Narrativas sobre a prática de ensino de matemática de professores dos anos iniciais do ensino fundamental

Pós-graduação em Educação Matemática - IGCE

Social network e capitale sociale degli ex-ospiti di Comunita' Liberta': Drug free e ricaduti a confronto

L'indagine condotta, avvalendosi del paradigma della social network analysis, offre una descrizione delle reti di supporto personale e del capitale sociale di un campione di 80 italiani ex post un trattamento terapeutico residenziale di lungo termine per problemi di tossicodipendenza. Dopo aver identificato i profili delle reti di supporto sociale degli intervistati, si è proceduto, in primis, alla misurazione e comparazione delle ego-centered support networks tra soggetti drug free e ricaduti e, successivamente, all'investigazione delle caratteristiche delle reti e delle forme di capitale sociale – closure e brokerage – che contribuiscono al mantenimento dell'astinenza o al rischio di ricaduta nel post-trattamento. Fattori soggettivi, come la discriminazione pubblica percepita e l'attitudine al lavoro, sono stati inoltre esplorati al fine di investigare la loro correlazione con la condotta di reiterazione nell'uso di sostanze. Dai risultati dello studio emerge che un più basso rischio di ricaduta è positivamente associato ad una maggiore attitudine al lavoro, ad una minore percezione di discriminazione da parte della società, all'avere membri di supporto con un più alto status socio-economico e che mobilitano risorse reputazionali e, infine, all'avere reti più eterogenee nell'occupazione e caratterizzate da più elevati livelli di reciprocità. Inoltre, il capitale sociale di tipo brokerage contribuisce al mantenimento dell'astinenza in quanto garantisce l'accesso del soggetto ad informazioni meno omogenee e la sua esposizione a opportunità più numerose e differenziate. I risultati dello studio, pertanto, dimostrano l'importante ruolo delle personal support networks nel prevenire o ridurre il rischio di ricaduta nel post-trattamento, in linea con precedenti ricerche che suggeriscono la loro incorporazione nei programmi terapeutici per tossicodipendenti.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Predictors of caregiver burden across the home-based palliative care trajectory in Ontario, Canada

Family caregivers of patients enrolled in home-based palliative care programmes provide unpaid care and assistance with daily activities to terminally ill family members. Caregivers often experience caregiver burden, which is an important predictor of anxiety and depression that can extend into bereavement. We conducted a longitudinal, prospective cohort study to comprehensively assess modifiable and non-modifiable patient and caregiver factors that account for caregiver burden over the palliative care trajectory. Caregivers (n = 327) of patients with malignant neoplasm were recruited from two dedicated home-based palliative care programmes in Southern Ontario, Canada from 1 July 2010 to 31 August 2012. Data were obtained from bi-weekly telephone interviews with caregivers from study admission until death, and from palliative care programme and home-care agency databases. Information collected comprised patient and caregiver demographics, utilisation of privately and publicly financed resources, patient clinical status and caregiver burden. The average age of the caregivers was 59.0 years (SD: 13.2), and almost 70% were female. Caregiver burden increased over time in a non-linear fashion from study admission to patient death. Increased monthly unpaid care-giving time costs, monthly public personal support worker costs, emergency department visits and low patient functional status were associated with higher caregiver burden. Greater use of hospice care was associated with lower burden. Female caregivers tended to report more burden compared to men as death approached, and burden was higher when patients were male. Low patient functional status was the strongest predictor of burden. Understanding the influence of modifiable and non-modifiable factors on the experience of burden over the palliative trajectory is essential for the development and targeting of programmes and policies to support family caregivers and reduce burden. Supporting caregivers can have benefits such as improved caregiver health outcomes, and enhancing their ability to meet care-giving demands, thereby potentially allowing for longer patient care in the home setting.

Att introducera, befästa och använda nya begrepp i samhällsorienterande ämnen : En fallstudie

Syftet med detta arbete är att studera vilka olika arbetssätt läraren använder för att introducera, befästa och använda nya begrepp i undervisningen i samhällsorienterande ämnen (SO) samt hur undervisningen uppfattas av elever med språkstörningsdiagnos i en klass i årskurs 4. Utifrån ett specialpedagogiskt perspektiv är fokus att hitta arbetssätt som stöder lärandet för elever med språkstörningsdiagnos. I min studie ingår lärarintervju, lektionsobservationer samt två elevintervjuer. Jag analyserade data utifrån Grundad teori. Analysprocessen var uppbyggd av flera steg och mynnade ut i en egen grundad teoretisk modell med utgångspunkt i mitt syfte och mina frågeställningar. Den teoretiska modellen representeras av sex trappsteg, tydlighet, varierade arbetssätt, repetition, progression, förståelse och förmåga att använda ord och begrepp där det personliga stödet utgör förutsättningen - grunden - för att eleverna med språkstörningsdiagnos ska kunna tillgodogöra sig den klassgemensamma undervisningen. Läraren hade samtalet i helklass som stomme i sin undervisning. Hen använde arbetssätt baserade på forskning: tydliga instruktioner uppdelade i steg, visuellt stöd, elevernas tidigare kunskaper och erfarenheter samt vardagsspråk är utgångspunkt, många tillfällen för repetitioner och uppgifter där eleverna får använda de nya orden och begreppen. Eleverna beskrev att de behövde många repetitioner för att ta till sig nya ord och begrepp. De upplevde de största svårigheterna när många nya begrepp presenterades samtidigt och om de själva skulle söka förklaringar i skriven text. Det bästa sättet att ta till sig ny kunskap var att lyssna, gärna i kombination med bilder av olika slag. De var överens om att Ipad var ett bra verktyg som gav möjlighet att lyssna och tala istället för att läsa och skriva. Studien visar på nödvändigheten av funktionella metoder och uppgifter i klassrummet i kombination med extra anpassningar och personligt stöd utifrån elevens individuella behov.

L'infrastruttura barocca del lavoro di piattaforma. Un'etnografia multi-situata.

Le conseguenze del management algoritmico sui lavoratori sono note tra gli studiosi, ma poche ricerche indagano le possibilità di agency, soprattutto a livello individuale, nella gig-economy. A partire dalla quotidianità del lavoro, l’obiettivo è analizzare le forme di agency esercitate dai platform workers nel settore della logistica dell'ultimo miglio. La ricerca si basa su un'etnografia multi-situata condotta in due paesi molto distanti e riguardante due diversi servizi urbani di piattaforma: il food-delivery in Italia (Bologna, Torino) e il ride-hailing in Argentina (Buenos Aires). Nonostante le differenze, il lavoro di campo ha mostrato diverse continuità tra i contesti geografici. Innanzitutto, le tecnologie digitali giocano un ruolo ambivalente nell'ambiente di lavoro: se la tecnologia è usata dalle aziende per disciplinare il lavoro, costituisce però anche uno strumento che può essere impiegato a vantaggio dei lavoratori. Sia nel ride-hailing che nelle piattaforme di food-delivery, infatti, i lavoratori esprimono la loro agency condividendo pratiche di rimaneggiamento e tattiche per aggirare il despotismo algoritmico. In secondo luogo, la ricerca ha portato alla luce una gran varietà di attività economiche sviluppate ai margini dell'economia di piattaforma. In entrambi i casi le piattaforme intersecano vivacemente le economie informali urbane e alimentano circuiti informali di lavoro, come evidenziato dall'elevata presenza di scambi illeciti: ad esempio, vendita di account, hacking-bots, caporalato digitale. Tutt'altro che avviare un processo di formalizzazione, quindi, la piattaforma sussume e riproduce l’insieme di condizioni produttive e riproduttive dell'informalità (viração), offrendo impieghi intermittenti e insicuri a una massa di lavoratori-usa-e-getta disponibile al sottoimpiego. In conclusione, le piattaforme vengono definite come infrastrutture barocche, intendendo con il barocco tanto la natura ibrida dell'azione che mescola forme di neoliberismo-dal-basso con pratiche di solidarietà tra pari, quanto la progressiva ristrutturazione dei processi di accumulazione all’insegna di una rinnovata interdipendenza tra formale e informale nelle infrastrutture del «mondo a domicilio».

Personal autonomy in discharge planning decision -making in mentally alert hospitalized elderly individuals: The social workers' perspective

This study was conducted to understand (a) hospital social workers' perspectives about patients' personal autonomy and self-determination, (b) their experiences, and (c) their beliefs and behaviors. The study used the maximum variation sampling strategy to select hospitals and hospital social work respondents. Individual interviews were conducted with 31 medical/surgical and mental health hospital social workers who worked in 13 hospitals. The data suggest the following four points. First, the hospital setting as an outside influence as it relates to illness and safety, and its four categories, mentally alert patients, family members, health care professionals, and social work respondents, seems to enhance or diminish patients' autonomy in discharge planning decision making. Second, respondents report they believe patients must be safe both inside and outside the hospital. In theory, respondents support autonomy and self-determination, respect patients' wishes, and believe patients are the decision makers. However, in practice, respondents respect autonomy and self-determination to a point. Third, a model, The Patient's Decision in Discharge Planning: A Continuum, is presented where a safe discharge plan is at one end of a continuum, while an unsafe discharge plan is at the other end. Respondents respect personal autonomy and the patient's self-determination to a point. This point is likely to be located in a gray area where the patient's decision crosses from one end of the continuum to the other. When patients decide on an unsafe discharge plan, workers' interventions range from autonomy to paternalism. And fourth, the hospital setting as an outside influence may not offer the best opportunity for patients to make decisions (a) because of beliefs family members and health care professionals hold about the value of patient self-determination, and (b) because patients may not feel free to make decisions in an environment where they are surrounded by family members, health care professionals, and social work respondents who have power and who think they know best. Workers need to continue to educate elderly patients about their right to self-determination in the hospital setting. ^

Job control, job demands, social support at work and health among adolescent workers

OBJECTIVE: To evaluate physical and psychological dimensions of adolescent labor (such as job demands, job control, and social support in the work environment), and their relation to reported body pain, work injuries, sleep duration and daily working hours. METHODS: A total of 354 adolescents attending evening classes at a public school in São Paulo, Brazil, answered questionnaires regarding their living and working conditions (Karasek's Job Content Questionnaire, 1998), and their health status. Data collection took place in April and May 2001. Multiple logistic regression analysis was used to determine relations among variables. RESULTS: Psychological job demands were related to body pain (OR=3.3), higher risk of work injuries (OR=3.0) and reduced sleep duration in weekdays (Monday to Thursday) (p<0.01). Lower decision authority in the workplace (p=0.03) and higher job security (p=0.02) were related to longer daily working hours. CONCLUSIONS: It was concluded that besides physical stressors, psychological factors are to be taken into account when studying adolescent working conditions, as they may be associated with negative job conditions and health effects.

Prevalencia de síndrome de burnout en personal de los servicios de urgencias en una institución prestadora de servicios de salud de baja complejidad de Neiva, 2014: estudio de corte transversal

Objetivo: Determinar la prevalencia del Síndrome de Burnout en personal de los servicios de urgencias en una institución prestadora de servicios de salud de baja complejidad de Neiva. Antecedentes: El Síndrome de Burnout es una respuesta inadecuada al estrés laboral crónico cuyas características principales son: altos niveles de agotamiento emocional, despersonalización y baja realización personal. La prevalencia a nivel mundial de este síndrome en personal de salud varía entre 2,2% y 69,2%. Método: estudio de corte transversal. A una muestra de 90 trabajadores (médicos, enfermeras y auxiliares de enfermería) en una Empresa Social del Estado de baja complejidad de la ciudad de Neiva se le aplicó cuestionario auto administrado compuesto por dos instrumentos validados (Maslach Burnout Inventory y la Encuesta Nacional de Condiciones de Trabajo del Instituto Nacional de Seguridad e Higiene en el Trabajo). Resultados: La prevalencia de Síndrome de Burnout fue 3,3% (n=3) (niveles elevados en las tres características simultáneamente); 11,1% (n=10) de agotamiento emocional, 20% (n=18) despersonalización y 10% (n=9) baja realización personal. No se encontraron asociaciones estadísticamente significativas entre las condiciones de empleo y trabajo con el Síndrome en mención. Conclusión: Laborar en servicios de urgencias confrontan al trabajador a exigencias para el cumplimiento de su tarea, así como también a relaciones sociales estresantes. Factores como el grado de autonomía y de control, el apoyo social en el trabajo, asociado a relaciones personales positivas y una alta funcionalidad familiar podrían mediar como protectores o moduladores del Síndrome de Burnout.

Modelling personal thermal sensations using C-Support Vector Classification (C-SVC) algorithm

The personalised conditioning system (PCS) is widely studied. Potentially, it is able to reduce energy consumption while securing occupants’ thermal comfort requirements. It has been suggested that automatic optimised operation schemes for PCS should be introduced to avoid energy wastage and discomfort caused by inappropriate operation. In certain automatic operation schemes, personalised thermal sensation models are applied as key components to help in setting targets for PCS operation. In this research, a novel personal thermal sensation modelling method based on the C-Support Vector Classification (C-SVC) algorithm has been developed for PCS control. The personal thermal sensation modelling has been regarded as a classification problem. During the modelling process, the method ‘learns’ an occupant’s thermal preferences from his/her feedback, environmental parameters and personal physiological and behavioural factors. The modelling method has been verified by comparing the actual thermal sensation vote (TSV) with the modelled one based on 20 individual cases. Furthermore, the accuracy of each individual thermal sensation model has been compared with the outcomes of the PMV model. The results indicate that the modelling method presented in this paper is an effective tool to model personal thermal sensations and could be integrated within the PCS for optimised system operation and control.

In the aftermath of medical error : Caring for patients, family, and the healthcare workers involved

Medical errors, in particular those resulting in harm, pose a serious situation for patients ("first victims") and the healthcare workers involved ("second victims") and can have long-lasting and distressing consequences. To prevent a second traumatization, appropriate and empathic interaction with all persons involved is essential besides error analysis. Patients share a nearly universal, broad preference for a complete disclosure of incidents, regardless of age, gender, or education. This includes the personal, timely and unambiguous disclosure of the adverse event, information relating to the event, its causes and consequences, and an apology and sincere expression of regret. While the majority of healthcare professionals generally support and honest and open disclosure of adverse events, they also face various barriers which impede the disclosure (e.g., fear of legal consequences). Despite its essential importance, disclosure of adverse events in practice occurs in ways that are rarely acceptable to patients and their families. The staff involved often experiences acute distress and an intense emotional response to the event, which may become chronic and increase the risk of depression, burnout and post-traumatic stress disorders. Communication with peers is vital for people to be able to cope constructively and protectively with harmful errors. Survey studies among healthcare workers show, however, that they often do not receive sufficient individual and institutional support. Healthcare organizations should prepare for medical errors and harmful events and implement a communication plan and a support system that covers the requirements and different needs of patients and the staff involved.