Representações sobre a leitura e sua influência em práticas educativas: um estudo no 1.º ciclo de Bolonha

É amplamente reconhecida a relevância crescente da leitura no século XXI, enquanto requisito fundamental para um exercício de cidadania responsável e crítico. Por outro lado, tal como acontece com outros aspetos da vida social, a investigação reconhece a influência exercida pelas representações sociais sobre a nossa compreensão do caráter multifacetado das práticas de leitura. Tal peso assume particular relevo no que diz respeito aos estudantes do Ensino Superior, nomeadamente aos futuros profissionais da Educação, pela sua responsabilidade acrescida na formação de leitores autónomos e críticos, privilegiando a sua motivação para a leitura e o seu desempenho em compreensão na leitura. No entanto, em Portugal, poucos estudos focam as representações sobre a leitura destes estudantes e sua influência em práticas educativas futuras. Nesse sentido, realizámos um estudo cujos objetivos de investigação foram: i) Identificar e caracterizar as representações de estudantes a frequentar um primeiro ciclo de estudos de Bolonha sobre: a sua motivação para a leitura; o seu desempenho em compreensão na leitura; os fatores que os influenciariam; as competências em leitura do seu futuro público; estratégias didáticas orientadas para a motivação para a leitura e o desenvolvimento da compreensão na leitura no seu futuro público; ii) determinar a influência das representações sobre estes aspetos nas suas práticas futuras relacionadas com a motivação para a leitura e o desenvolvimento da compreensão na leitura; iii) conceber, implementar e avaliar um plano de formação em Didática do Português, visando a promoção da competência didática dos estudantes, orientada para a motivação do seu futuro público para a leitura e o desenvolvimento da compreensão na leitura. Neste estudo, participaram 53 estudantes, inscritos na unidade curricular de Iniciação à Leitura e à Escrita, integrada no 3.º ano do plano de estudos da Licenciatura em Educação Básica da Escola Superior de Educação de Viseu, no 1.º semestre do ano letivo de 2012/2013. Foram objeto de uma intervenção didática, integrada no módulo programático consagrado à leitura, que durou quatro semanas. Face aos objetivos traçados, optámos por uma abordagem de natureza qualitativa, tendo como referencial metodológico o estudo de caso único. Foram utilizados vários instrumentos de recolha de dados: para os relativos às representações, usámos um questionário, uma reflexão escrita individual e duas fichas de trabalho; para os relacionados com o desempenho, recorremos a um relatório escrito de um trabalho prático de planificação e fundamentação de atividades, com uma componente individual e outra realizada em grupo. Todos os dados recolhidos foram objeto de análise de conteúdo, complementada por uma análise estatística descritiva (frequências absolutas e relativas). O nosso estudo permitiu-nos concluir que as representações sobre a leitura destes estudantes podem ser encaradas como um constructo multifacetado e complexo, no qual assume centralidade o conhecimento, associado à valorização da leitura em contexto escolar, sendo relegada para segundo plano uma dimensão mais afetiva da leitura. Tais representações seriam influenciadas por múltiplos fatores. No que respeita à motivação para a leitura, tais fatores incluiriam o género, o estatuto sociocultural, as práticas de literacia familiar e académica, os hábitos de leitura, o gosto pela leitura e preferências de leitura. O desempenho em compreensão na leitura, de caráter multidimensional, seria influenciado pelas estratégias que os estudantes mobilizariam durante a leitura, pela sua atitude de persistência quando confrontados com dificuldades e pela facilidade com que leriam com fins informativos, académicos e recreativos. Concluímos igualmente que tais representações sobre a leitura se repercutiriam nas práticas educativas futuras dos estudantes relacionadas com a motivação para a leitura e com o desenvolvimento da compreensão na leitura. A intervenção didática realizada teria concorrido para os dotar de algumas competências didáticas relacionadas com o ensino explícito da compreensão na leitura e fazer evoluir as representações, contribuindo também para algumas alterações ao seu perfil de leitor, em termos de motivação e de desempenho. Inferimos que tal evolução se repercutiu no modo como encaravam as suas futuras práticas educativas, no que se referia à competência didática para a motivação para a leitura e desenvolvimento de competências em compreensão na leitura no seu futuro público. Da investigação realizada decorrem algumas sugestões pedagógicodidáticas com vista a contribuir para o aprofundamento das representações sobre a leitura dos estudantes futuros profissionais da Educação e sua influência em práticas educativas.

Dokumentation der Befragungsinstrumente der Interventionsstudie im Projekt “Conditions and Consequences of Classroom Assessment” (Co²CA)

Das im Rahmen des DFG-Schwerpunktprogramms „Kompetenzmodelle“ durchgeführte Projekt „Conditions and Consequences of Classroom Assessment“ (Co²CA) geht in vier Teilstudien der Frage nach, wie formatives Assessment im Unterricht gestaltet werden kann, um sowohl eine präzise Leistungsmessung zu ermöglichen als auch positive Wirkungen auf den Lehr-Lernprozess zu erreichen. Das Project Co²CA leistet damit einen wichtigen Beitrag zur Erforschung zweier Kernelemente formativen Assessments – der detaillierten Diagnose von Schülerleistungen und der Nutzung der gewonnenen Informationen in Form lernförderlichen Feedbacks. Zentrale Idee von formativem Assessment (Lernbegleitende Leistungsbeurteilung und –rückmeldung) ist es mit Hilfe von Leistungsmessungen Informationen über den Lernstand der Schülerinnen und Schüler zu gewinnen und diese Informationen für die Gestaltung des weiteren Lehr- und Lernprozess zu nutzen. Den Lernenden kann auf Basis der Leistungsbeurteilung lernförderliches Feedback gegeben werden, um so die Diskrepanz zwischen Lernstand und Lernziel zu verringern. Die Kernelemente formativem Assessments bestehen also aus einer detaillierten Diagnose des Lernstandes und der Nutzung der gewonnen Informationen – z.B. in Form von Feedback. [...] Das vorliegende Skalenhandbuch dokumentiert die in der Unterrichtsstudie eingesetzten Befragungsinstrumente für Schülerinnen und Schüler sowie für Lehrkräfte. (DIPF/Autor)

The use of motivational interviews by nurses to promote health behaviors in adolescents: a scoping review protocol

Adolescents - defined as young people between 10 and 19 years of age1 - are, in general, a relatively healthy segment of the population.2 However, the developmental changes that take place during adolescence may affect their subsequent risk for diseases and for a variety of health-related behaviors. In fact, early onset of preventable health problems (e.g. obesity, malnutrition, STDs) and the engagement in health risk behaviors (e.g., sedentary life style, excessive alcohol consumption, unprotected sex) during adolescence, are likely to put them at greater risk for physical and mental health problems at a later stage in life. Moreover, health related problems and health risk behaviors may disrupt adolescents' physical and cognitive development and therefore may affect their ability to think and act in relation to decisions about their health in the future.1 In summary, health-related behaviors in adolescence, apart from their influence on the continuum of "health-disease", they also have the potential to influence future behaviors. In fact, several studies have shown that past behaviors are good predictors of future behaviors .3,4 Thus, promoting healthy practices during adolescence and taking measures to better protect young people from health risks are essential for the prevention of health problems in adulthood.5 According to the World Health Organization, the main problems affecting young people include mental health problems (such as behavioral disorders, eating disorders, suicide, anxiety or depression), the use of substances (illegal substances, alcohol and tobacco), interpersonal violence, nutrition (a proper nutrition consists of healthy eating habits and physical exercise), unintentional injuries (which are a leading cause of death and disability among young people, with road traffic injuries accounting for about 700 deaths per day), sexual and reproductive health (for example, risky sexual behaviors, early pregnancy and childbirth) and HIV (resulting from sexual transmission and drug injection).5,6 On the other hand, the number of children and youth with chronic health conditions has increased dramatically in the past four decades7 as larger numbers of chronically ill children survive beyond the age of 10.8 Despite the lack of data on adolescents' health making it difficult to determine the prevalence of chronic illnesses in this age group9, it is known that one in ten adolescents suffers from a chronic condition worldwide.10 In fact, national population based studies from Western countries show that 20-30% of teenagers have a chronic illness, defined as one that lasts longer than six months.8 The most prevalent chronic illness among adolescents is asthma and the one with the highest incidence is diabetes mellitus, particularly type II.9 Traditionally, healthcare professionals have been mainly investing in health education activities, through the transmission of knowledge with a view to creating habits, customs and behaviors, and promoting healthy lifestyles. However, empowering people does not only consist of giving them the right information11 , i.e. good information is not enough to cause people to make changes.12 The motivation or desire to change unhealthy behaviors and habits depends on many factors, namely intrinsic motivation, control over personal decisions, self-confidence and perception of effectiveness, personal ambivalence, and individualized assistance.12 Many professionals assume that supplying knowledge is sufficient for behavioral changes; however, even very good advice often fails to generate behavioral change. After all, people continue to engage in unhealthy behaviors despite clearly knowing what they should do and how to change. "What is lacking is the motivation to apply that knowledge".13, p.1233 In fact, behavioral change is a complex phenomenon with multiple determinants that also includes motivational variables. It is associated with ambivalent processes expressed in the dilemma between keeping the current status and moving on to new ways of acting. For example, telling adolescents that if they keep on engaging in a certain behavior, they are increasing the risk of developing a long-term condition such as cardiovascular disease, stroke or diabetes is rarely enough to trigger the desired behavioral change; people are more likely to change when they believe that the change is really effective and that they are able to implement it.12 Therefore, it is essential to provide specific training for "healthcare professionals to master motivational techniques, avoid confrontation with the users, and facilitate behavioral changes".14 In this context, motivating patients to make behavioral changes is also an important nursing task where change in lifestyle is a major element of patients' treatment and preventive interventions.15 One of the nurse's goals is to help improve a patient's health or help them to manage existing health conditions. Once nurses are in a position where they have to focus on accomplishing tasks and telling patients what needs to be accomplished16, the role of the nurse is expanding even more into the use of motivational strategies.17 MI is bringing nurses back to therapeutic communication and moving them closer to successful health promotion and disease management, by promoting behavior change and empowering their patients. As the nursing profession evolves, MI is seen as a challenge and the basis of nurse's interactions with individuals, families and communities.16, 17 In the same way, MI may be taken as an essential tool in the provision of nursing care to adolescents, being itself a workspace with possible therapeutic effects regarding problems, clarification of doubts, and development of skills.18 In fact, MI may be particularly applicable in work with adolescents because of their specific developmental stage. Adolescents attempt to establish their own autonomy and identity while struggling with social interactions and moral issues, which leads to ambivalence.19 Consistent with the developmental challenges during adolescence, "MI explicitly honors autonomy, people's right and irrevocable ability to decide about their own behavior"20 while allowing the person to explore possibilities for change of risky or maladaptive behaviours.19 MI can be defined as a directive, client-centred counselling style for eliciting behavior change by helping clients to explore and resolve ambivalence. It is most centrally defined not by technique but by its spirit as a facilitative style of interpersonal relationship.21 It is a set of strategies and techniques widely used in clinical practice based on the transtheoretical model of change. The Stages of Change model describes five stages of readiness—precontemplation, contemplation, preparation, action, and maintenance—and provides a framework for understanding behavior change.22 The MI has been widely tested and applied in different areas, such as modification of addictive behaviors, interventions with offenders in the context of justice, eating disorders, promotion of therapeutic adherence among chronic patients, promotion of learning in school settings or intervention with adolescents at risk.18,23 In general, clinical practice has been adopting the perspective of motivation as something relatively immutable, i.e., the adolescent is either motivated for change/treatment and, in these conditions, the professional's role is to help him/her, or the adolescent is not motivated and then change/treatment is not feasible. Alternatively the theoretical model underlying the MI technique postulates that the individual's adherence to change/treatment depends on his/her motivation, which can change throughout the therapeutic intervention. As several studies found positive results for effects of MI24-26 and its use by health professionals is encouraged23,27 nurses may play an important role in patients' process of change. As nurses have a crucial role in clinical contexts, they can facilitate the process of ending risk behaviors and/or adopting positive health behaviors through some motivational techniques, namely with adolescents. A considerable number of systematic reviews about MI already exist pointing to some benefits of its use in the treatment of a broad range of behavioral problems and diseases.13,28,29 Some of the current reviews focus on examining the effectiveness of MI for adolescents with diverse health risks/problems 30-32. However, to date there are no reviews that present and assess the evidence for the use of nurse-led MI in adolescents. Therefore, we have little knowledge of what works for whom (which adolescent subpopulation) under what circumstances (in which setting, for what problem) in relation to motivational interviewing by nurses. There is a clear need for scoping or mapping the use of MI by nurses with adolescents to identify evidence gaps and to inform opportunities for future development in nursing practice. On the other hand, information regarding nurse-led implemented and evaluated interventions, techniques and/or strategies used, contexts of application and adolescents subpopulation groups is dispersed in the literature33-36 which impedes the formulation of precise questions about the effectiveness of those interventions conducted by nurses and therefore the realization of a systematic review. In other words, it is known that different kind of motivational interventions have been implemented in different contexts by nurses, however does not exist a map about all the motivational techniques and/or strategies used. Furthermore the literature does not clarify which is the role of nurses at cross professional motivational intervention implemented programs and finally the outcomes and evaluation of interventions are unclear. Thus, the practical implication of this mapping will be clarifying all these aspects. Without this clarification is not possible to proceed to the realization of a systematic review about the effectiveness of the use of motivational interviews by nurses to promote health behaviors in adolescents, in a particular context and/or health risk behavior; or regarding the effectiveness of certain technique and/or strategy of MI. Consequently, there are important questions about the nature of the evidence in this area that need to be answered before formulating a precise question of effectiveness. This scoping review aims to respond to these questions. An initial search of the JBI Database of Systematic Reviews & Implementation Reports, Cochrane Database of Systematic Reviews, , Database of promoting health effectiveness reviews (DoPHER), The Campbell Library, Medline and CINAHL, has revealed that currently there is no Scoping Review (published or in progress) on the subject. In this context, this scoping review will examine and map the published and unpublished research around the use of MI by nurses implemented and evaluated to promote health behaviors in adolescents; to establish its current extent, range and nature and identify its feasibility, outcomes and gaps in the evidence defining research priorities in this field. This scoping review will be informed by the JBI methodology37 that suggests a five stage methodological framework for conducting scoping reviews which includes: identifying the research question, searching for relevant studies, selecting studies, charting data, collating, summarizing and reporting the results.

Motivation in action: A process model of L2 motivation

As part of a long-term project aimed at designing classroom interventions to motivate language learners, we have searched for a motivation model that could serve as a theoretical basis for the methodological applications. We have found that none of the existing models we considered were entirely adequate for our purpose for three reasons: (1) they did not provide a sufficiently comprehensive and detailed summary of all the relevant motivational influences on classroom behaviour; (2) they tended to focus on how and why people choose certain courses of action, while ignoring or playing down the importance of motivational sources of executing goal-directed behaviour; and (3) they did not do justice to the fact that motivation is not static but dynamically evolving and changing in time, making it necessary for motivation constructs to contain a featured temporal axis. Consequently, partly inspired by Heckhausen and Kuhl's 'Action Control Theory', we have developed a new 'Process Model of L2 Motivation', which is intended both to account for the dynamics of motivational change in time and to synthesise many of the most important motivational conceptualisations to date. In this paper we describe the main components of this model, also listing a number of its limitations which need to be resolved in future research.

Rapport entre les méthodes pédagogiques et les indicateurs de motivation scolaire chez des étudiantes et des étudiants en Soins infirmiers

La réussite scolaire est affaire de capacité, mais aussi de motivation. Viau (2009) définit la motivation comme: un état dynamique qui a ses origines dans les perceptions qu’une étudiante ou un étudiant a de lui-même et de son environnement et qui l’incite à choisir une activité, à s’y engager et à persévérer dans son accomplissement afin d’atteindre un but. La motivation, c’est ce moteur qui nous fait avancer pour atteindre un idéal. Tout enseignante ou enseignant doit favoriser la motivation des étudiantes et des étudiants et mettre en place des conditions nécessaires pour leur permettre de trouver eux-mêmes le sens qu’ils souhaitent donner à leur démarche. En effet, si les étudiantes et les étudiants choisissent leur programme d’étude et parfois certains cours, il en revient à l’enseignante et à l’enseignant de contribuer à susciter l’intérêt pour le cours, d’aider la clientèle étudiante à percevoir son utilité et surtout à se réaliser dans ses apprentissages. Si l’enseignante ou l’enseignant n’a pas le choix sur le contenu du cours, il a cependant le choix des méthodes pédagogiques à utiliser. Certaines méthodes pédagogiques vont susciter un dynamisme qui caractérise les interactions entre les étudiantes et les étudiants, et entre ces derniers et l’enseignante ou l’enseignant. Ce dynamisme contribue à motiver la clientèle étudiante. Dans cet essai, la chercheure s’est intéressée sur l’effet des stratégies d’enseignement sur les étudiantes et étudiants en Soins infirmiers. Le premier chapitre aborde l’APC et le vent de changement suscité par cette approche sur les méthodes pédagogiques, mais aussi sur le rôle des enseignantes et des enseignants. On y aborde en conséquence la problématique ainsi que les raisons qui ont motivé la chercheure à vouloir conduire cette étude. Le deuxième chapitre est le cadre de référence de cette étude. Les méthodes pédagogiques et la motivation scolaire sont au coeur de ce cadre conceptuel. On y retrouve entre autres la classification, la définition et la description de huit méthodes pédagogiques, soit les plus populaires selon Chamberland, Lavoie et Marquis (1995). Par la suite, la motivation scolaire est abordée en discutant entre autres des facteurs liés à la classe, des trois déterminants, les perceptions attributionnelles, la perception de sa compétence, la perception de l’importance de la tâche ainsi que deux indicateurs de la motivation scolaire: l’engagement cognitif et la participation. Barbeau (1994) a élaboré un modèle de la motivation qui regroupe cinq grandes variables de la motivation dans un ensemble dynamique. Ce modèle est présenté dans ce chapitre. Le troisième chapitre élabore la méthodologie utilisée pour la réalisation de cette étude. L’approche méthodologique de type qualitatif est présentée de même que le paradigme interprétatif. L’approche méthodologique, les participantes et les participants à la recherche, le déroulement de la recherche et les instruments de collecte de données sont expliqués. Cette étude a fait appel à trois outils de collectes de données soit un entretien semi-dirigé avec les enseignantes et les enseignants, l’observation en classe et le questionnaire passé aux étudiantes et aux étudiants. Le quatrième chapitre comprend l’interprétation des résultats obtenus. Les résultats sont présentés à partir des données recueillies par les différents instruments de collecte. Ces derniers font ressortir que les étudiantes et les étudiants semblent plus motivés si les méthodes pédagogiques utilisées sont plus actives. La conclusion de cette recherche présente pour sa part un résumé de l’étude, les retombées de la recherche et différentes avenues qui pourraient être développées.

Low spatial frequency filtering modulates early brain processing of affective complex pictures

Recent research on affective processing has suggested that low spatial frequency information of fearful faces provide rapid emotional cues to the amygdala, whereas high spatial frequencies convey fine-grained information to the fusiform gyrus, regardless of emotional expression. In the present experiment, we examined the effects of low (LSF, <15 cycles/image width) and high spatial frequency filtering (HSF, >25 cycles/image width) on brain processing of complex pictures depicting pleasant, unpleasant, and neutral scenes. Event-related potentials (ERP), percentage of recognized stimuli and response times were recorded in 19 healthy volunteers. Behavioral results indicated faster reaction times in response to unpleasant LSF than to unpleasant HSF pictures. Unpleasant LSF pictures and pleasant unfiltered pictures also elicited significant enhancements of P1 amplitudes at occipital electrodes as compared to neutral LSF and unfiltered pictures, respectively; whereas no significant effects of affective modulation were found for HSF pictures. Moreover, mean ERP amplitudes in the time between 200 and 500ms post-stimulus were significantly greater for affective (pleasant and unpleasant) than for neutral unfiltered pictures; whereas no significant affective modulation was found for HSF or LSF pictures at those latencies. The fact that affective LSF pictures elicited an enhancement of brain responses at early, but not at later latencies, suggests the existence of a rapid and preattentive neural mechanism for the processing of motivationally relevant stimuli, which could be driven by LSF cues. Our findings confirm thus previous results showing differences on brain processing of affective LSF and HSF faces, and extend these results to more complex and social affective pictures.

An investigation of online acoustic information for elite rowers in on-water training conditions

Presenting acoustic information has become increasingly interesting for technique training and control in various sports. In elite rowing, acoustic feedback is a new and promising application to optimize the boat's forward motion. This paper describes the potential of acoustic information which represents the movement-relevant information on the boat's forward motion for rowing and its implementation as online acoustic feedback during on-water training sessions. The first significant results were encouraging and support the intention to implement the acoustic information regularly into training processes for elite athletes. © Faculty of Education. University of Alicante.

Numerical analysis of wooden slabs with perforations under fire conditions

Wood is considered an ideal solution for floors and roofs building construction, due the mechanical and thermal properties, associated with acoustic conditions. These constructions have good sound absorption, heat insulation and relevant architectonic characteristics. They are used in many civil applications: concert and conference halls, auditoriums, ceilings, walls… However, the high vulnerability of wooden elements submitted to fire conditions requires the evaluation of its structural behaviour with accuracy. The main objective of this work is to present a numerical model to assess the fire resistance of wooden cellular slabs with different perforations. Also the thermal behaviour of the wooden slabs will be compared considering different material insulation, with different sizes, inside the cavities. A transient thermal analysis with nonlinear material behaviour will be solved using ANSYS© program. This study allows to verify the fire resistance, the temperature evolution and the char-layer, throughout a wooden cellular slab with perforations and considering the insulation effect inside the cavities.

Development of Imaging Mass Spectrometry Analysis of Lipids in Biological and Clinically Relevant Applications

La spectrométrie de masse mesure la masse des ions selon leur rapport masse sur charge. Cette technique est employée dans plusieurs domaines et peut analyser des mélanges complexes. L’imagerie par spectrométrie de masse (Imaging Mass Spectrometry en anglais, IMS), une branche de la spectrométrie de masse, permet l’analyse des ions sur une surface, tout en conservant l’organisation spatiale des ions détectés. Jusqu’à présent, les échantillons les plus étudiés en IMS sont des sections tissulaires végétales ou animales. Parmi les molécules couramment analysées par l’IMS, les lipides ont suscité beaucoup d'intérêt. Les lipides sont impliqués dans les maladies et le fonctionnement normal des cellules; ils forment la membrane cellulaire et ont plusieurs rôles, comme celui de réguler des événements cellulaires. Considérant l’implication des lipides dans la biologie et la capacité du MALDI IMS à les analyser, nous avons développé des stratégies analytiques pour la manipulation des échantillons et l’analyse de larges ensembles de données lipidiques. La dégradation des lipides est très importante dans l’industrie alimentaire. De la même façon, les lipides des sections tissulaires risquent de se dégrader. Leurs produits de dégradation peuvent donc introduire des artefacts dans l’analyse IMS ainsi que la perte d’espèces lipidiques pouvant nuire à la précision des mesures d’abondance. Puisque les lipides oxydés sont aussi des médiateurs importants dans le développement de plusieurs maladies, leur réelle préservation devient donc critique. Dans les études multi-institutionnelles où les échantillons sont souvent transportés d’un emplacement à l’autre, des protocoles adaptés et validés, et des mesures de dégradation sont nécessaires. Nos principaux résultats sont les suivants : un accroissement en fonction du temps des phospholipides oxydés et des lysophospholipides dans des conditions ambiantes, une diminution de la présence des lipides ayant des acides gras insaturés et un effet inhibitoire sur ses phénomènes de la conservation des sections au froid sous N2. A température et atmosphère ambiantes, les phospholipides sont oxydés sur une échelle de temps typique d’une préparation IMS normale (~30 minutes). Les phospholipides sont aussi décomposés en lysophospholipides sur une échelle de temps de plusieurs jours. La validation d’une méthode de manipulation d’échantillon est d’autant plus importante lorsqu’il s’agit d’analyser un plus grand nombre d’échantillons. L’athérosclérose est une maladie cardiovasculaire induite par l’accumulation de matériel cellulaire sur la paroi artérielle. Puisque l’athérosclérose est un phénomène en trois dimension (3D), l'IMS 3D en série devient donc utile, d'une part, car elle a la capacité à localiser les molécules sur la longueur totale d’une plaque athéromateuse et, d'autre part, car elle peut identifier des mécanismes moléculaires du développement ou de la rupture des plaques. l'IMS 3D en série fait face à certains défis spécifiques, dont beaucoup se rapportent simplement à la reconstruction en 3D et à l’interprétation de la reconstruction moléculaire en temps réel. En tenant compte de ces objectifs et en utilisant l’IMS des lipides pour l’étude des plaques d’athérosclérose d’une carotide humaine et d’un modèle murin d’athérosclérose, nous avons élaboré des méthodes «open-source» pour la reconstruction des données de l’IMS en 3D. Notre méthodologie fournit un moyen d’obtenir des visualisations de haute qualité et démontre une stratégie pour l’interprétation rapide des données de l’IMS 3D par la segmentation multivariée. L’analyse d’aortes d’un modèle murin a été le point de départ pour le développement des méthodes car ce sont des échantillons mieux contrôlés. En corrélant les données acquises en mode d’ionisation positive et négative, l’IMS en 3D a permis de démontrer une accumulation des phospholipides dans les sinus aortiques. De plus, l’IMS par AgLDI a mis en évidence une localisation différentielle des acides gras libres, du cholestérol, des esters du cholestérol et des triglycérides. La segmentation multivariée des signaux lipidiques suite à l’analyse par IMS d’une carotide humaine démontre une histologie moléculaire corrélée avec le degré de sténose de l’artère. Ces recherches aident à mieux comprendre la complexité biologique de l’athérosclérose et peuvent possiblement prédire le développement de certains cas cliniques. La métastase au foie du cancer colorectal (Colorectal cancer liver metastasis en anglais, CRCLM) est la maladie métastatique du cancer colorectal primaire, un des cancers le plus fréquent au monde. L’évaluation et le pronostic des tumeurs CRCLM sont effectués avec l’histopathologie avec une marge d’erreur. Nous avons utilisé l’IMS des lipides pour identifier les compartiments histologiques du CRCLM et extraire leurs signatures lipidiques. En exploitant ces signatures moléculaires, nous avons pu déterminer un score histopathologique quantitatif et objectif et qui corrèle avec le pronostic. De plus, par la dissection des signatures lipidiques, nous avons identifié des espèces lipidiques individuelles qui sont discriminants des différentes histologies du CRCLM et qui peuvent potentiellement être utilisées comme des biomarqueurs pour la détermination de la réponse à la thérapie. Plus spécifiquement, nous avons trouvé une série de plasmalogènes et sphingolipides qui permettent de distinguer deux différents types de nécrose (infarct-like necrosis et usual necrosis en anglais, ILN et UN, respectivement). L’ILN est associé avec la réponse aux traitements chimiothérapiques, alors que l’UN est associé au fonctionnement normal de la tumeur.

Satisfação/motivação dos enfermeiros profissão, serviço e hierarquia

Apesar de décadas de estudos, as opiniões são controversas. Não existe uma opinião comum entre os pesquisadores sobre o que é e como ocorre a motivação, a satisfação e a insatisfação no trabalho. As condições físicas dos serviços são um factor primordial para a motivação, satisfação ou insatisfação do trabalhador, assim como o tipo de liderança existente no mesmo. Ao longo da nossa história tem-se assistido a muitos exemplos de liderança, uns mais, outros menos eficazes. A satisfação no trabalho é um estado afectivo resultante da apreciação das características percebidas do trabalho e da organização. Neste contexto de mudanças na administração pública em geral e na área da saúde em particular, surge este estudo em contexto hospitalar, motivado pela necessidade de conhecer a satisfação dos enfermeiros de um Centro Hospitalar de Lisboa e a relação com algumas variáveis sócio demográficas. Optou-se pelo paradigma quantitativo, numa amostra de 122 inquiridos pertencentes a um grupo de profissionais de enfermagem de um Hospital Central de Lisboa. Para a elaboração da parte empírica utilizou-se o método por questionário de escolha múltipla. Os objectivos definidos: Objectivo Geral: perceber o nível de motivação/ satisfação dos enfermeiros relativamente à profissão ao serviço e à hierarquia. Objectivos específicos: Identificar o nível de satisfação/motivação dos enfermeiros dos serviços estudados relativamente à profissão, em função das variáveis sociodemográficas. - Caracterizar os aspectos com os quais os enfermeiros têm maior e menor satisfação relacionados com a profissão, serviço e hierarquia. - Identificar se existe relação entre o nível de motivação/satisfação e os sintomas físicos sentidos. Os participantes da amostra são, maioritariamente do sexo feminino, a média de idades é de 32 anos, grande percentagem já tem como habilitações profissionais a licenciatura, têm entre 1 e 28 anos de profissão e 1 e 28 anos no serviço actual, 17,2% exercem funções de chefia. Grande percentagem da amostra tem como horário semanal de trabalho 35 horas e trabalham em horário rotativo. Os enfermeiros são profissionais que mostram insatisfação relativamente à profissão e hierarquia e moderada satisfação relativamente aos serviços. A satisfação dos enfermeiros quanto à profissão altera-se de acordo com o horário de trabalho, vínculo à instituição e os sentimentos que os mesmos têm relativamente ao trabalho. A satisfação dos enfermeiros relativamente ao serviço altera-se consoante o tempo de profissão e com os sentimentos que os profissionais apresentam relativamente ao trabalho. Quanto à satisfação dos enfermeiros relativamente à hierarquia altera-se dependendo da idade dos profissionais, do tempo de profissão e do serviço onde desempenham. Relativamente à satisfação geral com o trabalho, esta pode alterar dependendo da idade, do tempo de profissão, do serviço onde desempenham funções e dos sentimentos dos profissionais relativamente ao trabalho. De salientar que ao analisarmos os serviços estudados separadamente concluímos que os enfermeiros do serviço de urgência são profissionais muito insatisfeitos com a hierarquia e os enfermeiros da Unidade de Urgência Médica são profissionais pouco satisfeitos, mas apesar de tudo satisfeitos com a hierarquia. ABSTRACT; Behind decades of studies, the opinions are controversial. There is a common opinion among researchers about what is and how is the motivation, satisfaction and dissatisfaction at work. The physical conditions of services are a major factor in motivation, satisfaction or dissatisfaction of the worker and the type of leadership exists in it. Throughout our history have seen many examples of leadership, some more, some less effective. Job satisfaction is an affective state resulting from the assessment of the perceived characteristics of work and organization. ln this context of changes in public administration in general and in health in particular, this study appears in the hospital setting, motivated by the need to know the satisfaction of nurses in a Hospital in Lisbon and the relationship with sociodemographic variables. We chose the quantitative paradigm in a sample of 122 respondents belonging to a group of nursing professionals in a central hospital in Lisbon. ln developing the empirical part we used the method for multiple-choice test. The objectives: General Objective: To understand the level of motivation I satisfaction of nurses for the profession and the service hierarchy. Specific objectives: To identify the level of satisfaction I motivation of nursing service studied for the profession, according to the socio-demographic variables. - Characterize the points with which nurses have the highest and lowest satisfaction related to the profession, service and hierarchy. - To identify if there is a relationship between the level of motivation I satisfaction and physical symptoms felt. The sample participants are mostly female, average age is 32 years, a large percentage already has the professional qualifications of the degree, are between and 28 years of occupation and 1 and 28 in the current service, 17.2 % hold positions of leadership. A great percentage of the sample has the working week and working 35 hours on rotating schedule. Nurses are professionals who show dissatisfaction with the profession and the hierarchy and moderately satisfied for the services, the latter fact can be justified by what is possible when the organization professionals are available and perform functions in service to their liking and they like to work. The satisfaction of nurses as the profession changes according to working hours, commitment to the institution and the feelings they have for the work. The satisfaction of nurses for the service changes depending on the length of service and with the feelings that professionals are on the job. The satisfaction of nurses from the hierarchy will change depending on the age of professionals, time and professional service where they play. For the overall satisfaction with the work, this may change depending on age, length of employment, where the service functions and the feelings of the professionals for the job. Note that when analyzing the services studied separately concluded that the nurses in the emergency department professionals are very unhappy with the hierarchy and the nurses of the Unit of Emergency Medical professionals are somewhat satisfied but still happy

Modeling perspective for the relevant market of voice services: mobile to mobile

Los mercados asociados a los servicios de voz móvil a móvil, brindados por operadoras del Sistema Móvil Avanzado en Latinoamérica, han estado sujetos a procesos regulatorios motivados por la dominancia en el mercado de un operador, buscando obtener óptimas condiciones de competencia. Específicamente en Ecuador, la Superintendencia de Telecomunicaciones (Organismo Técnico de Control de Telecomunicaciones) desarrolló un modelo para identificar acciones de regulación que puedan proporcionar al mercado efectos sostenibles de competencia en el largo plazo. Este artículo trata sobre la aplicación de la ingeniería de control para desarrollar un modelo integral del mercado, empleando redes neuronales para la predicción de trarifas de cada operador y un modelo de lógica difusa para predecir la demanda. Adicionalmente, se presenta un modelo de inferencia de lógica difusa para reproducir las estrategias de mercadeo de los operadores y la influencia sobre las tarifas. Dichos modelos permitirían la toma adecuada de decisiones y fueron validados con datos reales.

A Feminist Affective Turn for Public Relations: Mothers, Passionate Publics, and the Childhood Vaccine Debate

This project proposes a feminist intervention in how affect and publics are theorized in public relations research. Drawing from extant literature, I argue that public relations theories of affect and publics have been apolitical and lack depth and context (Leitch & Motion, 2010a). Using the context of the online childhood vaccine debate, I illustrate several theories and concepts of the new feminist affective turn, as well as postmodern theories of affect, relevant to public relations research: (a) Public Feelings, “ugly” feelings, agency, and community (Cvetkovich, 2012; Ngai, 2007); (b) passionate politics (Mouffe, 2014); (c) postmodern assemblages, biopower, and body politics (Deleuze & Guattari, 1988; Foucault, 1984); (d) affective facts and logics of future threats (Massumi, 2010); and (e) affective ethics (Bertleson & Murphie, 2010). Scholarship in the areas of public relations, risk, feminist and postmodern affect theory, and the vaccine debate provided theoretical grounding for this project. My research questions asked: How is feminist affect theory embodied by mothers in the vaccine debate? How do mothers understand risks as affective facts in the vaccine debate (if at all)? What affective logics are used by mothers in the vaccine debate (if any)? And, What are sources of knowledge for mothers in the vaccine debate? Multi-sited online ethnographic methods were used to explore how feminist affect theory contributes to public relations research, including 29 one-on-one in-depth interviews with mothers of young children and participant observation of 15 online discussions about vaccines on parenting websites BabyCenter.com, TheBump.com, and WhatToExpect.com. I used snowball sampling to recruit interview participants and grounded theory (Glaser & Strauss, 1967) to analyze interview and online data. Results show that feminist affect theory contributes to theoretical and practical knowledge in public relations by politicizing and contextualizing understandings of publics and elucidating how affective facts and logics inform publics’ knowledge and choices, specifically in the context of risk. I also found evidence of suppression of dissent (Martin, 2015) and academic bias in vaccine debate research, which resulted in cultures of silence. Further areas of study included how specific contexts such as motherhood and issues of privilege and access affect publics’ experiences, knowledges, and choices.

Does therapeutic writing help people with long-term conditions? Systematic review, realist synthesis and economic considerations

Background Writing therapy to improve physical or mental health can take many forms. The most researched model of therapeutic writing (TW) is unfacilitated, individual expressive writing (written emotional disclosure). Facilitated writing activities are less widely researched. Data sources Databases including: MEDLINE, EMBASE, PsychINFO, Linguistics and Language Behavior Abstracts, AMED, and CINHAL were searched from inception to March 2013. Review methods Four TW practitioners provided expert advice. Study procedures were conducted by one reviewer and checked by a second. Randomised controlled trials (RCTs) and non-randomised comparative studies were included. Quality was appraised using the Cochrane risk of bias tool. Unfacilitated and facilitated TW studies were analysed separately under ICD-10 chapter headings. Meta-analyses were performed where possible using Revman 5.2. Costs were estimated from an NHS perspective and three cost-consequence case studies were prepared. Realist synthesis followed RAMESES guidelines. Objectives To review the clinical and cost-effectiveness of TW for people with long-term health conditions (LTCs) compared to no writing, or other controls, reporting any relevant clinical outcomes. To conduct a realist synthesis to understand how TW might work, and for whom. Results From 14,658 unique citations, 284 full text papers were reviewed and 64 studies (58 RCTs) were included in the final effectiveness reviews. Five studies examined facilitated TW, these were extremely heterogeneous with unclear or high risk of bias, but suggested that facilitated TW interventions may be beneficial in individual LTCs. Unfacilitated expressive writing was examined in 59 studies of variable, or unreported, quality. Overall there was very little or no evidence of any benefit reported in the following conditions (number of studies): HIV (six); breast cancer (eight); gynaecological and genitourinary cancers (five); mental health (five); asthma (four); psoriasis (three); chronic pain (four). In inflammatory arthropathies (six) there was a reduction in disease severity (n= 191, standardised mean difference (SMD) - 0.61 [95% confidence intervals (95% CI) -0.96, -0.26]) in the short term on meta-analysis of four studies. For all other LTCs there was either no, or sparse, data with no, or inconsistent, evidence of benefit. Meta-analyses conducted across all the LTCs provided no evidence that unfacilitated EW had any effect on depression at short term (n= 1,563, SMD -0.06, 95% CI -0.29 to 0.17, substantial heterogeneity), or long term (n= 778, SMD-0.04 95% CI -0.18 to 0.10, little heterogeneity) follow up, or on anxiety, physiological or biomarker-based outcomes. One study reported costs, none reported cost-effectiveness, twelve reported resource use; meta-analysis suggested reduced medication use but no impact on health centre visits. Estimated costs of intervention were low, but there was insufficient evidence to judge cost-effectiveness. Realist review findings suggested that facilitated TW is a complex intervention and group interaction contributes to the perception of benefit. It was unclear from the available data who might benefit most from facilitated TW. Limitations Difficulties with developing realist review programme theory meant that mechanisms operating during TW remain obscure. Conclusions Overall there is little evidence to support the effectiveness or cost-effectiveness of unfacilitated expressive writing interventions in people with LTCs. Further research focussed on facilitated TW in people with LTCs could be informative.

Off-line and On-line Affective Recognition of a Computer User through A Biosignal Processing Approach

Physiological signals, which are controlled by the autonomic nervous system (ANS), could be used to detect the affective state of computer users and therefore find applications in medicine and engineering. The Pupil Diameter (PD) seems to provide a strong indication of the affective state, as found by previous research, but it has not been investigated fully yet. In this study, new approaches based on monitoring and processing the PD signal for off-line and on-line affective assessment (“relaxation” vs. “stress”) are proposed. Wavelet denoising and Kalman filtering methods are first used to remove abrupt changes in the raw Pupil Diameter (PD) signal. Then three features (PDmean, PDmax and PDWalsh) are extracted from the preprocessed PD signal for the affective state classification. In order to select more relevant and reliable physiological data for further analysis, two types of data selection methods are applied, which are based on the paired t-test and subject self-evaluation, respectively. In addition, five different kinds of the classifiers are implemented on the selected data, which achieve average accuracies up to 86.43% and 87.20%, respectively. Finally, the receiver operating characteristic (ROC) curve is utilized to investigate the discriminating potential of each individual feature by evaluation of the area under the ROC curve, which reaches values above 0.90. For the on-line affective assessment, a hard threshold is implemented first in order to remove the eye blinks from the PD signal and then a moving average window is utilized to obtain the representative value PDr for every one-second time interval of PD. There are three main steps for the on-line affective assessment algorithm, which are preparation, feature-based decision voting and affective determination. The final results show that the accuracies are 72.30% and 73.55% for the data subsets, which were respectively chosen using two types of data selection methods (paired t-test and subject self-evaluation). In order to further analyze the efficiency of affective recognition through the PD signal, the Galvanic Skin Response (GSR) was also monitored and processed. The highest affective assessment classification rate obtained from GSR processing is only 63.57% (based on the off-line processing algorithm). The overall results confirm that the PD signal should be considered as one of the most powerful physiological signals to involve in future automated real-time affective recognition systems, especially for detecting the “relaxation” vs. “stress” states.

What's so funny? An evaluation of the relations among humour use, mirth, and depressive symptomatology

Humour production and showing mirth (i.e., smiling and laughing) confer prosocial advantages. However, there is a paucity of literature evaluating how humour manifests in psychopathology. Humour and mirth may be especially relevant in depression, wherein profound impairments are evident in emotional and social functioning. Chapters 2 and 3 present correlational and predictive relations of depressive, social anxiety, and social anhedonia symptoms with humour styles, and consider the role of motivational systems and expressivity of positive affect as they relate to humour. As expected, symptoms and avoidance-based motivation were positively related to maladaptive humour styles and negatively related to adaptive humour styles. Interestingly, the pattern of relations shifted when considered among individuals in a depressive episode; acutely depressed individuals generally shy away from any humour style rather than gravitating toward specific styles. In a mediation model, the inverse relation between depressive symptoms and affiliative humour was fully mediated by approach-based motivation and expressivity of positive emotions. Chapters 4 and 5 examined subjective and observed mirth responses (facial affect and laughter) demonstrated by depressed and healthy comparison groups. Relative to non-depressed individuals, depressed persons reported less enjoyment, lower ratings of funniness, and fewer instances and shorter durations of positive facial affect and laughter when viewing humourous videos. There was no significant change in retrospective ratings of enjoyment and funniness at a one-week follow-up. The pattern of responsivity by depressed persons shifted when they viewed humourous videos while hearing others laughing. Both groups demonstrated more mirth when hearing others laugh; there were no differences between groups on mirthful behaviours. The one exception was that the total duration of laugher produced by depressed individuals was shorter than that produced by individuals in the healthy comparison group. This research project demonstrates that facets of depressive symptomatology are differentially associated with humour use and depressed individuals show blunted emotional responsivity to humourous stimuli. However, the pattern of reduced affective responsivity is context specific in that it fluctuates in response to hearing others’ laughter. These findings have important implications for the conceptualization of depression and the subsequent avenues for the treatment of individuals with depression.