Reading comprehension in nacional and internacional programs of educational assessment

El principal objetivo de este artículo es identificar distintos programas de evaluación educativa, tanto nacionales como internacionales, y describir sus características generales. Asimismo, analiza el modo en que se conceptualiza y evalúa la competencia lectora. Finalmente, este trabajo presenta los resultados que ha obtenido Argentina en esta área. Los programas analizados son: el Programa para la Evaluación Internacional de Alumnos (PISA, Programme for International Student Assessment) , el Segundo Estudio Regional Comparativo y Explicativo (SERCE) y, específicamente en nuestro país, el Operativo Nacional de Evaluación (ONE) y el Programa de Evaluación de la Calidad Educativa de la Provincia de Buenos Aires. Estos diferentes estudios sitúan la importancia de la lectura comprensiva en tanto "competencia para la vida" necesaria para la realización de otros aprendizajes, para el logro de una participación activa en la sociedad y ligada a la posibilidad de proyectar un futuro mejor. Los informes muestran la existencia de diferencias entre los resultados de distintos países y al interior de los mismos. El desarrollo de competencias desiguales aparece como un desafío a nivel nacional e internacional, ya que constituye un importante indicador de la situación crítica en la que se encuentran un número significativo de niños y adolescentes.

La competencia lectora en los programas nacionales e internacionales de evaluación educativa

El principal objetivo de este artículo es identificar distintos programas de evaluación educativa, tanto nacionales como internacionales, y describir sus características generales. Asimismo, analiza el modo en que se conceptualiza y evalúa la competencia lectora. Finalmente, este trabajo presenta los resultados que ha obtenido Argentina en esta área. Los programas analizados son: el Programa para la Evaluación Internacional de Alumnos (PISA, Programme for International Student Assessment) , el Segundo Estudio Regional Comparativo y Explicativo (SERCE) y, específicamente en nuestro país, el Operativo Nacional de Evaluación (ONE) y el Programa de Evaluación de la Calidad Educativa de la Provincia de Buenos Aires. Estos diferentes estudios sitúan la importancia de la lectura comprensiva en tanto "competencia para la vida" necesaria para la realización de otros aprendizajes, para el logro de una participación activa en la sociedad y ligada a la posibilidad de proyectar un futuro mejor. Los informes muestran la existencia de diferencias entre los resultados de distintos países y al interior de los mismos. El desarrollo de competencias desiguales aparece como un desafío a nivel nacional e internacional, ya que constituye un importante indicador de la situación crítica en la que se encuentran un número significativo de niños y adolescentes.

Increasing popular participation in the treaty-making process : the legislative process of Section 190 of the 2007 Constitution of Thailand

Historically, the authority to conclude international treaties was exclusively exercised by administrative bodies (or the chief of state). However, recent studies pointed out that the present legislative bodies have come to play a more active role through ratification or the review of treaties in European and American countries. Harrington (2005) studied judicial reform in British dominions and criticized the past executive-dominant treaty-making process as a “democratic deficit” due to a fear that under this system the nation might be bound by international agreements for which a consensus had not been obtained. These studies indicated that people’s participation in the treaty-making process has increased on a global basis, but neither of them provides sufficient descriptive evidence regarding why and how such procedures were established. The present paper therefore attempts to solve these questions by analyzing the legislative and political process of the treaty-making procedure reform in Thailand’s 2007 constitution as a case study.

Using online presence to improve online collaborative learning

Social software tools have become an integral part of students? personal lives and their primary communication medium. Likewise, these tools are increasingly entering the enterprise world (within the recent trend known as Enterprise 2.0) and becoming a part of everyday work routines. Aiming to keep the pace with the job requirements and also to position learning as an integral part of students? life, the field of education is challenged to embrace social software. Personal Learning Environments (PLEs) emerged as a concept that makes use of social software to facilitate collaboration, knowledge sharing, group formation around common interests, active participation and reflective thinking in online learning settings. Furthermore, social software allows for establishing and maintaining one?s presence in the online world. By being aware of a student's online presence, a PLE is better able to personalize the learning settings, e.g., through recommendation of content to use or people to collaborate with. Aiming to explore the potentials of online presence for the provision of recommendations in PLEs, in the scope of the OP4L project, we have develop a software solution that is based on a synergy of Semantic Web technologies, online presence and socially-oriented learning theories. In this paper we present the current results of this research work.

Learning Analytics and Interactions in Virtual Learning Environments. A Comparative Study of Typologies and their Relationship with Academic Performance

Analysis of learning data (learning analytics) is a new research field with high growth potential. The main objective of Learning analytics is the analysis of data (interactions being the basic data unit) generated in virtual learning environments, in order to maximize the outcomes of the learning process; however, a consensus has not been reached yet on which interactions must be measured and what is their influence on learning outcomes. This research is grounded on the study of e-learning interaction typologies and their relationship with students? academic performance, by means of a comparative study between different interaction typologies (based on the agents involved, frequency of use and participation mode). The main conclusions are a) that classifications based on agents offer a better explanation of academic performance; and b) that each of the three typologies are able to explain academic performance in terms of some of their components (student-teacher and student-student interactions, evaluating students interactions and active interactions, respectively), with the other components being nonrelevant.

Predicting academic performance with learning analytics in virtual learning environments: A comparative study of three interaction classifications

Learning analytics is the analysis of static and dynamic data extracted from virtual learning environments, in order to understand and optimize the learning process. Generally, this dynamic data is generated by the interactions which take place in the virtual learning environment. At the present time, many implementations for grouping of data have been proposed, but there is no consensus yet on which interactions and groups must be measured and analyzed. There is also no agreement on what is the influence of these interactions, if any, on learning outcomes, academic performance or student success. This study presents three different extant interaction typologies in e-learning and analyzes the relation of their components with students? academic performance. The three different classifications are based on the agents involved in the learning process, the frequency of use and the participation mode, respectively. The main findings from the research are: a) that agent-based classifications offer a better explanation of student academic performance; b) that at least one component in each typology predicts academic performance; and c) that student-teacher and student-student, evaluating students, and active interactions, respectively, have a significant impact on academic performance, while the other interaction types are not significantly related to academic performance.

CAS: A tool for improving autonomous work

The EHEA proposes a student-centered teaching model. Therefore, it seems necessary to actively involve the students in the teaching-learning process. Increasing the active participation of the students is not always easy in mathematical topics, since, when the students just enter the University, their ability to carry out autonomous mathematical work is scarce. In this paper we present some experiences related with the use of Computer Algebra Systems (CAS). All the experiences are designed in order to develop some mathematical competencies and mainly self-learning, the use of technology and team-work. The experiences include some teachers? proposals including: small projects to be executed in small groups, participation in competitions, the design of different CAS-Toolboxes, etc. The results obtained in the experiences, carried out with different groups of students from different engineering studies at different universities, makes us slightly optimistic about the educational value of the model.

"Deporte inclusivo en la escuela": diseño y análisis de un programa de intervencion para promover la inclusión del alumnado con discapacidad en Educación Física

La Educación Física se muestra, a priori, como un área idónea para trabajar intervenciones educativas para facilitar la inclusión de alumnos con discapacidad. Sin embargo, poco se conoce sobre el potencial que presentan los deportes adaptados y paralímpicos como contenido para fomentar la sensibilización y concienciación del alumnado sin discapacidad, especialmente en situaciones inclusivas de práctica. Por otro lado, la actitud del docente y su formación se presentan como claves en este contexto, ya que es quien en última instancia selecciona los contenidos a trabajar. Entendemos que en EF disponemos de una ocasión única en el curriculum para fomentar la participación activa y efectiva del alumno con discapacidad en clase (especialmente a nivel de desarrollo de la competencia motriz, entre otras), si bien esto depende de factores relacionados con los dos agentes anteriores. Es por todo ello que la Educación Física, como protagonista y como contenido, se muestra como un contexto adecuado para la investigación de los procesos de inclusión de alumnos con discapacidad en el ámbito educativo. Este trabajo de investigación pretende arrojar luz a los interrogantes que condicionan y limitan este contexto, desde una perspectiva multidisciplinar, con distintas metodologías, sobre los tres agentes indicados. La falta de consenso en la literatura en cuanto a las características y tipo de intervenciones eficaces para facilitar esta sensibilización del alumnado, unido a que es un ámbito relativamente reciente como tema de investigación, nos ha impulsado a trabajar en esta línea. El primer objetivo de este trabajo de investigación fue diseñar e implementar un programa de sensibilización y concienciación hacia la discapacidad basado en los deportes adaptados en el área de Educación Física para alumnos de secundaria y bachillerato. Inicialmente, se realizó una búsqueda bibliográfica tanto a nivel nacional como internacional, con el fin de definir las características principales que aporta la literatura científica en este aspecto. Apoyándonos por un lado, en el programa educativo Paralympic School Day (CPI, 2004) y por otro, en la citada revisión, desarrollamos un planteamiento inicial de estructura y fases. Dicho proyecto, fue presentado al Comité Paralímpico Español y a las federaciones deportivas españolas para personas con discapacidad, con la finalidad de recabar su apoyo institucional en forma de aval y recursos no solo a nivel económico sino también como apoyo logístico y de difusión. Tras su aprobación y gracias también al apoyo de la UPM, la Fundación Sanitas y Liberty Seguros, se procedió a diseñar el programa. Para el desarrollo de los materiales didácticos se contactó con expertos en la materia de EF y Actividad Física Adaptada tanto del ámbito educativo (profesores de educación secundaria y profesorado universitario) como del deportivo a nivel nacional. A su vez, se comenzó a difundir entre el profesorado de los centros con el fin de detectar su interés en participar durante el curso académico (2012-2013) en el programa “Deporte Inclusivo en la Escuela”. Con la finalización del desarrollo de los materiales didácticos, se visitó a los centros educativos para presentar el dossier informativo donde se explicaba el programa, así como las características y fases para su implementación. El programa está fundamentado en la Teoría del Contacto (Allport, 1954) y basado en los deportes adaptados y paralímpicos, planteado con una metodología inclusiva, seleccionando la información, la simulación y el contacto directo como estrategias para el fomento de la sensibilización y concienciación hacia la inclusión. En la reunión celebrada en la Facultad de Ciencias de la Actividad Física y del Deporte (INEF-UPM) en febrero de 2013, se coordinó junto con el profesorado la implementación del programa en cada uno de los 13 centros educativos, con acciones concretas como la adecuación de la propuesta didáctica en la planificación anual del profesor, el préstamo de material o la ponencia del deportista paralímpico entre otras cuestiones. Para la consecución del objetivo 2 de este trabajo, analizar el efecto del programa en los distintos agentes implicados en el mismo, alumnos sin discapacidad, profesorado de EF y alumnos con discapacidad, se calendarizó la toma de datos y la administración de las diferentes herramientas metodológicas para antes (pretest) como después de la intervención (posttets). En el caso de los alumnos sin discapacidad (N= 1068), se analizó el efecto de la intervención sobre la actitud hacia la inclusión, utilizando el cuestionario “Children Attitude Integrated Physical Education-Revised” (CAIPE-R; Block, 1995) de carácter cuantitativo tras su validación y adaptación al contexto español. Los resultados mostraron cambios significativos positivos en la actitud el grupo que mantuvo un contacto no estructurado con alumnos con discapacidad. En esta muestra también se midió la actitud hacia el juego cooperativo con compañeros con discapacidad en clases de EF usando el cuestionario “Children's Beliefs Toward Cooperative Playing With Peers With Disabilities in Physical Education” (CBIPPD-MPE; Obrusnikova, Block, y Dillon, 2010). El desarrollo de un sistema de categorías fundamentado en la Teoría del Comportamiento Planificado (Azjen, 1991) sirvió como base para el análisis de las creencias del alumnado sin discapacidad. Tras la intervención, las creencias conductuales emergentes se mantuvieron, excepto en el caso de los factores identificados como obstáculos de la inclusión. En el caso de las creencias normativas también se mantuvieron tras la intervención y respecto a las creencias de control, los alumnos identificaron al profesor como principal agente facilitador de la inclusión. En el caso de los profesores de EF participantes en el programa (N=18), se analizó el efecto del programa en su actitud hacia la inclusión de alumnos con discapacidad en EF con el cuestionario “Attitud toward inclusion of individual with physical disabilities in Physical Education” (ATISDPE-R; Kudláèek, Válková, Sherrill, Myers, y French, 2002). Los resultados mostraron que no se produjeron diferencias significativas tras la intervención en la actitud general, encontrando algunas diferencias en determinados ítems relacionados con los beneficios de la inclusión en los alumnos sin discapacidad relacionados con los docentes con experiencia previa con discapacidad y en EF antes de la intervención. La otra dimensión analizada fue el efecto de la intervención en la autoeficacia del profesor en la enseñanza de la EF en condiciones inclusivas, habiendo utilizado el cuestionario "Self-efficacy in teaching PE under inclusive conditions" (SEIPE; Hutzler, Zach, y Gafni, 2005). Los resultados en este caso muestran diferencias significativas positivas en cuestiones relacionadas como sentirse capaces de mejorar las condiciones óptimas de enseñanza con alumnos con discapacidad física como movilidad reducida severa y amputación y discapacidad visual tanto en situaciones deportivas, como juegos o actividades fuera del centro educativo a favor de los docentes. En cuanto al género, los hombres obtuvieron valores superiores a las mujeres en relación a sentirse más capaces de incluir a alumnos con discapacidad física tanto en juegos durante el recreo como en la enseñanza de técnica deportiva. Los profesores con menos de 10 años de docencia mostraron valores más positivos en cuanto a sentirse capaces de incluir a un alumno con discapacidad fisica en deportes durante su tiempo libre. El análisis del diario del profesor muestra por un lado, las tendencias emergentes como principales elementos facilitadores u obstaculizadores de la inclusión en EF, identificando al propio alumno sin discapacidad, el propio profesor, los contenidos, los materiales y la organización. Por otro lado, el análisis de los contenidos propuestos en el programa. En el caso de los alumnos con discapacidad (N=22), se analizó el impacto del programa de intervención en el autoconcepto, con el cuestionario "Autoconcepto forma 5" (AF5; F. García y Musitu, 2001). Se encontraron diferencias significativas a favor de las mujeres antes de la intervención en la dimensión familiar, mientras que los hombres obtuvieron valores más altos en las dimensiones social y físico. En cuanto a la edad, se encontraron diferencias significativas antes de la intervención, con valores superiores en los alumnos más jóvenes (12-14 años) en la dimensión físico, mientras que los alumnos mayores (15-17 años) mostraron valores más altos en la dimensión social del cuestionario. Respeto al tipo de discapacidad, los alumnos con discapacidad motórica mostraron mejores valores que los que tienen discapacidad auditiva para la dimensión físico antes de la intervención. En cuanto al autoconcepto general, las diferencias significativas positivas se producen en la dimensión académica. En cuanto al efecto del programa en la autoestima de los alumnos con discapacidad, se utilizó la Escala de "Autoestima de Rosenberg" (Rosenberg, 1989), no obteniendo diferencias significativas en cuanto el género. Apareciendo diferencias significativas antes de la intervención en el caso de la variable edad en los alumnos más jóvenes, en cuanto a que desearían valorarse más, y en los alumnos con discapacidad auditiva en que no se sienten muy orgullosos de ellos mismos. Se produce una mejora en la autoestima general en cuanto a que se sienten menos inútiles tras la intervención. En relación al objetivo 3 de este trabajo, tras el análisis de los resultados y haber discutido los mismos con los autores de referencia, emergió la propuesta de orientaciones tanto para los programa de intervención en EF para la sensibilización y concienciación del alumnado hacia la inclusión como de cara a la formación específica del profesorado, como clave en este tipo de intervenciones. Creemos que el programa “Deporte Inclusivo Escuela” se convierte en un elemento transformador de la realidad, ya que responde a las necesidades detectadas a la luz de esta investigación y que vienen a dar respuesta a los distintos agentes implicados en su desarrollo. Por un lado, atiende la demanda del ámbito educativo en cuanto a las necesidades de formación del profesorado, sensibilización y concienciación del alumnado sin discapacidad, además de facilitar oportunidades de participación activa al alumno con discapacidad en las sesiones de EF. Por otro lado, satisface la demanda por parte de las instituciones deportivas del ámbito de la discapacidad en cuanto a la promoción y difusión de los deportes adaptados y paralímpicos. Por último, desde el ámbito universitario, se muestra como un recurso en la formación del alumnado del grado en Ciencias de la Actividad Física y del Deporte, por su participación directa con la discapacidad. Por estos motivos, este trabajo se muestra como un punto de partida adecuado para seguir avanzando en la investigación en esta área. ABSTRACT Physical Education (PE) seems a priori, as a suitable area to work educational interventions to facilitate the inclusion of students with disabilities. However, little is known about the potential that have adapted and Paralympic sports as content to raise awareness of students without disabilities, especially in inclusive practice context. On the other hand, teachers’ attitude and their training are presented as key in this context because it is who selects the content to work. We understand that PE have a unique opportunity in the curriculum to encourage active and effective participation of students with disabilities in class (especially at motor competence development, etc.), although this depends on factors related to the two agents. For these reasons that the PE, as actors and as content is displayed as a context for investigating the processes of inclusion of students with disabilities in education. This research aims to shed light on the questions that condition and limit this context, from a multidisciplinary perspective, with different methodologies on the three agents mentioned. The lack of accord in the literature regarding the characteristics and type of effective facilitators of awareness of students, and that is a new area as a research topic, has prompted us to work in this topic research. The first aim of this research was to design and implement a program of awareness towards disability based on adapted sports in the area of physical education for middle and high school students. Initially, a literature search was performed both nationally and internationally, in order to define the main features that brings the scientific literature in this area. On the one hand, we supported in the Paralympic School Day (IPC, 2004) educative program and on the other hand, in that review, we developed an initial approach to structure and phases. The project was presented to the Spanish Paralympic Committee and the Spanish Sports Federations for people with disabilities, in order to obtain institutional support in the form of guarantees and resources not only in economic terms but also as logistical support and dissemination. Thanks to the support of Fundación Sanitas, Liberty Seguros and Politechnical University of Madrid, we proceeded to design the program. For the development of teaching resources it was contacted experts in the field of Adapted Physical Activity and physical education and both the field of education (high school teachers and university professors) as the adapted sport national. In turn, it began to spread among the teachers of the schools in order to identify their interest in participating in the academic year (2012-2013) in the "Inclusive Sport in School" program. With the completion of the development of educational materials to schools he was visited to present the briefing where the program, as well as features and steps for its implementation are explained. The program is based on the Contact Theory (Allport, 1954) and based on adapted and Paralympic sports, raised with an inclusive approach, selecting strategies for promoting awareness and awareness to inclusion like information, contact and simulation of disability. At the meeting held at the Faculty of Sciences of Physical Activity and Sport (INEF-UPM) in February 2013, it was coordinated with the teachers implementing the program in each of the 13 schools with concrete actions such as adequacy of methodological approach in the annual planning of the teacher, the loan or the presentation of materials Paralympian among other issues. To achieve the objective 2 of this paper, to analyze the effect of the program on the various actions involved it, students without disabilities, PE teachers and students with disabilities, the date for management of the different methodological tools for before (pretest) and after the intervention (posttets). For students without disabilities (N= 1068), the effect of the intervention on the attitude towards inclusion was analyzed, using the quantitative questionnaire "Integrated Physical Education Attitude Children-Revised" (CAIPE-R; Block, 1995), after validation and adaptation to the Spanish context. The results showed significant positive changes in the attitude of the group with no structured contact with students with disabilities. This shows the beliefs towards the cooperative play was with peers with disabilities in PE classes also measured, using the questionnaire "Children's Beliefs Toward Cooperative Playing With Peers With Disabilities in Physical Education" (CBIPPD-MPE; Obrusnikova, Block, and Dillon, 2010). The development of a system of categories based on the Theory of Planned Behavior (Azjen, 1991) served as the basis for analysis of the beliefs of students without disabilities. After surgery, emerging behavioral beliefs remained, except in the case of the factors identified as barriers to inclusion. In the case of normative beliefs also they remained after surgery and regarding control beliefs, students identified the teacher as the main facilitator of inclusion. Regarding PE teachers participating in the program (N = 18), the effect of the program was analyzed their attitude toward inclusion of students with disability in PE with the questionnaire "Toward Attitude inclusion of Individual with in Physical Education "(ATISDPE-R; Kudláèek, Válková, Sherrill, Myers, and French, 2002). The results showed no significant difference occurred after surgery in the general attitude, finding some differences in certain related benefits of inclusion in students without disability relating to teachers with previous experience with disability in PE before intervention. The other dimension was analyzed the effect of the intervention on self-efficacy of teachers in the teaching of PE in inclusive terms, having used the questionnaire "Self-efficacy in PE teaching even under conditions" (SEIPE; Hutzler, Zach, and Gafni, 2005). The results showed significant differences positive in issues like being able to enhance the optimal conditions for teaching students with physical disabilities as amputation and severe visual impairment in both sports situations, such as games or activities outside the school to for teachers. Regard to gender, men earned higher values regarding women about feel more able to include students with physical disabilities in both games during recess and teaching sports technique. Teachers with less than 10 years of teaching showed more positive values as you feel able to include a student with physical disabilities in sports during their leisure time. The analysis of daily teacher shows on the one hand, emerging trends as key facilitators or barrier of the inclusion elements in PE, identifying the students without disabilities themselves, the professor, contents, materials and organization. Furthermore, the analysis of daily teacher about the contents proposed in the program. In the case of students with disabilities (N=22), the impact of the intervention program on self-concept was analyzed, with the questionnaire "Self-concept form 5" (AF5, F. Garcia and Musitu, 2001). The women showed significant differences before the intervention in family dimension, while men scored higher values in the social and physical dimensions were found. In terms of age, significant differences were found before the intervention, with higher values in younger students (12-14 years) in the physical dimension, while older children (15-17 years) showed higher values the social dimension of the questionnaire. Respect disabilities, students with motor disabilities showed better values than those with hearing impairment to the physical dimension before surgery. As for the general self-concept, positive significant differences occur in the academic dimension. As for the effect of the program on self-esteem of students with disabilities Scale "Rosenberg Self-Esteem" (Rosenberg, 1989) was used, not getting significant differences in gender. Only appear significant difference before the intervention in the case of younger students as they wish to be valued more, and students with hearing disabilities who do not feel very proud of themselves. Improved self-esteem generally occurs in that they feel less useless after surgery. With regard to the aim 3 of this research, after analyzing the results and have discussed them with the authors, it emerged the proposal of guidelines for both intervention program EF for sensitization and awareness of students towards inclusion as in the face of specific training for teachers, as key in such interventions. We believe that "Inclusive Sport Schools" program becomes a transforming element of reality, as it responds to the needs identified in the light of this research and come to respond to the various elements involved in its development. On the one hand, it meets the demand of the education sector in terms of the needs of teacher training, awareness of students without disability, and facilitates opportunities for students with disabilities for active participation in PE class. On the other hand, it meets the demand of sports institutions in the field of disability regarding the promotion and dissemination of adapted and Paralympic sports. Finally, it is shown as a resource from the university level for the training of degree in Physical Activity and Sport Science students, by its direct involvement with disability. For these reasons, this work is shown as a good starting point to further advance research in this area.

Re-Ocupación y/o Re-Construcción de estructuras urbanas en desuso y su conexión con el espacio público y el paisaje

Los nuevos comportamientos urbanos nos permiten observar cada vez con más frecuencia en nuestras calles y plazas realidades que siempre habíamos considerado domésticas. Al contrario también pasa, todos los días vivimos en nuestras casas situaciones que implican relacionarnos con personas que no son de nuestro núcleo familiar. El diseño doméstico de nuestras ciudades y el urbanismo del diseño de interiores parecen herramientas oportunas en el mundo que nos ha tocado vivir. Esto nos lleva a pensar que los espacios públicos y privados son términos simplificados, definidos en base a conceptos de propiedad para organizar la ciudad. En cambio, sus usos y vivencias, su gestión y sus comportamientos se han complejizado, distorsionando la terminología convencional hasta hacerla obsoleta. En este contexto, considerado también el marco socioeconómico actual, surgen las “acciones de abajo a arriba” como nuevo paradigma o modelo de renovación urbana, que entienden la involucración del ciudadano como parte activa en el proceso de construcción de la urbe desde la misma gestación del proyecto, frente a las acciones habituales que consideran al usuario como mero receptor de las propuestas. Un ciudadano que parece estar cada vez más radicalizado y una administración que parece asustarse ante el desconcierto que el acercamiento al ciudadano puede acarrear, han ocasionado por un lado, espacios “gueto” de carácter casi anárquico y, por el otro lado, lugares tan institucionalizados que derivan en espacios asociados a la administración y ajenos al ciudadano. Por ello, se considera imprescindible la colaboración entre ambos poderes. De acuerdo con el discurso que precede, dentro de un marco comparativo, se estudian 5 supuestos seleccionados de las ciudades Madrid y Zaragoza. Madrid porque es referencia nacional e internacional en el desarrollo urbano a través de procesos ‘abajo arriba’. Zaragoza porque es una ciudad ‘media’ que históricamente no se ha definido por estrategias urbanas claras, ya sean de carácter social o institucional. Sin embargo, en el momento actual se pueden identificar planteamientos relacionados con la recuperación de construcciones y espacios vacantes que pueden ser determinantes a la hora de alcanzar equilibrios con los intensos procesos institucionales acaecidos en las dos últimas décadas. De los procesos urbanos registrados en cada lugar, desarrollados en construcciones y espacios vacantes, he seleccionado: Construcciones Vacantes Madrid |Tabacalera de Lavapiés Zaragoza | Antiguo I.E.S. Luis Buñuel y antiguo Convento de Mínimos Espacios Vacantes Madrid | Campo de Cebada [solar] Zaragoza | Patio ‘antiguo I.E.S. Luis Buñuel [espacio libre] y plaza Eduardo Ibarra [espacio libre] El proyecto de investigación ha partido de las hipótesis de partida que siguen: UNA… Las ‘acciones de abajo arriba’ o renovación desde abajo no tienen cabida como elementos urbanos aislados sino conectados entre sí, posibilitando la producción de sinergias y la construcción de la ciudad; pudiendo ser consideradas acciones de desarrollo y enlace urbano, pues su objetivo es convertirse en motores del espacio público. Cuestión que es aplicable al resto de los procesos o acciones urbanas [‘horizontales’ o ‘institucionales’] DOS… La capacidad de adaptación manifestada por las ‘acciones de abajo arriba’ implica un marco ideológico de referencia asociado a la importancia de la construcción con mínimos recursos [Re-ocupación y/o Re- Construcción de estructuras urbanas en desuso] en los procesos urbanos descritos, como vía para comprender los concepto sostenibilidad y calidad figurativa de lo construido. Cuestión que es aplicable a la recuperación de aquellos aspectos de la arquitectura que la convierten en necesaria para la sociedad. Y tiene como objetivo: Identificar modelos de sostenibilidad urbana como una estrategia que va de lo individual a lo colectivo y que se transmite fundamentalmente con la acción, mezclando la innovación y la tecnología en múltiples ámbitos, utilizando los recursos naturales e intelectuales de una manera eficiente y entendiendo la inteligencia humana y sobre todo la inteligencia colectiva, como principio y justificación. Se han analizado los siguientes aspectos: sociales [participación ciudadana e implicación de la administración pública], urbanos [conexiones con otros colectivos o espacios urbanos / transformaciones urbanas a través de los procesos de gestión utilizados], constructivos [materiales utilizados en la re-construcción de construcciones y espacios vacantes / sistemas constructivos utilizados] y los relacionados con la sostenibilidad [sostenibilidad económica / sostenibilidad de mantenimiento / sostenibilidad funcional / inteligencia colectiva] El estudio de los aspectos considerados se ha desarrollado con las herramientas metodológicas siguientes: Entrevistas abiertas a expertos: se han obtenido respuestas de 25 personas expertas [5 por cada espacio o construcción vacante] relacionadas con las acciones urbanas sostenibles, la cultura y las relaciones sociales, y que también conocen los lugares y su entorno desde los puntos de vista urbano y construido. Son ‘tipos ideales’ asociados a uno de los cinco poderes que se manifiestan en la ciudad: el poder educativo [la universidad], el poder creativo [la cultura], el poder administrativo [la política], el poder empresarial [la empresa privada] y los usuarios [un usuario activo y representativo de cada lugar elegido que haya intervenido en la gestación del proceso]. Han sido personas que conocían el tejido social y urbano de la ciudad de Zaragoza y Madrid, ya que la herramienta ‘entrevista abierta a expertos’, recoge datos y opiniones planteadas en las construcciones y espacios vacantes ubicados en Zaragoza y Madrid. Entrevistas cerradas a usuarios: como la población de usuarios que se somete a la investigación es infinita o muy grande, resulta imposible o inconveniente realizar la obtención de los datos sobre todos aquellos elementos que la forman. Por lo tanto, he decidido estudiar sólo una parte de la población que denomino ‘tipos ideales’, obteniendo respuestas de 150 usuarios [30 personas por cada espacio o construcción vacante]. La selección de grupos de personas entrevistadas, debe permitir que los resultados sean representativos de la población total de usuarios. Además, la elección de ‘tipos ideales’ se ha identificado con los vecinos de los núcleos urbanos [o barrios] en los que se ubican las construcciones o espacios vacantes analizados. Observación estructurada: recoger información a través de la observación me ha permitido conocer las actuaciones y comportamientos de los ciudadanos en el medio urbano. Esto ha facilitado el estudio del medio a nivel práctico, valorando el uso que la sociedad da a las construcciones y a los espacios vacantes analizados. Es importante posicionar la estrategia en relación con el tema de investigación propuesto. Una estrategia que dibuje un panorama plural, desarrollado a través de herramientas sociales y constructivas que permitan que la arquitectura hable de cosas parecidas a lo que interesa a la ciudadanía. Para ello, propuse un catálogo de herramientas arquitectónicas que han permitido evaluar todas las propuestas. Un contexto de estrategias comunes que han descrito con los mismos códigos las distintas actuaciones analizadas. Estas herramientas tocan diferentes campos de interés. Desde las partes más tectónicas y constructivas, hasta las más ligadas con el desarrollo urbanístico y social. Acciones de participación colectiva: Experiencias o laboratorios urbanos participados por los alumnos del grado de arquitectura de la UNIZAR y los agentes sociales. Las acciones son una herramienta propositiva. Investigar y analizar proponiendo ha permitido que el análisis del contexto pueda llegar a capas de mucha más profundidad. No se ha trabajado estableciendo jerarquías de profesores y alumnos, sino que se ha intentado posibilitar la conexión de distintos agentes que trabajan coordinadamente durante el tiempo que han durado las acciones. Por un lado esto ha permite que cada integrante haya aportado al grupo lo que mejor sabe hacer y de la misma manera, que cada uno pueda aprender aquello de lo que tenga más ganas… y reflexionar sobre determinados aspectos objeto del análisis. Una vez interpretados los resultados, obtenidos a través de las herramientas metodológicas referenciadas, se ha concluido lo que sigue: Respecto de la Hipótesis de partida UNO LAS ACCIONES ‘ABAJO ARRIBA’ han revelado que no se puede entender ningún proceso de gestión urbana fuera de la participación ciudadana. El ‘ESPACIO LIBRE’ de una ciudad necesita lugares de autogestión, espacios de cogestión, movimientos de ‘arriba abajo’ y también modelos que todavía no sabemos ni que existen. LAS ACCIONES INSTITUCIONALES ‘ARRIBA ABAJO’ han demostrado que no han presentado permeabilidad ni relación con las circulaciones de entorno. Tampoco han tenido en cuenta a otras muchas personas, ‘usuarios productores’, a las que les interesan los procesos de búsqueda y las fórmulas de conexión más interactivas. Respecto de la hipótesis de partida DOS LAS ACCIONES ‘ABAJO ARRIBA’ han revelado que el ‘derecho a la ciudad’, paradigma defendido por Lefebvre desde el cual se piensa el urbanismo ciudadano, en estos supuestos podría entenderse como el ‘derecho a la infraestructura’. El ESPACIO LIBRE es infraestructura y se quiere para infraestructurar los derechos de cada uno. Y aunque también es verdad que estas acciones son simples destellos, han hecho visible otro paradigma de gestión y propuesta urbana que puede ser predominante en un futuro próximo. LAS ACCIONES INSTITUCIONALES ‘ARRIBA ABAJO’ han revelado que las intervenciones estuvieron enfocadas únicamente a la resolución de los procesos constructivos y a la incorporación del programa como un dato ‘problema’ que era necesario resolver para evitar la afección al diseño. ABSTRACT The new urban ways of behaviour let us watch more and more frequently in our streets and squares, realities that we had always considered as domestic. This also happens the other way round. Every day we have to go through situations at home which imply relationships with people who don’t belong to our family circle. The domestic design of our cities and the urban planning of indoor design seem to be adequate tools in the world we have to live in. This leads us to think that public and private spaces are simplified terms, defined according to concepts of property in order to organise the city. On the other hand, its uses and the experiences of people, its management and ways of behaviour is now more complex, changing the conventional terminology that has become outdated. In this context, ‘bottom-up’ actions arise as a new paradigm or model of urban renewal. These actions consider the active role of social participation in the process of building up the city from the very beginning, in comparison with the former way of acting that considered the user as mere receptor of the proposals. A citizen who seems to become more and more radical, and an administration that seems to be afraid of the unknown, have created both almost anarchic ghetto spaces and, on the other hand, spaces which have been so institutionalised that derive into areas associated to the administration but alienated from the citizen. For this reason, cowork of both forces is considered as crucial. In accordance with the above mentioned ideas and within a comparative framework, five situations chosen from the cities of Madrid and Zaragoza are studied. Madrid because is a national and international reference in urban development that uses “bottom-up” processes. Zaragoza because is a “medium-size” city that, historically, has not been defined by clear social or institutional urban strategies. Nevertheless, at the present time we can identify approaches on the recovery of constructions and empty areas that may be determining for reaching a balance with the intense institutional processes that have taken place in the two last decades. From the urban processes registered in every place and developed in vacant areas and constructions, I have chosen: Vacant constructions Madrid | Lavapiés Tobacco Factory Zaragoza | Old Secondary School Luis Buñuel and old Convent of the Minimos Vacant areas Madrid | Campo de Cebada [non-built site]. Zaragoza | Old courtyard of the secondary school and Eduardo Ibarra square [free space] The research project has been issued from the following starting hypotheses: ONE… “Bottom-up actions” or renewal from below have no place as isolated urban elements but as connected parts that can produce synergies and the construction of the city, and that can also be considered as actions producing urban development and links. This can also be applied to the rest of urban processes or actions [‘horizontal’ or ‘institutional’]. TWO… The capacity of adaptation shown by “bottom-up actions” implies an ideological framework of reference which is related to the importance of construction with minimal resources (re-occupation and/or reconstruction of urban structures in disuse) in the above mentioned urban processes, as a way for understanding the concepts of sustainability and the representational quality of what has been constructed. This can also be applied to the recovery of those architectural aspects that make architecture necessary for society. And its objective is: Identify models of urban sustainability as a strategy going from the individual to the collective, which are mainly transferred by action and that mix innovation and technology in many fields. Models that use natural and intellectual resources in an efficient way, and understand human intelligence and, above all, collective intelligence, as principle and justification. The following aspects have been analysed: social [civic participation and involvement of the public Administration], urban [connections with other collectives or urban spaces / urban transformation by the processes of administration used], constructive [materials used for the re-construction of empty spaces / construction systems used] and those focusing on sustainability [economic sustainability /maintenance sustainability /functional sustainability / collective intelligence]. For researching into the above mentioned aspects, the following methodological tools have been developed: Open interviews with experts: answers from 25 experts have been obtained [five for every vacant space or empty construction] on sustainable urban actions, culture and social relations, who also know the places and their environment from an urban and constructive point of view. These are “ideal types” linked to one of the five powers acting in the city: the educational power [University], the creative power [culture], the administration power [politics], the corporate power [private companies] and the users [an active and representative user for every place selected during the establishment of the process]. They were people who knew the social and urban fabric of Zaragoza and Madrid, since the “open interview for experts” tool collects data and points of view set out in vacant constructions and spaces of Zaragoza and Madrid. Close interviews with users: as the number of users targeted for the research is very big or infinite, it is impossible or inconvenient to get data from all its constituent parts. Therefore, I have decided to research into the part of the population that I call “ideal types”, obtaining answers from 150 users [30 people for every empty space or construction]. The selection of the groups of people interviewed must produce results which are representative of the total population of users. Furthermore, the election of “ideal types” has been identified with the inhabitants of urban areas [or city districts] in which the vacant spaces or constructions analysed are located. A structured observation: I have known the actions and ways of behaving of the citizens in the urban environment by means of collecting information after observation. Therefore, the practical research into the target environment has been easier by valuing the use that society gives to the empty constructions and spaces analysed. It is important to position the strategy with respect to the research subject proposed. It involves a strategy able to get an overview of a plural landscape, developed by social and constructive tools, allowing architecture to talk about topics which are interesting for city dwellers. Therefore, I proposed a set of architectural tools to evaluate all the proposals. A context of common strategies describing the different actions analysed by using the same codes. These tools focus on different fields of interests, from the most tectonic and constructive parts, to the most related to urban and social development. Actions on collective participation: experiences or urban laboratories shared by the students of architecture of the University of Zaragoza and social agents. The actions are a proactive tool. Researching and analysing by means of proposing, has allowed me to analyse the context and much deeper layers. This work has not been done by establishing ranks of professors and student, but trying to get an interaction between the different agents who work in close coordination during the implementation of the actions. This has allowed every agent to contribute the group what they do the best, and also every individual has had the possibility to learn what s/he prefers…, thinking about the different aspects targeted by the analysis. Once the different methodological tools have been interpreted, this is the conclusion: With regard to the initial hypothesis ONE “BOTTOM-UP” ACTIONS have proven that no process of urban management can be understood outside civic participation. The “FREE SPACE” of a city needs self-managed places, co-managed spaces, “up-bottom” movements, and also models whose existence is still ignored. “UP-BOTTOM” INSTITUTIONAL ACTIONS have proven that they have not presented neither permeability nor relation with local ideas. They have also disregarded many other people, the “usersproducers”, who are interested in the most interactive means of searching and connecting processes. With regard to the initial hypothesis TWO Under these premises, “BOTTOM-UP” ACTIONS have shown that the “right to the city”, a paradigm defended by Lefebvre and from which citizen-focused urbanism is conceived, could be considered as a “right to the infrastructures”. A FREE SPACE is an infrastructure and must be used to “infrastructure” the rights of every citizen. And, even though it is true that these actions are mere flashes, they have made visible another paradigm of management and urban proposal that can be prevailing in a near future. “UP-BOTTOM” INSTITUTIONAL ACTIONS have revealed that the interventions have only focused on resolving construction processes and the incorporation of the program as a “problem” data that was necessary to resolve in order to avoid its influence on the design.

50 Years Ago We Marched: What began on the grounds of Lincoln University, ended on the steps of the Alabama State Capitol

LINCOLN UNIVERSITY - On March 25, 1965, a bus loaded with Lincoln University students and staff arrived in Montgomery, Ala. to join the Selma march for racial and voting equality. Although the Civil Rights Act of 1964 was in force, African-Americans continued to feel the effects of segregation. The 1960s was a decade of social unrest and change. In the Deep South, specifically Alabama, racial segregation was a cultural norm resistant to change. Governor George Wallace never concealed his personal viewpoints and political stance of the white majority, declaring “Segregation now, segregation tomorrow, segregation forever.” The march was aimed at obtaining African-Americans their constitutionally protected right to vote. However, Alabama’s deep-rooted culture of racial bias began to be challenged by a shift in American attitudes towards equality. Both black and whites wanted to end discrimination by using passive resistance, a movement utilized by Dr. Martin Luther King Jr. That passive resistance was often met with violence, sometimes at the hands of law enforcement and local citizens. The Selma to Montgomery march was a result of a protest for voting equality. The Student Nonviolent Coordinating Committee (SNCC) and the Southern Christian Leadership Counsel (SCLC) among other students marched along the streets to bring awareness to the voter registration campaign, which was organized to end discrimination in voting based on race. Violent acts of police officers and others were some of the everyday challenges protesters were facing. Forty-one participants from Lincoln University arrived in Montgomery to take part in the 1965 march for equality. Students from Lincoln University’s Journalism 383 class spent part of their 2015 spring semester researching the historical event. Here are their stories: Peter Kellogg “We’ve been watching the television, reading about it in the newspapers,” said Peter Kellogg during a February 2015 telephone interview. “Everyone knew the civil rights movement was going on, and it was important that we give him (Robert Newton) some assistance … and Newton said we needed to get involve and do something,” Kellogg, a lecturer in the 1960s at Lincoln University, discussed how the bus trip originated. “That’s why the bus happened,” Kellogg said. “Because of what he (Newton) did - that’s why Lincoln students went and participated.” “People were excited and the people along the sidewalk were supportive,” Kellogg said. However, the mood flipped from excited to scared and feeling intimidated. “It seems though every office building there was a guy in a blue uniform with binoculars standing in the crowd with troops and police. And if looks could kill me, we could have all been dead.” He says the hatred and intimidation was intense. Kellogg, being white, was an immediate target among many white people. He didn’t realize how dangerous the event in Alabama was until he and the others in the bus heard about the death of Viola Liuzzo. The married mother of five from Detroit was shot and killed by members of the Ku Klux Klan while shuttling activists to the Montgomery airport. “We found out about her death on the ride back,” Kellogg recalled. “Because it was a loss of life, and it shows the violence … we could have been exposed to that danger!” After returning to LU, Kellogg’s outlook on life took a dramatic turn. Kellogg noted King’s belief that a person should be willing to die for important causes. “The idea is that life is about something larger and more important than your own immediate gratification, and career success or personal achievements,” Kellogg said. “The civil rights movement … it made me, it made my life more significant because it was about something important.” The civil rights movement influenced Kellogg to change his career path and to become a black history lecturer. Until this day, he has no regrets and believes that his choices made him as a better individual. The bus ride to Alabama, he says, began with the actions of just one student. Robert Newton Robert Newton was the initiator, recruiter and leader of the Lincoln University movement to join Dr. Martin Luther King’s march in Selma. “In the 60s much of the civil rights activists came out of college,” said Newton during a recent phone interview. Many of the events that involved segregation compelled college students to fight for equality. “We had selected boycotts of merchants, when blacks were not allowed to try on clothes,” Newton said. “You could buy clothes at department stores, but no blacks could work at the department stores as sales people. If you bought clothes there you couldn’t try them on, you had to buy them first and take them home and try them on.” Newton said the students risked their lives to be a part of history and influence change. He not only recognized the historic event of his fellow Lincolnites, but also recognized other college students and historical black colleges and universities who played a vital role in history. “You had the S.N.C.C organization, in terms of voting rights and other things, including a lot of participation and working off the bureau,” Newton said. Other schools and places such as UNT, Greenville and Howard University and other historically black schools had groups that came out as leaders. Newton believes that much has changed from 50 years ago. “I think we’ve certainly come a long way from what I’ve seen from the standpoint of growing up outside of Birmingham, Alabama,” Newton said. He believes that college campuses today are more organized in their approach to social causes. “The campus appears to be some more integrated amongst students in terms of organizations and friendships.” Barbara Flint Dr. Barbara Flint grew up in the southern part of Arkansas and came to Lincoln University in 1961. She describes her experience at Lincoln as “being at Lincoln when the world was changing.“ She was an active member of Lincoln’s History Club, which focused on current events and issues and influenced her decision to join the Selma march. “The first idea was to raise some money and then we started talking about ‘why can’t we go?’ I very much wanted to be a living witness in history.” Reflecting on the march and journey to Montgomery, Flint describes it as being filled with tension. “We were very conscious of the fact that once we got on the road past Tennessee we didn’t know what was going to happen,” said Flint during a February 2015 phone interview. “Many of the students had not been beyond Missouri, so they didn’t have that sense of what happens in the South. Having lived there you knew the balance as well as what is likely to happen and what is not likely to happen. As my father use to say, ‘you have to know how to stay on that line of balance.’” Upon arriving in Alabama she remembers the feeling of excitement and relief from everyone on the bus. “We were tired and very happy to be there and we were trying to figure out where we were going to join and get into the march,” Flint said. “There were so many people coming in and then we were also trying to stay together; that was one of the things that really stuck out for me, not just for us but the people who were coming in. You didn’t want to lose sight of the people you came with.” Flint says she was keenly aware of her surroundings. For her, it was more than just marching forward. “I can still hear those helicopters now,” Flint recalled. “Every time the helicopters would come over the sound would make people jump and look up - I think that demonstrated the extent of the tenseness that was there at the time because the helicopters kept coming over every few minutes.” She said that the marchers sang “we are not afraid,” but that fear remained with every step. “Just having been there and being a witness and marching you realize that I’m one of those drops that’s going to make up this flood and with this flood things will move,” said Flint. As a student at Lincoln in 1965, Flint says the Selma experience undoubtedly changed her life. “You can’t expect to do exactly what you came to Lincoln to do,” Flint says. “That march - along with all the other marchers and the action that was taking place - directly changed the paths that I and many other people at Lincoln would take.” She says current students and new generations need to reflect on their personal role in society. “Decide what needs to be done and ask yourself ‘how can I best contribute to it?’” Flint said. She notes technology and social media can be used to reach audiences in ways unavailable to her generation in 1965. “So you don’t always have to wait for someone else to step out there and say ‘let’s march,’ you can express your vision and your views and you have the means to do so (so) others can follow you. Jaci Newsom Jaci Newsom came to Lincoln in 1965 from Atlanta. She came to Lincoln to major in sociology and being in Jefferson City was largely different from what she had grown up with. “To be able to come into a restaurant, sit down and be served a nice meal was eye-opening to me,” said Newsom during a recent interview. She eventually became accustomed to the relaxed attitude of Missouri and was shocked by the situation she encountered on an out-of-town trip. “I took a bus trip from Atlanta to Pensacola and I encountered the worse racism that I have ever seen. I was at bus stop, I went in to be served and they would not serve me. There was a policeman sitting there at the table and he told me that privately owned places could select not to serve you.” Newsom describes her experience of marching in Montgomery as being one with a purpose. “We felt as though we achieved something - we felt a sense of unity,” Newsom said. “We were very excited (because) we were going to hear from Martin Luther King. To actually be in the presence of him and the other civil rights workers there was just such enthusiasm and excitement yet there was also some apprehension of what we might encounter.” Many of the marchers showed their inspiration and determination while pressing forward towards the grounds of the Alabama Capitol building. Newsom recalled that the marchers were singing the lyrics “ain’t gonna let nobody turn me around” and “we shall overcome.” “ I started seeing people just like me,” Newsom said. “I don’t recall any of the scowling, the hitting, the things I would see on TV later. I just saw a sea of humanity marching towards the Capitol. I don’t remember what Martin Luther King said but it was always the same message: keep the faith; we’re going to get where we’re going and let us remember what our purpose is.” Newsom offers advice on what individuals can do to make their society a more productive and peaceful place. “We have come a long way and we have ways to change things that we did not have before,” Newsom said. “You need to work in positive ways to change.” Referencing the recent unrest in Ferguson, Mo., she believes that people become destructive as a way to show and vent anger. Her generation, she says, was raised to react in lawful ways – and believe in hope. “We have faith to do things in a way that was lawful and it makes me sad what people do when they feel without hope, and there is hope,” Newsom says. “Non-violence does work - we need to include everyone to make this world a better place.” Newsom graduated from Lincoln in 1969 and describes her experience at Lincoln as, “I grew up and did more growing at Lincoln than I think I did for the rest of my life.”

SAÚDE MENTAL EM SALA DE AULA: A PERCEPÇÃO DE PROFESSORES UNIVERSITÁRIOS

A presente dissertação de mestrado aborda a percepção de professores universitários a respeito da Saúde Mental no contexto da sala de aula. O objetivo geral do trabalho é compreender como o professor universitário percebe e lida com a sua saúde mental e a dos seus alunos em sala de aula. O autor utiliza as entrevistas de um total de 11 professores de primeiro e segundo semestres dos cursos de fisioterapia, jornalismo e sistemas de informação da Universidade Metodista de São Paulo - UMESP. Com base no método da Ground Theory, são realizadas as codificações aberta, axial e seletiva dos dados que por final são agrupados em nove categorias, sendo essas: percepção da saúde mental dos professores; percepção da saúde mental dos alunos; manejo da saúde mental do professor; manejo da saúde mental dos alunos; conceito de saúde; conceito de promoção da saúde; contextos promotores da saúde; contextos não promotores da saúde e manejo de alunos geradores de desconforto. O fenômeno central levantado a partir dos dados observado indica uma prática solitária, onde o professor considera apenas seus recursos psicológicos, seus valores e crenças pessoais como instrumentos para lidar com as adversidades emergentes em sala de aula. Observase também uma super valorização da aula expositiva e da cultura do dar aula, práticas que não estimulam uma participação mais democrática, autônoma e ativa por parte dos alunos. Nesse ambiente, o aluno surge como o maior problema à prática docente, na medida em que com sua imaturidade e conflitos inerentes a adolescência não permite que o professor transmita os conteúdos planejados sendo este motivo de frustrações e desmotivação no trabalho. A falta de um espaço institucional onde os professores possam trocar experiências, expor suas angústias e buscar apoio psicológico denuncia o distanciamento dos docentes das demais instâncias da instituição. A sala de aula também não é entendida pelos docentes como um espaço possível para a promoção da saúde, sendo esta compreendida mais como uma disciplina do que um conjunto de ações e práticas passíveis de serem aplicadas e incentivadas em sala de aula.(AU)

SAÚDE MENTAL EM SALA DE AULA: A PERCEPÇÃO DE PROFESSORES UNIVERSITÁRIOS

A presente dissertação de mestrado aborda a percepção de professores universitários a respeito da Saúde Mental no contexto da sala de aula. O objetivo geral do trabalho é compreender como o professor universitário percebe e lida com a sua saúde mental e a dos seus alunos em sala de aula. O autor utiliza as entrevistas de um total de 11 professores de primeiro e segundo semestres dos cursos de fisioterapia, jornalismo e sistemas de informação da Universidade Metodista de São Paulo - UMESP. Com base no método da Ground Theory, são realizadas as codificações aberta, axial e seletiva dos dados que por final são agrupados em nove categorias, sendo essas: percepção da saúde mental dos professores; percepção da saúde mental dos alunos; manejo da saúde mental do professor; manejo da saúde mental dos alunos; conceito de saúde; conceito de promoção da saúde; contextos promotores da saúde; contextos não promotores da saúde e manejo de alunos geradores de desconforto. O fenômeno central levantado a partir dos dados observado indica uma prática solitária, onde o professor considera apenas seus recursos psicológicos, seus valores e crenças pessoais como instrumentos para lidar com as adversidades emergentes em sala de aula. Observase também uma super valorização da aula expositiva e da cultura do dar aula, práticas que não estimulam uma participação mais democrática, autônoma e ativa por parte dos alunos. Nesse ambiente, o aluno surge como o maior problema à prática docente, na medida em que com sua imaturidade e conflitos inerentes a adolescência não permite que o professor transmita os conteúdos planejados sendo este motivo de frustrações e desmotivação no trabalho. A falta de um espaço institucional onde os professores possam trocar experiências, expor suas angústias e buscar apoio psicológico denuncia o distanciamento dos docentes das demais instâncias da instituição. A sala de aula também não é entendida pelos docentes como um espaço possível para a promoção da saúde, sendo esta compreendida mais como uma disciplina do que um conjunto de ações e práticas passíveis de serem aplicadas e incentivadas em sala de aula.(AU)

Participation of the nuclear cap binding complex in pre-mRNA 3′ processing

Communication between the 5′ and 3′ ends is a common feature of several aspects of eukaryotic mRNA metabolism. In the nucleus, the pre-mRNA 5′ end is bound by the nuclear cap binding complex (CBC). This RNA–protein complex plays an active role in both splicing and RNA export. We provide evidence for participation of CBC in the processing of the 3′ end of the message. Depletion of CBC from HeLa cell nuclear extract strongly reduced the endonucleolytic cleavage step of the cleavage and polyadenylation process. Cleavage was restored by addition of recombinant CBC. CBC depletion was found to reduce the stability of poly(A) site cleavage complexes formed in nuclear extract. We also provide evidence that the communication between the 5′ and 3′ ends of the pre-mRNA during processing is mediated by the physical association of the CBC/cap complex with 3′ processing factors bound at the poly(A) site. These observations, along with previous data on the function of CBC in splicing, illustrate the key role played by CBC in pre-mRNA recognition and processing. The data provides further support for the hypothesis that pre-mRNAs and mRNAs may exist and be functional in the form of “closed-loops,” due to interactions between factors bound at their 5′ and 3′ ends.

Assessing participation in online discussion forums: a proposal for multidimensional analysis

This paper aims to assess the discussion forums being used in the programme Especialista Universitario online sobre Tecnologías de la Información y la Comunicación, taught at the University of Alicante, on the basis of the analysis model suggested by Kay (2004). In such a model, it is essential to represent graphically the forum activity so that the visual representation may improve analysis. This research has allowed reaching results which define the forum activity and has contributed with a proposal for multi analysis in the area of assessing participation in communication within online discussion forums.

The Influence of Space Layout, Technology and Teaching Approach on Student Learning: An Architectural Technology Perspective

Some would argue that there is a need for the traditional lecture format to be rethought in favour of a more active approach. However, this must form part of a bipartite strategy, considered in conjunction with the layout of any new space to facilitate alternative learning and teaching methods. With this in mind, this paper begins to examine the impact of the learning environment on the student learning experience, specifically focusing on students studying on the Architectural Technology and Management programme at Ulster University. The aim of this study is two-fold: to increase understanding of the impact of learning space layout, by taking a student centered approach; and to gain an appreciation of how technology can impact upon the learning space. The study forms part of a wider project being undertaken at Ulster University known as the Learning Landscape Transition Project, exploring the relationship between learning, teaching and space layout. Data collection was both qualitative and quantitative, with use of a case study supported by a questionnaire based on attitudinal scaling. A focus group was also used to further analyse the key trends resulting from the questionnaire. The initial results suggest that the learning environment, and the technology within it, can not only play an important part in the overall learning experience of the student, but also assist with preparation for the working environment to be experienced in professional life.