Software engineering: methods, modeling and teaching

Since the emergence of software engineering in the late 1960's as a response to the software crisis, researchers throughout the world are trying to give theoretical support to this discipline. Several points of view have to be reviewed in order to complete this task. In the middle 70's Frederick Brooks Jr. coined the term "silver bullet" suggesting the solution to several problems rela-ted to software engineering and, hence, we adopted such a metaphor as a symbol for this book. Methods, modeling, and teaching are the insights reviewed in this book. Some work related to these topies is presented by software engineering researchers, led by Ivar Jacobson, one of the most remarkable researchers in this area. We hope our work will contribute to advance in giving the theoretieal support that software engineering needs.

Co-operative working in aged care : the cooperative for healthy ageing research and teaching project

Hygiene and biosecurity: the language and politics of risk in an era of emerging infectious diseases

Infectious diseases, such as methicillin-resistant Staphylococcus aureus and avian influenza, have recently been high on the agenda of policy makers and the public. Although hygiene and biosecurity are preferred options for disease management, policy makers have become increasingly aware of the critical role that communication assumes in protecting people during outbreaks and epidemics. This article makes the case for a language-based approach to understanding the public perception of disease. Health language research carried out by the authors, based on metaphor analysis and corpus linguistics, has shown that concepts of journeys, pathways, thresholds, boundaries and barriers have emerged as principal framing devices used by stakeholders to advocate a hygiene based risk and disease management. These framings provide a common ground for debate, but lead to quite different perceptions and practices. This in turn might be a barrier to global disease management in a modern world.

En/titled: The space where writing, editing and teaching intersect

Editing a literary magazine offers us a cultural space where our ideas and aesthetics can be expressed collectively and therefore be heard more effectively. This informs and frames our own writing by increasing our confidence in our own unusual voices. The sense of belonging Brand creates further breaks down the isolation of the writing life. The internationalism of Brand reinforces our own cultural identities as non-English writers. However, acting as a facilitator of others’ creativity can sometimes dissipate or even deplete creative energy. Editing and teaching can take over your writing to the point of annihilation. Further, in terms of external perceptions, you run the risk of disappearing as a writer. We shall look at how this can happen and explore ways that we can prevent it e.g. keeping the boundaries firm and clear.

Work, Professional Development And Teaching Commitment: Deconstructing Meanings

The paper we present is part of the research project "The professional identity of teacher studies", that we are development for last 3 years. The third phase of this research put the focus on the experience of job placement of novel teachers, graduated no more than 5 years. We work with focal groups and professional experience and teacher education accounts of teachers implied in this research. Also, for any teachers, we do biographical interviews to deepen on processes of construction of professional identity. In this paper we present the Ana Belen History, a female teacher of pre-school education with an experience of 4 years in school, working in a urban school with students in risk of exclusion. This school have a educative project, commitment with the neighbourhood, joint with the community and other social groups. Ana Belen story, from professional perspective, is linked with the social politic and educational commitment of this school. Our interest is focused in the comprehension of professional identity that Ana Belen has gone forging along her personal story and how her education and job placement has contributed for it. Also we are interested in knowing how early professional experiences have influenced in her professional development as teacher. Specifically we ask ourselves about what influence have for her professional identity, that her career starts in this particular school. In consequence, this paper leads us to question the current teacher education model. In particular we are interested on the kind of professional experience that have place and, so, the kinds of commitments that enables. We understand that frameworks in which professional education and experience have place are relevant to enable more or less transformer understandings about teaching. From conceptual perspective this paper adopts a socio-critical point of view (Gergen, 1985; Kincheloe, 2001; Wenger, 1988, etc.). We understand that teaching has to be analysing according work contexts and personal stories of teachers, because we face processes historical and collective building. Teaching is the result of action of their actors, over time, and in specific stage. So, with this research we intend to break with the old gap between pre and in-service education. We think that both of them are part of the same process and are formed according similar logical; although scenes change. We understand that they are part of a continuous process in which is giving sense to different and complex settings where teaching profession is built, but they are not differenced and independent stages. The teacher work, so, is subject to particular conditions, generated from such different fields as institutional, corporative, cultural, social, political, moral, etc. It displays a kaleidoscopic view on space, time, context, ... These are the axis in which the teaching is formed, from the complexity and heterogeneity. How this complexity is articulated results in different ways to face the teacher work, according different personal and professional stories. The teacher acts with subjects in instituted contexts from relationships he has with them, which gives a situated and contingent character. But, these contexts are strongly structured and ruled according centralized and generalized positions; which is, at the very least, paradoxical. Possibly, from our point of view, same of the crisis of teaching have to explain from this paradoxical perspective and the conflict, which characterize this job (Rivas, Leite y Cortés, 2011)

Actas da II International Conference «Learning and Teaching in Higher Education/ Learning Orchestration in Higher Education»

É ponto assente que o desenvolvimento social e económico de um país depende do conhecimento e do nível educativo dos seus cidadãos. Num momento de crise económica profunda em que a sustentabilidade do ensino superior se encontra ameaçada e a sua organização com rumo incerto, importa, mais do que nunca, criar um espaço de reflexão em que a ciência se pronuncie, aproximando e colocando em evidência os contributos que em vários domínios se vão produzindo. Nesta conferência, que se pretende em continuidade com a realizada em 2010, elegemos como tema central a qualidade do ensino e da aprendizagem e, tendo em conta a realidade em que nos inscrevemos, alargamos a discussão aos contextos e aos modelos de organização que os podem consubstanciar. Pode parecer um paradoxo centrar esta conferência na componente mais pedagógica do ensino superior quando toda a pressão de avaliação interna e externa das instituições e dos docentes incide particularmente sobre a produção científica. Mas talvez não. Assumimos que a reflexão de cariz pedagógico continua a não ser uma prática corrente no meio universitário português que, durante gerações, se habituou a um ensino universitário tradicional destinado apenas a uma pequena elite e se alheou dos desafios da massificação de que foi alvo. A ideia de que pedagogia apenas diz respeito à relação do professor com crianças ou jovens até ao ensino secundário permaneceu latente, tornando estéril qualquer discussão que, na perspectiva de alguns, seria desnecessária e até contraproducente no ensino superior. Um novo paradigma terá de ser assumido por um ensino universitário que busca o ideal da excelência, colocando no centro do debate o equilíbrio entre as dimensões pedagógica e investigativa e uma redobrada atenção à sociedade e às mudanças se, verdadeiramente, o que pretendemos é ganhar o desafio da qualidade.

Solució mental i solució motriu en la iniciació als esports col·lectius en l'Educació Primària

The adjustment of the teaching learning contents in Physical Education, requires of a rigorous analysis that permits to adjust them to the maximum with the educational needs of the student body. It has been approached an investigation study in the one which have intervened pupils, boys and girls, of two different populations, Girona and Madrid in order to prove and analyse the motor and mental components of the student body in the real situation of the game. The hypothesis that we have treated are:if it exists differences between the boys and girls of the educational levels studied in the motor and mental solution in the sports initiation, additionally, the differences that they can exist between the courses and what distance is verified between the study ages to approach a physical activity that implies an initial step to the hour of teaching the collective sports in the classes of Physical education. They have been employed three measure instruments: the first permits to analyse the mental solution without need of practice employing situation photographs of the real game with those which the pupils must choose to who to happen; the second is a pass test that permits to prove the technical dominance to use in a collective sport and the third is a real game situation that permits to put in manifesto the relationship between the mental behaviour and the motor of the pupil. This real game situation is ‘the game of ten pass’ (Blázquez,1986; Torres,1993). The results demonstrate that it do not exist differences between the two sexes in the study ages. In the case of the technical execution level, there is a considerable increase with the age and it is slightly greater in the kids that in the girls. In the case of the real game, we find ourselves with a great variability in the results and we cannot conclude that there are relative differences to the sex in none of the three courses. Respect at participation level during the game is confirmed that the pupils that more participate are not the pupils than more balls lose, what permits to guarantee the idea of the fact that it is convenient to use the real game practice as direct learning element. Finally, there is no a high correlation between the execution level measured in the test of technical execution and the decision execution during the game

Ecoauditoria del CEIP l'Entorn, pla d'acció i seguiment

El projecte "Ecoauditoria del CEIP l'Entorn, pla d'acció i seguiment" consisteix en la diagnosi ambiental del centre, el pla d'acció, l'execució i el seguiment indispensables per a que el centre pugui aconseguir el distintiu d'Escola Verda que atorga la Generalitat de Catalunya. S'introdueix un assaig pedagògic encaminat en l'Educació per la Sostenibilitat

Desenmascarar el pensamiento heteronormativo de la educación en la diversidad afectivo-sexual: Guías didácticas en Cataluña: Una óptica psicosocial crítica

El projecte fa una anàlisi dels programes educatius o guies didàctiques dirigides a treballar la diversitat afectiva i sexual què s’han desenvolupat en els centres de primària i secundària a Catalunya fins al curs 2006-2007

Estudi introductori sobre l’educació per a la ciutadania a primària

Aquest treball pretén aproximar-se a la controvèrsia a través d’alguns dels qüestionaments que es plantegen; hi ha alguna relació entre l’educació i el concepte de ciutadania? És possible ensenyar ciutadania o valors cívics sense adoctrinar en pro d’una ideologia determinada? En tant que és una matèria que toca directament a l’àrea de filosofia, hi ha alguns autors que hagin tractat aquesta temàtica? Però també s’han generat preguntes més contextuals com: Què diu la legislació espanyola sobre l’Educació Ciutadana? Quin posicionament pren Europa sobre aquest tipus d’educació?

La importància del pati escolar: com els patis escolars poden contribuir a l’educació ambiental

Article que reflexiona sobre la importància del pati escolar, i com aquests poden contribuir a l’educació ambiental dels infants

Aprender a observar

En la etapa de Enseñanza Primaria, las actividades curriculares deben proporcionar al alumno los instrumentos básicos para el aprendizaje de nuevos conocimientos. El procedimiento de observación científica es uno de los instrumentos más valiosos para proporcionar información. A continuación exponemos nuestra experiencia en la enseñanza del procedimiento de observación a niños y niñas de 6 a 12 años. Presentamos una propuesta para programar este procedimiento, con una pauta concreta de trabajo y una secuencia de actividades para los tres ciclos de la Enseñanza Primaria

Proceso de transformación de las concepciones del profesorado sobre la resolución de problemas matemáticos

The aim of this study is to analyze the transformation of Primary School teachers’ conceptions about mathematical problem solving. We performed a study with 18 teachers from three public schools: in each class (from 1º to 6º) there were two interventions, and we were interviewed teachers before and after them. The results have show identified changes in: 1) teacher’s expectations about students’ abilities; classroom management; perception of diversity; mathematical strategies used by students; communication in the classroom; causes of the problems encountered; and relevance process of problem solving in mathematics teaching. The transformation of teachers’ conceptions is due to the following factors: a) awareness of the practice; b) systematic reflection; c) the contrast between different ways to work solving problems in math class

La estadística y la probabilidad en Educación Infantil conocimientos disciplinares, didácticos y experienciales

This article presents an approach to disciplinary knowledge, and experiential learning necessary for the Early Childhood Education teachers can teach statistics and probability significantly, effective and systematic. First, are specified a set of basic knowledge about the discipline and exposed the contents sequenced by level; secondly, provides guidance on how they learn and how they should be taught the knowledge of statistics and probability in the first ages; and, finally, are some examples of activities implemented in kindergarten classrooms