Les relations entre les caractéristiques socioprofessionnelles, les connaissances, les représentations et les contenus d’enseignement traités en classe par les enseignants responsables d’éducation relative au VIH/SIDA en Afrique du Sud

Il est généralement admis que l’éducation constitue une des stratégies les plus efficaces pour lutter contre le VIH/SIDA et diminuer sa transmission (Gallant et Matika-Tyndale, 2004). À cet effet, plusieurs pays d’Afrique subsaharienne ont inclus des programmes d’éducation au VIH/SIDA dans leur curriculum scolaire afin de contrer l’épidémie (ADEA, 2007). Cependant, l’efficacité de ces programmes éducatifs demeure incertaine. Par exemple, les objectifs des programmes éducatifs, tels que la transmission de connaissances relatives au VIH/SIDA, ou la diminution des comportements sexuels risqués, ne sont pas toujours atteints (Matika-Tyndale, 2009; Oshi, D., Nakalema, S. et Oshi, L, 2005). Le succès d’un programme de lutte et de prévention en milieu scolaire peut être lié aux contenus d’enseignement traités en classe par les enseignants (Ahmed et al., 2009). Les contenus traités dépendent en partie des représentations et des connaissances des enseignants par rapport au(x) sujet(s) qu'ils enseignent et pour des sujets aussi délicats que le VIH/SIDA et la sexualité, cette relation est particulièrement importante. Par exemple, en Afrique du Sud, malgré l’existence d’une politique nationale sur le VIH et l’inclusion des sujets relatifs au VIH/SIDA dans le curriculum scolaire, la mise en oeuvre du programme de lutte et de prévention peut être compromise par la résistance des enseignants à parler de certains sujets controversés (Ahmed et al. 2009; Mathews et al., 2006). Notre étude, menée dans la région de Cape Town en Afrique du Sud, visait à mieux comprendre les relations entre les caractéristiques socioprofessionnelles des enseignants, leurs connaissances, leurs représentations à l’égard de l’éducation relative au VIH/SIDA et les contenus d’enseignement abordés dans le cours life-orientation dédié à l’éducation relative au VIH/SIDA. Au total, 71 enseignants du cours life-orientation provenant de 18 écoles secondaires ont participé à cette étude. Les enseignants ont rempli un questionnaire portant sur leurs caractéristiques socioprofessionnelles (âge, genre, expérience d’enseignement, niveau enseigné et expérience personnelle avec le VIH/SIDA), leurs connaissances, différentes composantes de leurs représentations (attitudes, norme sociale perçue et contrôle comportemental perçu) et les contenus d’enseignement qu’ils abordent en classe. iv Les résultats des analyses des données ainsi recueillies montrent que la norme sociale perçue est la seule composante des représentations reliée aux contenus d’enseignement abordés en classe par l’enseignant. Les attitudes des enseignants envers l’éducation relative au VIH/SIDA sont plutôt favorables, mais plusieurs d’entre eux manifestent des lacunes par rapport à leurs connaissances sur les modes de transmission et de prévention du VIH/SIDA. Par ailleurs, plusieurs croient que le manque de formation et le manque de matériel sont des obstacles à leur enseignement. Les expériences personnelles avec le VIH/SIDA sont associées à des attitudes plus positives chez les enseignants et l’expérience d’enseignement du cours life-orientation est reliée aux connaissances relatives au VIH/SIDA et au contrôle comportemental perçu de l’enseignant. Nos résultats suggèrent également que certains contenus d’enseignement spécifiques de l’éducation relative au VIH/SIDA, tel que l’utilisation des condoms, semblent être particulièrement controversés et source de malaise pour les enseignants. Nos résultats donnent également des pistes de recherches futures s’intéressant à l’amélioration de l’enseignement relatif au VIH/SIDA, notamment au sujet du besoin de formation et de matériel pédagogique supplémentaire, ainsi qu’au sujet de l’influence des membres de la société sur l’enseignement effectué en classe. Notre recherche montre également l’importance de distinguer, en recherche, les différents contenus d’enseignement, plutôt que de considérer de façon globale l’éducation relative au VIH/SIDA.

Vida y muerte empresarial. Estudios empíricos de perdurabilidad. subproyecto: empresas saludables - caso Pan pa ya

Las empresas son creadas por personas para las personas, y son estas quienes se encargan de crear, hacer surgir, modificar y gestionar cada uno de los conceptos de empresa, para así lograr modificar caminos y lograr ser perdurables. Son fundamentales las personas que componen la organización, aclarando que existen muchos factores internos - externos que influyen de diversas maneras en la organización. Flexibilidad y capacidad de respuesta son elementos claves, estos se reflejan con más importancia cuando de diseñar estrategia se trata. Es claro que en todos los sectores de la economía mundial las empresas unen esfuerzos para crear nuevos modelos de respuesta para así hacerle frente a cualquier circunstancia que se pueda presentar. Tener una sencilla pero muy completa idea, SER LA CADENA MAS GRANDE DE PANADERÍAS”, que con el tiempo alcanzo una perfección optima, logrando ser perdurable, en un sector que claramente está saturado por la falta de innovación y ventajas competitivas. Ventajas que PAN PA YA, supo aprovechar, saliéndose del esquema tradicional y buscando nuevas estrategias de venta, nuevos productos teniendo como escudo protector la calidad de sus productos, y la innovación como su principal arma. El éxito de PAN PA YA, en gran medida se dio gracias a la creación de la necesidad de un producto de calidad; innovación, capacitación de personal, desarrollo de nuevos y exquisitos productos, ingredientes sencillos para una receta que cualquiera puede tener y que les permitió lograr en muy poco tiempo consolidar una exitosa empresa.

FoHS Getting the most from your first clinical placement

As a first year student nurse about to enter into the world of clinical practice for the first time, can I invite you to take 14 minutes out of your busy life to listen to this podcast which discusses a top ten list of things to consider.

El liderazgo organizacional: una aproximación desde la perspectiva etológica

La presente investigación plantea la necesidad fundamental de generar un proceso de análisis, tendiente a proponer dinámicas organizativas humanas, desde un enfoque etológico. La etología aparece entonces como un estudio sistemático del comportamiento animal, sus formas de asociación, su disparidad, pero sobre todo, su accionar orgánico en la búsqueda de un comportamiento colectivo que propenda por el bien común. En esta medida el liderazgo surge como una posibilidad clara de fomentar relaciones humanas centradas en las diferentes vertientes relacionales; cultura, comunicación, comunidad, axiología, y finalmente etología. Así mismo, se examinan las diferentes estrategias que el liderazgo como posibilidad de cambio dentro de las organizaciones, puede ser fundamentado mediante procesos de comparación etológica, y así generar propuestas que configuren un quehacer organizacional desde la solidaridad, el liderazgo, y el desenvolvimiento interno y externo de las organizaciones.

Organização da escola e as necessidades educativas especiais

RESUMO: Este estudo tem como objetivo analisar as entidades que interagem entre si para tornar a Escola verdadeiramente inclusiva: Órgãos de Gestão e Professores. Se no caso dos primeiros, estamos a falar de decisões a dois níveis, pedagógico e organizacional, como por exemplo a nível dos processos de avaliação, ou no estabelecimento de um critério de atribuição das turmas aos professores mais experientes, logo mais capazes para lidar com estas dificuldades inerentes aos alunos com NEE, no caso dos professores falamos exclusivamente de decisões a nível pedagógico, relacionadas com formas de organização, construção de currículo, formações de grupos ou a definição de tutorias durante a aula. A recolha de dados, feita a partir de um conjunto de entrevistas a professores e directores de escolas, e a sua análise qualitativa permitiu apurar que no caso dos professores, as decisões tomadas têm ido ao encontro dos estudos actuais, com métodos de trabalho que assentam no trabalho cooperativo (Johnson, &, Johnson, 1990) como meio de promover a inclusão destes alunos no seio de uma turma regular. Em relação às escolas analisadas, não existem critérios consistentes para distribuição dos alunos com necessidades educativas permanentes por diferentes turmas, com desrespeito do quadro normativo, nem para a atribuição de turmas aos professores. o que na prática significa que frequentemente as turmas com mais alunos portadores de necessidades educativas especiais são atribuídas de forma aparentemente aleatória, recaindo nos professores em início de carreira e em estágio pedagógico, a quem é pedido que façam as pontes entre a escola e as respectivas famílias, entre a investigação e a prática lectiva, numa relação contínua de estudo, reflexão e acção. ABSTRACT: This qualitative based study, aims at analyzing the interactions between the two entities responsible for promoting inclusive schools: Governing Bodies and Teachers. Supported by the legal framework concerning the conditions to include Special Needs Students in regular schools, the former are the ones responsible for, at educational and organizational levels, establishing the guidelines for learning assessment and setting the criteria for assigning students to classes and classes to teachers. The teachers are in charge of decisions concerning the field work, such as the relationships with families, the issues of classroom work, and of responding to students’ learning needs, may these be permanent or occasional. Regardless of their experience in classroom teaching, it is the responsibility of each teacher to care for their classroom inclusiveness, taking care of the specificities of the Special Needs Students allocated to their classes, and taking decisions concerning the classroom organization, the composition of the working groups , the curriculum administration and the involvement of all students in tutoring the “special” ones , so that they may be included as successful class members, according to the level of expectations designed for their conditions. Governing Bodies and teachers behaved differently in responding to the interviews designed for this study, teachers being more open to talk about their conditions of work, their teaching strategies and working methods. These are based on classroom cooperative work, coping with the current research findings on the same issues of inclusion in regular school settings. It is up to them to bridge school and families, knowledge and practice, self-study, reflection and action. Governing bodies, however, revealed to be more inconsistent in assigning teachers to classes, and in allocating Special Needs Students to regular classes, often skipping what is established in the national norms.

A contribuição da topofilia e terrafilia na perspectiva de uma educação para a cidadania

A pesquisa realizada teve como finalidade analisar os pressupostos compreendidos nos conceitos de topofilia e de terrafilia, considerando como sujeitos os alunos e professores da Escola de Ensino Fundamental e Médio Ministro Jarbas Passarinho, no Município de Sobral, Estado do Ceará. Foi feita uma análise da identidade territorial, a vivida e a desejada, buscando avaliar o sentido de pertença à escola e aos bairros Terrenos Novos e Vila União, bem como a sua atratividade. Isto permitiu verificar as consequências que pode trazer tornar o sentimento de pertença em algo construtivo na resolução de problemas existentes na escola e nos bairros em questão, no sentido de contribuir para a formação da cidadania. A metodologia participativa adotada consistiu na realização de oficinas sobre os conhecimentos, atitudes e prática (CAP)/Terrafilia, aplicadas a alunos do 3º ano do ensino médio e a seus respectivos professores de Geografia. Os resultados permitiram a elaboração de um diagnóstico retrospectivo e prospectivo a respeito das diversas mudanças ocorridas na gênese da identidade territorial e proporcionou aos participantes uma abertura dialógica, onde puderam expressar suas opiniões e preocupações, permitindo assim, um ensaio das escolhas, deveres e responsabilidades, a partir de indicações e formulação de propostas para fortalecimento do sentimento de terrafilia.

The subversion of the good life (enlightened rebelliousness for the 21st century: a critical perspective on the work of Bolívar Echeverría)

El debate sobre el modelo civilizatorio de la modernidad de Occidente, consu economía concentradora y excluyente, y su matriz económico energética petrolera y extractivista no sustentable, ha reavivado en los escenarios políticos y académicos de la salud la discusión de la propuesta del buen vivir inscrita en las nuevas constituciones de Bolivia y Ecuador. Ante la crisis social, sanitaria y ambiental producida por la imposición de una economía de la muerte, y la consiguiente multiplicación de modos de vivir malsanos, se discuten aquí las tesis de Bolívar Echeverría sobre la base material de la vida y la cultura, como una herramienta para evaluar históricamente los desempeños de los gobiernos de las izquierdas realmente existentes, y trabajar un modelo de transición histórica y el indispensable remozamiento de la conciencia crítica desde una visión radicalmente renovadora, pero que mire la realidad sin dogmatismo, sin estridencias míticas y con un sentido de profunda autocrítica.

Culture and food: a model of yoghurt consumption in the EU

The completion of the Single European Market was expected to create a large market that would enable firms to capture economies of scale that would in turn result in lower prices to European consumers. These benefits are only likely to be realised if consumers in the various countries of the EU wish to consume the same products and respond to similar marketing strategies (with respect to promotion, distribution etc). This study examines, through a model of yoghurt consumption, whether cultural differences continue to determine food-related behaviour in the EU. The model is derived from the marketing literature and views the consumption decision as the outcome of a multi-stage process in which yoghurt knowledge, attitudes to different yoghurt attributes (such as bio-bifidus, low-fat, organic) and overall attitude towards yoghurt as a product all feed into the frequency with which yoghurt is consumed at breakfast, as a snack and as a dessert. The model uses data collected from a consumer survey in I I European countries and is estimated using probit and ordinal probit methods. The results suggest that important cultural differences continue to determine food-related behaviour in the I I countries of the study. (c) 2004 Elsevier Ltd. All rights reserved.

Outsourcing and benchmarking in a rural public hospital : does economic theory provide the complete answer?

INTRODUCTION: The ideology and pronouncements of the Australian Government in introducing 'competitive neutrality' to the public sector has improved efficiency and resource usage. In the health sector, the Human Services Department directed that non-clinical and clinical areas be market tested through benchmarking services against the private sector, with the possibility of outsourcing. These services included car parking, computing, laundry, engineering, cleaning, catering, medical imaging (radiology), pathology, pharmacy, allied health and general practice. Managers, when they choose between outsourcing, and internal servicing and production, would thus ideally base their decision on economic principles. Williamson's transaction cost theory studies the governance mechanisms that can be used to achieve economic efficiency and proposes that the optimal organisation structure is that which minimises transaction costs or the costs of exchange. Williamson proposes that four variables will affect such costs, namely: (i) frequency of exchange; (ii) asset specificity; (iii) environmental uncertainty; and (iv) threat of opportunism. This paper provides evidence from a rural public hospital and examines whether Williamson's transaction cost theory is applicable. d into an analysis that relies solely on transaction

Music teacher education partnerships as professional development

This paper reports my reflections of a school and university partnership carried out in Semester One 2008 by the Bachelor of Teaching (Primary/Secondary) music education specialist at a University in Melbourne. As students have a specific 'situated learning' experience at a primary school, their five-week visit during the ten-week semester acts as onsite professional development by both the music teacher and myself. Here students are able to reflect and discuss both content and pedagogical knowledge. They are also given the opportunity to teach small groups whilst being mentored by the music teacher and myself. I contend that by universities providing such opportunities as good exemplars of best practice in music education as a form of professional development students can only improve teaching and learning and be better prepared when entering the teaching profession.

In this paper I report on my pre-service music education students' experience as school based music teaching and learning as an effective form of professional development. My reflections are supported by my observational notes are informed by self study methodology I consider the link between tertiary and school partnership as a way forward to improve both the teaching and learning of music education. Universities in Australia are increasingly encouraged to forge pathways with schools where students and teacher educators have the opportunity to observe best practice, engage in teaching and learning onsite and reflect on both content and pedagogical knowledge. Such practice promotes educational praxis for a sustainable future.

Conceptualising a voluntary certification system for highly accomplished teachers

In this paper I argue that a voluntary certification system for highly accomplished teachers must be part of a coherent system of professional accountability which is developed, implemented and managed by the profession. This would be a system that engages professional judgement of evidence provided by teachers in relation to their professional knowledge and practice, and professional standards for teaching would provide the organising framework for that judgment. It would be a system incorporating and aligning all forms of professional licensure, including entry into the profession and subsequent professional milestones. It would be a system that all partners in the profession across Australia—employers, professional associations, and registration authorities—endorse, participate in and align with.

The profession can take the lead in developing and implementing such a coherent and coordinated national approach by carefully developing a system to recognise and reward highly accomplished teaching. Such a system should aim to recognise and build teacher quality by defining what it is highly accomplished teachers know and are able to do. Moreover, such a system must fi nd ways of making teaching public and acknowledging teaching as intellectual work which involves professional judgment that draws on a recognised professional knowledge base and contextualised knowledge about students and their learning.

The paper is presented in two main sections. First, a proposed conceptual framework for the professional recognition and certification of highly accomplished teachers is outlined. Then, the argument for this proposed conceptual framework is presented drawing on learnings from relevant research and professional activity in both Australia and the USA.

Study protocol for the translating research in elder care (TREC): Building context through case studies in long-term care project (project two)

Background: The organizational context in which healthcare is delivered is thought to play an important role in mediating the use of knowledge in practice. Additionally, a number of potentially modifiable contextual factors have been shown to make an organizational context more amenable to change. However, understanding of how these factors operate to influence organizational context and knowledge use remains limited. In particular, research to understand knowledge translation in the long-term care setting is scarce. Further research is therefore required to provide robust explanations of the characteristics of organizational context in relation to knowledge use.
Aim: To develop a robust explanation of the way organizational context mediates the use of knowledge in practice in long-term care facilities.
Design: This is longitudinal, in-depth qualitative case study research using exploratory and interpretive methods to explore the role of organizational context in influencing knowledge translation. The study will be conducted in two phases. In phase one, comprehensive case studies will be conducted in three facilities. Following data analysis and proposition development, phase two will continue with focused case studies to elaborate emerging themes and theory. Study sites will be purposively selected. In both phases, data will be collected using a variety of approaches, including non-participant observation, key informant interviews, family perspectives, focus groups, and documentary evidence (including, but not limited to, policies, notices, and photographs of physical resources). Data analysis will comprise an iterative process of identifying convergent evidence within each case study and then examining and comparing the evidence across multiple case studies to draw conclusions from the study as a whole. Additionally, findings that emerge through this project will be compared and considered alongside those that are emerging from project one. In this way, pattern matching based on explanation building will be used to frame the analysis and develop an explanation of organizational context and knowledge use over time. An improved understanding of the contextual factors that mediate knowledge use will inform future development and testing of interventions to enhance knowledge use, with the ultimate aim of improving the outcomes for residents in long-term care settings.

Deep identity, shallow time : sustaining a future in Victorian fishing communities

Like commercial fishers everywhere, it seems, those living in coastal communities of Victoria perceive themselves to be under threat from recreational fishers, environmentalists, imposed management regimes, and modernisation and globalisation of the industry. In responding to these threats they appeal to conventional props of tradition--to continuity in genealogical time, affiliation with place and specialised knowledge and practice. This seems paradoxical, given that most established fishers in Victoria are first or second generation members of an industry that, through its 150-year history, has been characterised by innovation and mobility. That paradox, we argue, is more apparent than real. Fisher identity is grounded primarily in engagement with an environment that is not familiar to outsiders. The paradox arises because fishers, like others who seek to sustain a future in the face of threat from outsiders, reshape strongly felt identity as tradition.

Tradition in a free society : the fideism of Michael Polanyi and the rationalism of Karl Popper

Michael Polanyi and Karl Popper offer contrasting accounts of social tradition. Popper is steeped in the heritage of the Enlightenment, while Polanyi interweaves religious and diverse secular strands of thought. Explaining the liberal tradition, Polanyi features tacit knowledge of rules, standards, applications and interpretations being transmitted by “craftsmen” to “apprentices.” Each generation adopts the liberal tradition on “faith,” commits to creatively developing its art of knowledge-in-practice, and is drawn to the spiritual reality of ideal ends. Of particular interest to Popper is the rationality of social traditions. Likened by him to scientific theories, Popper’s traditions are criticizable and improvable, assisting agents to understand, and act in, the world as stable and predictable. Polanyi’s is the more informative rendering of tradition. Polanyi delves deeply into important areas where Popper only scratches their surface: the tacit dimension, transmission by way of apprenticeship, the meaning of tradition for those who participate in it, and the extent of its authority over them.

Intervention for depression among palliative care patients and their families : a study protocol for evaluation of a training program for professional care staff

Background: Clinical depression is highly prevalent yet under-detected and under-treated in palliative care settings and is associated with a number of adverse medical and psychological outcomes for patients and their family members. This article presents a study protocol to evaluate a training intervention for non-physician palliative care staff to improve the recognition of depression and provide support for depressed patients and their family members. Details of the hypotheses and expected outcomes, study design, training program development and evaluation measures are described.
Methods and Design: A randomised controlled trial will be implemented across two palliative care services to evaluate the “Training program for professional carers to recognise and manage depression in palliative care settings”. Pre-, post- and three-month follow-up data will be collected to assess: the impact of the training on the knowledge, attitudes, self-efficacy and perceived barriers of palliative care staff when working with depression; referral rates for depression; and changes to staff practices. Quantitative and qualitative methods, in the form of self-report questionnaires and interviews with staff and family members, will be used to evaluate the effectiveness of the intervention.
Discussion: This study will determine the effectiveness of an intervention that aims to respond to the urgent need for innovative programs to target depression in the palliative care setting. The expected outcome of this study is the validation of an evidence-based training program to improve staff recognition and appropriate referrals for depression, as well as improve psychosocial support for depressed patients and their family members.