Estratègies educatives a través de l'expressió corporal per a la inclusió de l'alumnat amb risc d'exclusió social

Aquest document ens explica com afecta la crisi socioeconòmica del nostre país als infants que es troben en situació de risc social. En concret, la recerca es va centrar en una escola pública de Torelló on hi ha un predomini d’infants immigrants. La majoria d’aquests infants es troben en una situació precària i, a més, tenen dificultats per entendre la llengua del centre i per comunicar-se amb la mestra tutora de l’aula. Per concloure l’estudi es va elaborar un pla d’acció on es mostra que si es porten a terme estratègies educatives inclusives, com pot ser l’expressió corporal, dins l’aula ordinària els infants amb major risc social poden aprendre més amb la interacció.

A Compilation of the Bioscience Professional Development Opportunities Offered to K-12 Teachers in Iowa, September 14, 2005

Professional development opportunities are offered piecemeal to K-12 teachers in Iowa through Area Education Agencies (AEAs), Regents’ institutions, community colleges, private colleges, private corporations, and out-of-state institutions (often online). Compiling a comprehensive list of in-service and pre-service opportunities for primary and secondary public school educators is not feasible for a variety of reasons. However, this report briefly summarizes most of the bioscience-related options for professional development available for K-12 educators this summer and over the past year.

Identificació i anàlisis de les estratègies que utilitzen els alumnes d'educació primària a l'hora de realitzar sumes mentalment

En aquest treball es presenten els resultats i les conclusions d’un anàlisi realitzat amb els alumnes de Primer fins a Sisè de Primària, amb l’objectiu de descobrir quines estratègies utilitzen els alumnes a l’hora de resoldre sumes mentalment i observar si aquestes evolucionen al llarg dels diferents cursos. Així doncs, mitjançant un anàlisi detallat de les estratègies, podrem observar si els alumnes de sisè utilitzen les mateix estratègies que els alumnes de primer, o no, i l’evolució d’aquestes al llarg de la Primària, concretament, a l’escola pública El Bosc de la Pabordia. Per acabar, també es volen contrastar els resultats obtinguts amb diferents autors i investigacions sobre aquest àmbit en concret, El càlcul mental.

Efficiency and Equity in Learning Communities and schools

Traditionally, school efficiency has been measured as a function of educational production. In the last two decades, however, studies in the economics of education have indicated that more is required to improve school efficiency: researchers must explore how significant changes in school organization affect the performance of at-risk students. In this paper we introduce Henry Levin’s adoption of the X-efficiency approach to education and we describe the efficient and cost-effective characteristics of one Learning Communities Project School that significantly improved its student outcomes and enrollment numbersand reduced its absenteeism rate to zero. The organizational change that facilitatedthese improvements defined specific issues to address. Students’ school success became the focus of the school project, which also offered specific incentives, selected teachers, involved parents and community members in decisions, and used the most efficient technologies and methods. This case analysis reveals new two elements—family training and community involvement—that were not explicit parts of Levin’s adaptation. The case of the Antonio Machado Public School should attract the attention of both social scientists and policy makers

Prevalence of Problematic Mobile Phone Use in British Adolescents

The problematic use of mobile phones among adolescents has not been widely studied. There are very few instruments for assessing potential technological addiction to mobile phones, or for categorizing different types of users or uses. The most widely used scale is the Mobile Phone Problem Use Scale (MPPUS), which is used to study adult populations, and has been applied in various forms in international contexts. The aims of this study were to adapt the Spanish version of this scale (MPPUSA) to British adolescents, and then to estimate the prevalence of possible problematic users. A questionnaire was administered to a sample of 1,529 secondary school pupils aged between 11 and 18 years, with 1,026 completed questionnaires being collected. The analysis showed that the factor and construct validity and reliability were comparable to those obtained in previous studies. The prevalence of problematic users among the students was 10%, and the typical problematic user tended to be an adolescent between 11 and 14 years old, studying in a public school, who considered themselves to be an expert user of this technology, who made extensive use of his/her mobile phone, and who attributed the same problem of use among their peers. These users presented notable scores in all the symptoms covered by the scale used to assess problematic use. In conclusion, the adaptation of the MPPUSA as a screening scale for British adolescents presents good sensitivity and specificity for detecting the main addictive symptoms proposed in this validated version.

Helsingin seudun liikenteenhallinnan kärkihankkeiden päivitys 2011

Työn tavoitteena oli kokonaisnäkemyksen luominen Helsingin seudun liikenteenhallinnan tilasta ja kehitysnäkymistä sekä seuraavien tärkeimpien kehittämispolkujen tunnistaminen ja konkretisointi toimenpiteiksi. Työssä keskityttiin seuraaviin painopistealueisiin 1. Liityntäpysäköinnin informaation ja maksujärjestelmien kehittäminen 2. Liikenteenhallintakeskuksen toiminnan kehittäminen ja laajentaminen 3. Liikennejärjestelmän reaaliaikainen tilannekuva ja lyhyen aikavälin ennusteet 4. Pääkaupunkiseudun pääväylien ruuhkien ja häiriöiden hallinta 5. Joukkoliikenteen ajantasaisen matkustajainformaation kehittäminen. Työssä laadittiin katsaus kullakin painopistealueella jo tapahtuneeseen sekä käynnissä olevaan kehitystyöhön, kuvattiin esiin nousseita ongelmia ja laadittiin esitys vuoteen 2020 ulottuvasta toiminnallisesta tavoitetilasta sekä konkreettisista kehittämistoimista. Työssä järjestettiin myös tulevaisuustyöpaja, johon pyydettiin alustuksia valikoiduilta viranomaistahoilta, tutkijoilta ja palveluntuottajilta. Näiden keskustelujen kautta kirkastettiin seudun toimijoiden näkemystä älyliikenteen toimialan kehitysnäkymistä ja –tarpeista. Työn lopputuloksena syntyneeseen toimenpideohjelmaan kirjattiin yhteensä 30 hanketta. Näistä viisi hanketta valittiin työpajatyöskentelyn kautta varsinaisiksi kärkihankkeiksi, joiden toteutus on kriittistä liikkujien ja viranomaistyön palvelutason kannalta ja joka edellyttää usean toimijan yhteistyötä. Lisäksi tunnistettiin joukko seurattavia hankkeita. Valitut kärkihankkeet, käynnistämisen vastuutaho sekä tavoitteellinen käynnistysvuosi ovat seuraavat: 1. Liityntäpysäköinnin dynaamisen informaatiojärjestelmän pilotointi Hämeenlinnanväylän käytävässä Kehäradan asemilla (HSL 2012) 2. HSL:n alueen joukkoliikenteen häiriönhallinnan uudelleenorganisointi (HSL, Liikennevirasto 2012) 3. Seudullisen liikenteenhallintasuunnitelman laadinta verkollisen operoinnin kehittämiseksi häiriötilanteissa (ELY-keskus, Liikennevirasto 2013) 4. Reaaliaikaisen sujuvuustiedon tuottaminen ruuhkautuvalta pääkatu- ja alempiasteiselta maantieverkolta (Liikennevirasto, kunnat 2012) 5. Liikenteen vaihtuvan ohjauksen ja tiedottamisen hyödyntäminen pääväylien ruuhkautumisen ja häiriöiden hallinnassa. (ELY-keskus 2012) Kärkihankkeisiin ei liity sellaisia riippuvuuksia, että niitä ei voitaisi käynnistää ennen päätöksentekoa jostakin muusta investoinnista. Merkittävimmät riippuvuudet liittyvät LIJ2014-järjestelmän ajoneuvojen paikannuksen ja muiden työkalujen valmistumiseen. Johtoryhmän linjauksen mukaan kärkihankkeissa ja muissakin toimijoiden omissa hankkeissa syntyvien tietojärjestelmien rajapinnat avataan soveltuvasti kaupallisten toimijoiden käyttöön, jolloin syntyvien kaupallisten loppukäyttäjäpalveluiden kautta voidaan parantaa tietopalvelujen tavoittavuutta. Kärkihankkeiden valinta ja sisältö on rakennettu pitkälti sen lähtökohdan varaan, että liikenteen tietopalveluissa julkistoimijoiden roolina on pääasiassa lähtötietojen tuottaminen ja jakaminen varsinaisille palveluntuottajille. Vuoteen 2016 mennessä uusien rajapintojen kautta jaettavien tietojen määrä on nykyiseen verrattuna huomattavasti laajempi, ja odotukset uusien ja innovatiivisten palvelujen syntymiselle ovat korkeat. HLH-johtoryhmä nimeää jokaisen kärkihankkeen läpiviennistä vastaavan työryhmän, joiden työskentelyä ohjataan nykyisen kaltaisessa johtoryhmätyössä. Johtoryhmätyön organisointi on todettu toimivaksi, sillä ryhmä koostuu seudun 14 kunnan alueen keskeisistä julkisista toimijoista ja sen kautta on olemassa vahvat kytkennät sekä seudun liikennejärjestelmätyöhön (HLJ) että valtakunnalliseen älyliikenteen kehitystyöhön.

Developmental norms for eight instruments used in the neuropsychological assessment of children: studies in Brazil

Norms for a battery of instruments, including Denckla's and Garfield's tests of Motor Persistence, Benton's Right-Left Discrimination, two recall modalities (Immediate and Delayed) of the Bender Test, Wechsler's Digit Span, the Color Span Test and the Human Figure Drawing Test, were developed for the neuropsychological assessment of children in the greater Rio de Janeiro area. Additionally, the behavior of each child was assessed with the Composite Teacher Rating Scale (Brito GNO and Pinto RCA (1991) Journal of Clinical and Experimental Neuropsychology, 13: 417-418). A total of 398 children (199 boys and 199 girls balanced for age) with a mean age of 9.3 years (SD = 2.8), who were attending a public school in Niterói, were the subjects of this study. Gender and age had significant effects on performance which depended on the instrument. Nonachievers performed worse than achievers in most neuropsychological tests. Comparison of our data to the available counterparts in the United States revealed that American children outperformed Brazilian children on the Right-Left Discrimination, Forward Digit Span, Color Span and Human Figure Drawing Tests. Further analysis showed that the neurobehavioral data consist of different factorial dimensions, including Human Body Representation, Motor Persistence of the Legs, Orbito-Orobuccal Motor Persistence, Attention-Memory, Visuospatial Memory, Neuropsychomotor Speed, Hyperactivity-Inattention, and Anxiety-Negative Socialization. We conclude that gender and age should be taken into account when using the normative data for most of the instruments studied in the present report. Furthermore, we stress the need for major changes in the Brazilian public school system in order to foster the development of secondary cognitive abilities in our children

Influence of gender on psychomotor vigilance task performance by adolescents

During adolescence, the sleep phase delay associated with early school times increases daytime sleepiness and reduces psychomotor performance. Some studies have shown an effect of gender on psychomotor performance in adults and children. Males present faster reaction times (RT) compared with females. The aim of the present study was to evaluate the influence of gender on Palm psychomotor vigilance task (PVT) performance in adolescents. Thirty-four adolescents (19 girls, 13 to 16 years old) attending morning school classes of a public school in Curitiba, PR, Brazil, participated in the study. Sleep patterns were measured using actigraphy and sleepiness data were accessed with the Karolinska Sleepiness Scale (KSS). KSS and PVT measurements were collected at two times in the morning (8:00 and 11:00 h). The data were compared using one-way ANOVA, considering gender as a factor. ANOVA indicated that gender did not affect sleep patterns and subjective somnolence; however, a statistically significant effect of gender was detected for PVT performance. Boys presented faster RT (RT-PVT1: 345.51 ms, F = 6.08, P < 0.05; RT-PVT2: 343.30 ms, F = 6.35, P < 0.05) and fewer lapses (lapses-PVT1: 8.71, F = 4.45, P < 0.05; lapses-PVT2: 7.82, F = 7.06, P < 0.05) compared with girls (RT-PVT1: 402.96; RT-PVT2: 415.70; lapses-PVT1: 16.33; lapses-PVT2: 17.80). These results showed that this effect of gender, already reported in adults and children, is also observed in adolescents. The influence of gender should be taken into account in studies that use Palm PVT to evaluate psychomotor performance in this age range.

Anxiety and depression in parents of a Brazilian non-clinical sample of attention-deficit/ hyperactivity disorder (ADHD) students

Higher prevalence rates of anxiety and depression have been reported in parents of children with attention-deficit/hyperactivity disorder (ADHD). The interaction between the burden of ADHD in offspring, a higher prevalence rate of this highly inherited disorder in parents, and comorbidities may explain this finding. Our objective was to investigate levels of ADHD, anxious and depressive symptomatology, and their relationship in parents of ADHD children from a non-clinical sample using a dimensional approach. The sample included 396 students enrolled in all eight grades of a public school who were screened for ADHD using the SNAP IV rating scale. Positive cases were confirmed through a semi-structured interview. Parents of all 26 ADHD students and 31 paired controls were enrolled. A sample of 36 parents of ADHD children (21 mothers, 15 fathers) and 30 parents of control children (18 mothers, 12 fathers) completed the Adult Self Report Scale, State-Trait Anxiety Inventory, and Beck Depression Inventory in order to investigate anxious and depressive symptomatology. Probands' mothers presented a higher level of ADHD symptomatology (with only inattention being a significant cluster). Again, mothers of ADHD children presented higher depressive and anxiety levels; however, these did not correlate with their own ADHD symptomatology. Only trait-anxiety levels were higher in ADHD mothers. Our findings suggest that: 1) anxious and depressive symptoms might be more prevalent in mothers of ADHD students; 2) anxious and depressive symptomatology might be independent of impairment associated with ADHD symptoms; 3) anxious and depressive symptoms are independent of the presence of ADHD.

Genetic and environmental influences on blood pressure and physical activity: a study of nuclear families from Muzambinho, Brazil

Blood pressure (BP) and physical activity (PA) levels are inversely associated. Since genetic factors account for the observed variation in each of these traits, it is possible that part of their association may be related to common genetic and/or environmental influences. Thus, this study was designed to estimate the genetic and environmental correlations of BP and PA phenotypes in nuclear families from Muzambinho, Brazil. Families including 236 offspring (6 to 24 years) and their 82 fathers and 122 mothers (24 to 65 years) were evaluated. BP was measured, and total PA (TPA) was assessed by an interview (commuting, occupational, leisure time, and school time PA). Quantitative genetic modeling was used to estimate maximal heritability (h²), and genetic and environmental correlations. Heritability was significant for all phenotypes (systolic BP: h² = 0.37 ± 0.10, P < 0.05; diastolic BP: h² = 0.39 ± 0.09, P < 0.05; TPA: h² = 0.24 ± 0.09, P < 0.05). Significant genetic (r g) and environmental (r e) correlations were detected between systolic and diastolic BP (r g = 0.67 ± 0.12 and r e = 0.48 ± 0.08, P < 0.05). Genetic correlations between BP and TPA were not significant, while a tendency to an environmental cross-trait correlation was found between diastolic BP and TPA (r e = -0.18 ± 0.09, P = 0.057). In conclusion, BP and PA are under genetic influences. Systolic and diastolic BP share common genes and environmental influences. Diastolic BP and TPA are probably under similar environmental influences.

Adolescent girls and mathematics: classroom performance, attitudes toward mathematics and perceptions of parental attitudes /

The purpose of this study was to determine the extent to which gender differences exist in student attitudes toward mathematics and in their performance in mathematics at the Grade Seven and Eight level. The study also questioned how parents influence the attitudes of this grade level of male and female students toward mathematics. Historically, the literature has demonstrated gender differences in the attitudes of students toward mathematics, and in parental support for classroom performance in mathematics. This study was an attempt to examine these differences at one senior public school in the Peel Board of Education. One hundred three Grade Seven and Eight students at a middle school in the Peel Board of Education volunteered to take part in a survey that examined their attitudes toward mathematics, their perceptions of their parents' attitudes toward mathematics and support for good performance in the mathematics classroom, parental expectations for education and future career choices. Gender differences related to performance levels in the mathematics classroom were examined using Pearson contingency analyses. Items from the survey that showed significant differences involved confidence in mathematics and confidence in writing mathematics tests, as well as a belief in the ability to work on mathematics problems. Male students in both the high and low performance groups demonstrated higher levels of confidence than the females in those groups. Female students, however, indicated interest in careers that would require training and knowledge of higher mathematics. Some of the reasons given to explain the gender differences in confidence levels included socialization pressures on females, peer acceptance, and attribution of success. Perceived parental support showed no significant differences across gender groups or performance levels. Possible explanations dealt with the family structure of the participants in the study. Studies that, in the past, have demonstrated gender differences in confidence levels were supported by this study, and discussed in detail. Studies that reported on differences in parental support for student performance, based on the gender of the parent, were not confirmed by this study, and reasons for this were also discussed. The implications for the classroom include: 1) build on the female students' strengths that will allow them to enjoy their experiences in mathematics; 2) stop using the boys as a comparison group; and 3) make students more aware of the need to continue studying mathematics to ensure a wider choice of future careers.

A comparison of life satisfaction, job satisfaction, and happiness using demographic variables

This study examined the interrelationships among life satisfaction, job satisfaction, and happiness and the selected demographic variables of income, age, marital status, education, sex, job tenure, job title, type of school, and location of employment. Survey data were collected from 1,993 elementary, high school, and community college teachers in the southern Ontario area, representing ten public school boards, three Roman Catholic school boards and three community colleges. Several theories were utilized in developing thirteen hypotheses and eleven experimental hypotheses. A thorough review of the literature (to January, 1980) was undertaken and major conclusions noted. Hoppock's (1935) Job Satisfaction Measure, Gurin, Veroff, and Feld's (1960) Happiness Scale, and Converse and Robinson's (1965) Life Satisfaction Scale were used as the instrument. Chi-square analysis was employed as the statistical method. Indicative of the findings: the level of education taught was significantly related to all three organizational variables, sex was unrelated to life satisfaction though positively related to job satisfaction, and income was found not to be related to either happiness or life satisfaction. A minority of findings were contrary to hypothesized relationships. Specifically, age was found to be unrelated to any of the three organizational variables, and educational achievement was not significantly related to happiness. A model was developed to illustrate the interrelationships of the organizational and demographic variables. This model was designed specifically to reflect teacher attitudes, though it may have reasonable application for other relatively homogeneous groups of employees such as nurses, engineers, or social workers.

Exploring teachers' use of multiple intelligences with elementary-aged exceptional students

The purpose ofthis qualitative study was to explore teachers' reflections on Multiple Intelligences theory and the processes they engage in when using the theory with elementary-aged exceptional students. FOllr public school teachers took part in the study. An introductory observation visit, semistructured in-depth interviews, field notes, and teachers' own written reflections served as data sources. Content-analysis was applied to review the data for thenles related to the research topic. The findings indicated several benefits of using Multiple Intelligences. This tlleory appeared to affect teachers' views of exceptionalleamers, directing the teachers' fOClIS to the students' potentials. It also seemed to have value for assisting teachers in planning an inclusive approacll, enhancing exceptional students' self-esteem, developing nletacognition, and prolTIoting cognitive engagement. Finally, the findings suggest that Multiple Intelligences has inlplications for teachers' professional development to reach a more diverse range of students.

Edward Mirynech fonds, 1913-1914, 1946, 1952-1957, 1959-1960, 1965-1982, n.d.

Edward Mirynech joined the faculty at Brock University in 1964 as assistant professor of Geology. Edward Mirynech, the son of John and Katherine Mirynech, grew up in St. Catharines, attended Connaught Public School and received his formal education at the University of Toronto. Dr. Mirynech played several critical roles in the early development of the University. In addition to teaching, Dr. Mirynech was also the acting director of the athletics department, a coach for many of the early rowing, hockey and basketball teams and served the University as marshall for the sod turning ceremony for the new DeCew campus in 1965. Dr. Mirynech was instrumental in the founding of the physical education, geography and geological sciences programs. He served as acting chairman in 1968 when the department of geological sciences enrolled its first students. Part of the unique teaching program was the annual field trips to locations such as the Belleville area, extended summer teaching programs held in Trinidad-Tobago and the following year in Iceland. In 1972, the first graduation ceremony ever to be held in the Arctic, at Pond Inlet, NWT, made national news. Three geology students, on a study trip to the Arctic, received their degrees during a special ceremony. Dr. Mirynech was among the faculty team in Pond Inlet, NWT, representing Brock University. Dr. Mirynech retired from teaching in 1985, and passed away in 2004.

Port Dalhousie Municipal Records collection, 1863-1940, 1943, n.d.

Benjamin Pawling and Peter Ten Broeck were the earliest known settlers of this area. The village of Port Dalhousie owes its existence to the building of the first Welland Canal in 1824. The village was incorporated in 1862 and as a town in 1948. In the early 1960s it became amalgamated with the city of St. Catharines. Port Dalhousie remains a distinctive part of the city today (2009).