232 resultados para ITE rajoilla
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Essai doctoral d'intégration présenté à la Faculté des Études Supérieures et Postdoctorales en vue de l'obtention du grade de Docteur en psychologie (D.Psy.), en psychologie clinique
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Epidemiologically related traits may share genetic risk factors, and pleiotropic analysis could identify individual loci associated with these traits. Because of their shared epidemiological associations, we conducted pleiotropic analysis of genome-wide association studies of lung cancer (12 160 lung cancer case patients and 16 838 control subjects) and cardiovascular disease risk factors (blood lipids from 188 577 subjects, type 2 diabetes from 148 821 subjects, body mass index from 123 865 subjects, and smoking phenotypes from 74 053 subjects). We found that 6p22.1 (rs6904596, ZNF184) was associated with both lung cancer (P = 5.50x10(-6)) and blood triglycerides (P = 1.39x10(-5)). We replicated the association in 6097 lung cancer case patients and 204 657 control subjects (P = 2.40 × 10(-4)) and in 71 113 subjects with triglycerides data (P = .01). rs6904596 reached genome-wide significance in lung cancer meta-analysis (odds ratio = 1.15, 95% confidence interval = 1.10 to 1.21 ,: Pcombined = 5.20x10(-9)). The large sample size provided by the lipid GWAS data and the shared genetic risk factors between the two traits contributed to the uncovering of a hitherto unidentified genetic locus for lung cancer.
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We exploit policy differences within the UK to investigate provider context and recruitment to initial teacher education (ITE). We identify three dimensions of variation: conceptions of professionalism, universal or context specific preparation and costs and benefits to providers. University-led ITE programmes used similar criteria and processes in each jurisdiction, but there were differences between university-led and school-led recruitment. Our study suggests that the current shortfall in recruitment to ITE in England may be a product of the contextual constraints which schools experience. It also suggests that school-led recruitment may tend to emphasise short-term and school-specific needs.
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This article summarises the explorations of two Initial Teacher Education (ITE) lecturers looking particularly at Muslim families’ sense of belonging as they encounter the British education system. The study draws on Garcia’s (2009, Alstad, 2013) view of monoglossic and heteroglossic settings, and on Cremin’s (2015) proposition of the super-diversity of inner-city experiences. Case studies of individual families are used to create a picture that reflects the complexity and shifting nature of cultures, languages and identities in present-day Britain. Video and tape interviews are used and data coded and analysed to identify prevailing themes. The families and schools taking part are active participants in the research process, giving informed and ongoing consent, and having control of the resulting findings. Parents’ and children’s perceptions and experience have evolved in complex ways across the generations, and in ways that challenge the stereotypes that dominate media portrayals. Early findings suggest that existing paradigms for discussing identity fail to capture the increasingly complex and super-diverse realities. In a world where xenophobia currently fuels rigid and stereotypical views of cultures in general and Muslim cultures in particular, it is important that the complexity of families’ identities and relationships to the existing systems is seen, heard and appreciated.
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Académico - CPTV
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Académico - CPTV
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Académico - CPTV
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Recursos Educativos - Conhecer
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Recursos Educativos - Conhecer
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Recursos Educativos - Conhecer
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Recursos Educativos - Conhecer
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Recursos Educativos - Conhecer
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Recursos Educativos - Conhecer
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Recursos Educativos - Conhecer