Teaching of medical ethics: Implications for an integrated curriculum

This paper reports on an investigation into the teaching of medical ethics and related areas in the medical undergraduate course at the University of Queensland. The project was designed in the context of a major curriculum change to replace the current 6 year course by an integrated, problem-based, 4 year graduate medical course, which began in 1997. A survey of clinical students, observations of clinical teaching sessions, and interviews with clinical teachers were conducted. Data obtained have contributed to curriculum development and will provide a baseline for comparison and evaluation of the graduate course in this field. A view of integrated ethics teaching is advanced in the light of the data obtained.

Education's role in economic development and in assisting the poor

Much faith has been put in the increased supply of education as a means to promote national economic development and as a way to assist the poor and the disadvantaged. However, the benefits that nations can obtain by increasing the level of education of their workforce depends on the availability of other forms of capital to complement the use of its educated workforce in production. Generally, less developed nations are lacking in complementary capital compared to more developed ones and it is appropriate for less developed countries to spend relatively less on education. The contribution of education to economic growth depends on a nation’s stage of economic development. It is only when a nation becomes relatively developed that education becomes a major contributor to economic growth. It is possible for less developed nations to retard their economic growth by favouring investment in educational capital rather than other forms of capital. Easy access to education is often portrayed as a powerful force for assisting the poor and the disadvantaged. Several reasons are given here as to why it may not be so effective in assisting the poor and in promoting greater income equality even though the aim is a worthy one. Also, an economic argument is presented in favour of special education for the physically and mentally handicapped. This paper is not intended to belittle the contribution of education to economic development nor to devalue the ideal of making basic education available to all. Instead, it is intended as an antidote to inflated claims about the ability of greater investment in education to promote economic growth and about the ability of more widespread access to education to reduce poverty and decrease income inequality.

The effects of information request ambiguity and construct incongruence on query development

This paper examines the effects of information request ambiguity and construct incongruence on end user's ability to develop SQL queries with an interactive relational database query language. In this experiment, ambiguity in information requests adversely affected accuracy and efficiency. Incongruities among the information request, the query syntax, and the data representation adversely affected accuracy, efficiency, and confidence. The results for ambiguity suggest that organizations might elicit better query development if end users were sensitized to the nature of ambiguities that could arise in their business contexts. End users could translate natural language queries into pseudo-SQL that could be examined for precision before the queries were developed. The results for incongruence suggest that better query development might ensue if semantic distances could be reduced by giving users data representations and database views that maximize construct congruence for the kinds of queries in typical domains. (C) 2001 Elsevier Science B.V. All rights reserved.

Teacher voice and ownership of curriculum change

We comment critically on the notion that teachers can experience ownership of curriculum change. The evidence base for this commentary is our work on two curriculum development projects in health and physical education between 1993 and 1998. Applying a theoretical framework adapted from Bernstein's writing on the social construction of pedagogic discourse, we contend that the possibilities for teacher ownership of curriculum change are circumscribed by the anchoring of their authority to speak on curriculum matters in the local context of implementation. We argue that this anchoring of teacher voice provides a key to understanding the perennial problem of the transformation of innovative ideas from conception to implementation. We also provide some insights into the extent to which genuine participation by teachers in education reform might be possible, and we conclude with a discussion of the possibilities that exist for partnerships in reforming health and physical education.

Simulation of insect movement with respect to plant architecture and morphogenesis

Developments in computer and three dimensional (3D) digitiser technologies have made it possible to keep track of the broad range of data required to simulate an insect moving around or over the highly heterogeneous habitat of a plant's surface. Properties of plant parts vary within a complex canopy architecture, and insect damage can induce further changes that affect an animal's movements, development and likelihood of survival. Models of plant architectural development based on Lindenmayer systems (L-systems) serve as dynamic platforms for simulation of insect movement, providing ail explicit model of the developing 3D structure of a plant as well as allowing physiological processes associated with plant growth and responses to damage to be described and Simulated. Simple examples of the use of the L-system formalism to model insect movement, operating Lit different spatial scales-from insects foraging on an individual plant to insects flying around plants in a field-are presented. Such models can be used to explore questions about the consequences of changes in environmental architecture and configuration on host finding, exploitation and its population consequences. In effect this model is a 'virtual ecosystem' laboratory to address local as well as landscape-level questions pertinent to plant-insect interactions, taking plant architecture into account. (C) 2002 Elsevier Science B.V. All rights reserved.

Integrated didactics: an example of a curriculum model enhancing knowledge crossing

In this paper, we introduce an innovative course in the Portuguese Context, the Master's Course in “Integrated Didactics in Mother Tongue, Maths, Natural and Social Sciences”, taking place at the Lisbon School of Education and discussing in particular the results of the evaluation made by the students who attended the Curricular Unit - Integrated Didactics (CU-ID). This course was designed for in-service teachers of the first six years of schooling and intends to improve connections between different curriculum areas. In this paper, we start to present a few general ideas about curriculum development; to discuss the concept of integration; to present the principles and objectives of the course created as well as its structure; to describe the methodology used in the evaluation process of the above mentioned CU-ID. The results allow us to state that the students recognized, as positive features of the CU-ID, the presence in all sessions of two teachers simultaneously from different scientific areas, as well as invitations issued to specialists on the subject of integration and to other teachers that already promote forms of integration in schools. As negative features, students noted a lack of integrated purpose, applying simultaneously the four scientific areas of the course, and also indicated the need to be familiar with more models of integrated education. Consequently, the suggestions for improvement derived from these negative features. The students also considered that their evaluation process was correct, due to the fact that it was focused on the design of an integrated project for one of the school years already mentioned.

A teaching-learning sequence of colour informed by history and philosophy of science

In this work, we present a teaching-learning sequence on colour intended to a pre-service elementary teacher programme informed by History and Philosophy of Science. Working in a socio-constructivist framework, we made an excursion on the history of colour. Our excursion through history of colour, as well as the reported misconception on colour helps us to inform the constructions of the teaching-learning sequence. We apply a questionnaire both before and after each of the two cycles of action-research in order to assess students’ knowledge evolution on colour and to evaluate our teaching-learning sequence. Finally, we present a discussion on the persistence of deep-rooted alternative conceptions.

A didactic sequence of elementary geometric optics Informed by history and philosophy of science

The concepts and instruments required for the teaching and learning of geometric optics are introduced in the didactic processwithout a proper didactic transposition. This claim is secured by the ample evidence of both wide- and deep-rooted alternative concepts on the topic. Didactic transposition is a theory that comes from a reflection on the teaching and learning process in mathematics but has been used in other disciplinary fields. It will be used in this work in order to clear up the main obstacles in the teachinglearning process of geometric optics. We proceed to argue that since Newton’s approach to optics, in his Book I of Opticks, is independent of the corpuscular or undulatory nature of light, it is the most suitable for a constructivist learning environment. However, Newton’s theory must be subject to a proper didactic transposition to help overcome the referred alternative concepts. Then is described our didactic transposition in order to create knowledge to be taught using a dialogical process between students’ previous knowledge, history of optics and the desired outcomes on geometrical optics in an elementary pre-service teacher training course. Finally, we use the scheme-facet structure of knowledge both to analyse and discuss our results as well as to illuminate shortcomings that must be addressed in our next stage of the inquiry.

Utilização do Kinect no apoio ao ensino/ aprendizagem dos fundamentos da Matemática

A interação humano-computador passou a desempenhar um papel fundamental no mundo atual. Esta forma de comunicar continua a evoluir, introduzindo novas formas de interação, como por exemplo, a interação natural. Este estilo de interação começou por estar presente na área de jogos. No entanto, atualmente está a ser explorada noutras áreas. Esta dissertação tem como propósito investigar a utilidade das interfaces naturais encontradas em consolas de jogos e conjugar com a área educativa, nomeadamente, o ensino e a aprendizagem dos fundamentos de Matemática. O desenvolvimento deste projeto baseou-se no estudo dos conteúdos programáticos de Matemática referentes ao 1º ciclo do ensino básico, de várias aplicações já existentes que estão relacionadas com o tema abordado e de alguns dispositivos de interação natural. De forma a avaliar a ideia proposta, foi desenvolvido um protótipo, designado Matemática Interativa, no sentido de permitir ao utilizador enriquecer a aprendizagem e também o interesse pela disciplina. São descritas, de uma forma mais aprofundada, as funcionalidades do dispositivo escolhido, o Kinect, de modo a tirar proveito das suas potencialidades e desenvolver um motor de reconhecimento de gestos e respetiva avaliação. Por fim, é feita uma discussão dos resultados de uma avaliação de usabilidade com o objetivo de validar a aplicação Matemática Interativa. Os resultados desta avaliação sugerem que a aplicação foi bem-sucedida e revelam ainda capacidades de melhoria.

Development of cognitive abilities of children infected with helminths through health education

INTRODUCTION: The aim of this study was to evaluate the effect of health education in learning and cognitive development of children infected, previously treated in an endemic area for helminthiasis. METHODS: It is a longitudinal, experimental, with random allocation of participants. The study included 87 children of both sexes enrolled in the school hall of Maranhão, State of Minas Gerais, Brazil, and divided into two groups: intervention and control. Initially the children were submitted to the parasitological fecal examination for infection diagnosis and, when positive, they were treated. For the data collection, a structured questionnaire and the psychological tests Raven, Wisc-III and DAP III were applied, before and after the educational intervention. For the group comparison, the Mann Whitney test was used, and established significance level of 5%. RESULTS: It was found that previously infected children who received the educational intervention, children showed higher performance than the control group in strutured questionnaire (p<0.05). CONCLUSIONS: It is acceptable to suppose the positive influence and the importance in the use of educational interventions in the cognitive recovery and learning of children previously treated with anthelmintics.

Distúrbios osteomioarticulares : lombalgia e escoliose : prevalência e fatores associados : um estudo analítico e transversal em adolescentes da região do Algarve

RESUMO - Introdução: Os distúrbios osteomioarticulares envolvem diversas condições donde se destacam a lombalgia e a escoliose, a primeira considerando o fato que a sua prevalência tem vindo a aumentar em adolescentes consistindo num problema crescente de saúde pública que envolve custos indiretos e a escoliose pela ausência de estudos nacionais. Diversos fatores físicos, genéticos, mecânicos, comportamentais e ambientais podem estar envolvidos na patogénese das lombalgias e escolioses. O ambiente escolar, incluindo as posturas adotadas pelos alunos e o transporte das mochilas escolares, e alguns hábitos de estilos de vida constituem fatores que podem contribuir para o desenvolvimento destes distúrbios osteomioarticulares. Este estudo também aborda o estado ponderal, nomeadamente o excesso de peso e a obesidade, pois este é referido frequentemente como um potencial fator de risco destes distúrbios osteomioarticulares (apesar de ainda apresentar controvérsia na literatura), além de ser, por si só, atualmente considerado como um dos mais graves problemas de saúde pública a nível mundial. Objetivos do estudo: (1) determinar a prevalência pontual, anual e ao longo da vida de lombalgia, assim como a prevalência de escoliose em adolescentes da região do Algarve; (2) identificar os fatores associados ao desenvolvimento destes distúrbios osteomioarticulares; (3) determinar a prevalência de excesso de peso e de obesidade e explorar a sua eventual associação com a prevalência de lombalgia e escoliose em adolescentes; (4) comparar os resultados obtidos nos diferentes métodos antropométricos (Índice de massa corporal - IMC, medição das pregas cutâneas e circunferência abdominal) e verificar a sua concordância. Material e métodos: O desenho deste estudo foi de natureza observacional, analítico e transversal. O estudo foi aprovado pela Comissão de Ética da Administração Regional de Saúde do Algarve, pela Direção Regional de Educação do Algarve, pela Direção-Geral de Inovação e de Desenvolvimento Curricular, Ministério da Educação e Ciência, e pelas Direções dos Agrupamentos de Escolas que participaram do projeto. A amostra incluiu 966 adolescentes da região do Algarve, sul de Portugal, com idades compreendidas entre os 10 e 16 anos (12,24±1,53 anos), sendo 437 (45,2%) do sexo masculino e 529 (54,8%) do feminino. O método de amostragem foi aleatório estratificado, com base nos concelhos da região do Algarve, assumindo que poderia existir heterogeneidades geográficas. Os instrumentos de medida foram aplicados num único momento (2011/2012) e incluíram o Questionário de Lombalgia e Hábitos Posturais para caracterizar a presença de lombalgia e os hábitos posturais adotados pelos alunos em casa e na escola, o escoliómetro para avaliar a presença de escoliose, a balança, o estadiómetro (sendo posteriormente calculado o IMC), o adipómetro e a fita métrica. A análise dos dados incluiu técnicas de estatística descritiva, gráficas e analíticas aplicadas à todas as variáveis em estudo. Para determinar a associação entre as variáveis do estudo foi utilizada a estatística inferencial, nomeadamente o teste de independência do Qui-quadrado. Para analisar as correlações entre as medidas obtidas com os métodos antropométricos (na sua forma quantitativa), foi utilizado o coeficiente de Spearman. A influência das diversas variáveis na presença de lombalgia foi aferida através de regressões logísticas binárias, sendo os resultados apresentados como odds ratios brutos e ajustados e respetivos intervalos de confiança. Resultados: O presente estudo revelou uma elevada prevalência de lombalgia (anual: 47,2%; pontual: 15,7%; ao longo da vida: 62,1%). As raparigas apresentaram 2,05 de probabilidade de apresentar lombalgia comparativamente aos rapazes (IC 95%: 1,58-2,65; p<0,001), assim como os alunos com idades mais avançadas (13-16 anos) comparativamente aos mais novos (10-12 anos) que tiveram 1,54 de chances (IC 95%: 1,19-1,99; p=0,001). Os alunos que indicaram adotar uma postura de sentado com a coluna vertebral posicionada incorretamente apresentaram 2,49 de probabilidade de revelar lombalgia (IC 95%: 1,91-3,24; p<0,001), os alunos que afirmaram se posicionar de forma inadequada para assistir televisão ou jogar videojogos tiveram a probabilidade de 2,01 (IC 95%: 1,55- 2,61; p<0,001) e aqueles que adotaram a postura de pé incorretamente tiveram 3,39 de chance de apresentar lombalgia (IC 95%: 2,19-5,23; p<0,001). A escoliose esteve presente em 41 (4,2%) alunos. As raparigas apresentaram a maior prevalência (4,5% versus 3,9%) do que os rapazes e o mesmo foi observado nas raparigas que apresentaram a menarca tardia (8,6% versus 3,3%) e os que foram classificados como magros (7,1%), não sendo no entanto estas diferenças estatisticamente significativas. Relativamente à prevalência de excesso de peso e obesidade, os valores variaram de 31,6%, 61,4% e 41,1% de acordo com a medição do IMC, pregas cutâneas e circunferência abdominal, respetivamente. Os valores obtidos com a avaliação dos três métodos antropométricos apresentaram um elevado alto grau de correlação entre o IMC e as pregas cutâneas (p<0,001; r=0,712), entre o IMC e circunferência abdominal (p<0,001; r=0,884) e entre a circunferência abdominal e as pregas cutâneas (p<0,001; r=0,701). Conclusões: O presente estudo revelou valores de prevalência de lombalgia semelhante a estudos anteriores sendo que os alunos com idade mais avançada, ou do sexo feminino ou aqueles que adotavam a postura sentada e de pé de forma inadequada ou os que transportavam indevidamente a mochila escolar apresentaram a maior prevalência. Quanto à presença de escoliose, observou-se uma baixa prevalência não sendo verificada nenhuma associação significativa com os fatores analisados. Relativamente ao estado ponderal, verificou-se uma elevada prevalência de excesso de peso e obesidade, com a utilização dos três métodos antropométricos: IMC, medição das pregas cutâneas e circunferência abdominal, tendo sido verificado um elevado grau de correlação entre estes três métodos antropométricos. Este estudo contribuiu para determinar a magnitude destes distúrbios osteomiarticulares nesta população específica, assim como seus possíveis fatores associados. De acordo os resultados obtidos no presente estudo, torna-se necessário ações de intervenção nas escolas, envolvendo não somente os alunos, mas toda a comunidade escolar, com o objetivo de prevenção destes distúrbios osteomioarticulares através da promoção de hábitos de vida saudável.

Development of autonomous maintenance in a furniture company

This article presents a work performed in the maintenance department of a furniture company in Portugal, in order to develop and implement autonomous maintenance. The main objective of the project was related to the objective to increase and make effective the autonomous maintenance tasks performed by production operators, and in this way avoiding unplanned downtime due to equipment failures. Although some autonomous maintenance tasks were already carried out within the company, a preliminary study revealed weaknesses in the application of this tool. In the initial phase of this pilot project, the main problems encountered at the level of autonomous maintenance were related to the lack of time to carry out these tasks, showing that the stipulated procedures were far from the real needs of the company. To solve these problems a pilot project was conducted, making several changes in the performance of autonomous maintenance tasks, making them standard and adapted to reality of each production line. There was a general improvement in the factory indicators, and essentially there was a behavioral change, since the operators felt that their opinions were taking into account and began to understand the importance of small tasks performed by them.