonprofit Resource Center e-Newsletter, Summer 2009, Vol. 5, no.3

The Larned A. Waterman Iowa Nonprofit Resource Center is a University of Iowa interdisciplinary collaboration created to make more accessible educational and service programs focused on strengthening the operational capacity of Iowa nonprofit organizations. The Center works collaboratively with government agencies, nonprofit organizations and educational institutions to impart new knowledge through activities and provide information and training resources to help nonprofit organizations and interested persons throughout Iowa. We seek to build the capacity and develop the effectiveness of community-based organizations and enhance the overall effectiveness of local organizations in building communities.

The Larned A. Waterman Iowa Nonprofit Resource Center e-Newsletter, Fall 2009, Vol. 5, no.4

The Larned A. Waterman Iowa Nonprofit Resource Center is a University of Iowa interdisciplinary collaboration created to make more accessible educational and service programs focused on strengthening the operational capacity of Iowa nonprofit organizations. The Center works collaboratively with government agencies, nonprofit organizations and educational institutions to impart new knowledge through activities and provide information and training resources to help nonprofit organizations and interested persons throughout Iowa. We seek to build the capacity and develop the effectiveness of community-based organizations and enhance the overall effectiveness of local organizations in building communities.

The Larned A. Waterman Iowa Nonprofit Resource Center e-Newsletter, Winter 2010 , Vol. 6, no.1

The Larned A. Waterman Iowa Nonprofit Resource Center is a University of Iowa interdisciplinary collaboration created to make more accessible educational and service programs focused on strengthening the operational capacity of Iowa nonprofit organizations. The Center works collaboratively with government agencies, nonprofit organizations and educational institutions to impart new knowledge through activities and provide information and training resources to help nonprofit organizations and interested persons throughout Iowa. We seek to build the capacity and develop the effectiveness of community-based organizations and enhance the overall effectiveness of local organizations in building communities.

The Larned A. Waterman Iowa Nonprofit Resource Center e-Newsletter, Spring 2010, Vol. 6, no. 2

The Larned A. Waterman Iowa Nonprofit Resource Center is a University of Iowa interdisciplinary collaboration created to make more accessible educational and service programs focused on strengthening the operational capacity of Iowa nonprofit organizations. The Center works collaboratively with government agencies, nonprofit organizations and educational institutions to impart new knowledge through activities and provide information and training resources to help nonprofit organizations and interested persons throughout Iowa. We seek to build the capacity and develop the effectiveness of community-based organizations and enhance the overall effectiveness of local organizations in building communities.

The Larned A. Waterman Iowa Nonprofit Resource Center e-Newsletter, Summer 2010, Vol. 6, no. 3

The Larned A. Waterman Iowa Nonprofit Resource Center is a University of Iowa interdisciplinary collaboration created to make more accessible educational and service programs focused on strengthening the operational capacity of Iowa nonprofit organizations. The Center works collaboratively with government agencies, nonprofit organizations and educational institutions to impart new knowledge through activities and provide information and training resources to help nonprofit organizations and interested persons throughout Iowa. We seek to build the capacity and develop the effectiveness of community-based organizations and enhance the overall effectiveness of local organizations in building communities.