Pariskuntapuhe ja kokemusten rajat

Summary: Couples' talk and the boundaries of experience

Notes sobre subjectivitat i experiència

The aim of this paper is to underline the fact that, in most contemporary philosophical debates (and somehow, issues in feminist theory are not an exception), a well-known term is playing an important role: experience. We need a cartography of the uses of experience, if we want to know what we are talking about and also if we intend to analyze and to rethink the last 25 years of ¿women studies¿, ¿gender studies¿ or ¿subaltern studies¿.

Modified Sheet Pile Abutments for Low-Volume Road Bridges: Tech Transfer Summary, January 2012

Iowa has about 22,936 bridges on low-volume roads (LVRs). Based on the National Bridge Inventory data, 22 percent of the LVR bridges in Iowa are structurally deficient, while 5 percent of them are functionally obsolete. The substructure components (abutment and foundation elements) are known to be contributing factors for some of these poor ratings. Steel sheet piling was identified as a possible long-term option for LVR bridge substructures; but, due to lack of experience, Iowa needed investigation with regard to vertical and lateral load resistance, construction methods, design methodology, and load test performance. This project was initiated in January 2007 to investigate use of sheet pile abutments. *************Tech Transfer Summary. For full report see: http://publications.iowa.gov/id/eprint/14832*************

A guide for easy- and difficult-to-treat hypertension.

Although the blood pressure (BP) of many patients can be controlled using standard combinations, treatment of hypertension frequently represents a clinical challenge to the primary care physician. This article will review best practices for managing patients with easy- and difficult-to-treat hypertension, including preferred antihypertensive combinations, optimizing adherence and persistence, recognizing white-coat hypertension, and intensifying therapy for treatment-resistant patients. Each physician must decide based on his or her own level of experience at what point a patient becomes too challenging and would benefit from referral to a hypertension specialist for more intensive management and to complete the exclusion of secondary forms of arterial hypertension. With intensive pharmacotherapy, many patients with difficult-to-treat hypertension can achieve BP control. If it fails, interventional strategies (e.g., renal denervation) are a valid option to get BP controlled.

Roadway Lighting on Secondary Roads in Iowa, HR-251, 1984

There are approximately 800 installations of destination lighting at secondary road intersections in Iowa. Approximately 90% of these have only a single luminaire. The other installations have two luminaires. No warrants currently exist for justifying the use of this type of lighting. Previous research has examined the safety benefits from full lighting of rural intersections that generally serve substantially higher traffic volumes than secondary road intersections in Iowa. However, the safety benefit of destination lighting at intersections carrying relatively low volumes has not been the subject of previous research. The research reported here, sponsored by the Iowa Department of Transportation, was undertaken to identify locations where destination lighting could be expected to improve highway safety. If destination lighting were shown to reduce accident frequency, warrants for its use on secondary roads could be developed. An inventory of secondary road lighting installations in Iowa was assembled. From this inventory, two samples were constituted that would permit two separate comparisons of the accident experience with and without destination lighting. Before and after comparisons were made for the same locations if accident records were available for at least one full year both preceding and following the installation of destination lighting. Accident records for this purpose were available from a statewide computerized record system covering the period from 1977 through 1982. The accident experience at locations having destination lighting installed before 1978 was compared with a sample of comparable locations not having destination lighting. The sample of secondary road intersections used for the before and after comparison included 91 locations. The sample of continuously lighted locations included 102 intersections. Accident experience at these locations was compared with the experience at 102 intersections that were not lighted. The intersections included in these samples averaged only 0.31 accidents per year. The accident rate at secondary road intersections that had destination lighting did not differ significantly from the accident rate at intersections that were not lighted. This conclusion was derived from both comparisons, the before and after experience and the comparison of experience at intersections that were continuously lighted with that at unlighted locations. Furthermore, no significant differences were noted between lighted and unlighted locations in the proportion of accidents that occurred at night. The distribution of accidents by type also did not differ between unlighted intersections and those having destination lighting. It was not possible to formulate warrants for destination lighting since analyses directed toward identifying specific characteristics of an intersection that could be correlated with highway safety did not yield any useful relationships. However, it was noted that the average damages for night accidents that occurred at lighted intersections were lower than for accidents at unlighted intersections. Even in the absence of a more definitive demonstration of beneficial effects, destination lighting is perceived by officials in most of the counties having such installations as yielding desirable effects and is recognized as helpful to motorists in performing the guidance function in driving. Given this benefit and a relatively low cost (an average of $74 per year for one luminaire), and given that the subjective criteria that have been used in the past to justify the installation of destination lighting have led to a high degree of public acceptance and satisfaction, it is recommended that the same subjective criteria continue to be used in lieu of definitive warrants.

Notes sobre subjectivitat i experiència

The aim of this paper is to underline the fact that, in most contemporary philosophical debates (and somehow, issues in feminist theory are not an exception), a well-known term is playing an important role: experience. We need a cartography of the uses of experience, if we want to know what we are talking about and also if we intend to analyze and to rethink the last 25 years of ¿women studies¿, ¿gender studies¿ or ¿subaltern studies¿.

Historias de vida en educación: sujeto, diálogo, experiencia

[spa] En este libro presentamos los trabajos que compartieron en las II Jornadas de Historias de Vida en Educación: Sujeto, Diálogo y Experiencia, (Málaga 9 y 10 de junio, 2011). La diversidad caracteriza el conjunto de los textos, y a veces la contraposición de posiciones ideológicas y conceptuales, lo cual sirve para enriquecer el debate y la reflexión.Los textos se distribuyen en cuatro capítulos: El primero, sobre el sujeto, o relaciones entre sujetos en la investigación. El segundo entorno a cómo las narrativas y las historias de vida pueden convertirse en herramientas para el cambio. El tercero se centra en la entrevista como el espacio de encuentro y de diálogo que tiene lugar en el proceso de investigación. El cuarto y más complejo reúne los textos que hablan de la experiencia como uno de los focos necesarios en los estudios con historias de vida.

L’Educació en valors a les classe d'educació física als instituts

l’educació física esdevé un excel·lent camp d’actuació per educar en valors a l’alumnat, sent aquesta una necessitat social existent segons els experts. El propòsit d’aquesta investigació és saber com i de quina manera s’educa en valors a les classes d’educació física, si és que es fa, i des d’un punt de vista del professorat. A través d’una recerca teòrica en l’àmbit, complementada amb 4 entrevistes a professorat d’educació física en actiu i amb més de 20 anys d’experiència, s’analitza qualitativament l’estat actual de l’educació en valors als instituts. L’anàlisi del marc teòric ressalta la importància que per desenvolupar aquests valors personals i socials, cal seguir un procés adequat, planificat i conscient per part del professorat. La part aplicada de l’estudi suggereix que en general es tenen en compte valors com el respecte i la cooperació durant el transcurs de les classes d’educació física, però que no es desenvolupen de forma eficient per manca de recursos i per infravalorar la seva importància. La investigació conclou que l’educació en valors als instituts, ha de ser una tasca transversal i coordinada amb d’altres agents fora d’aquest àmbit escolar, com són els entrenadors/es de clubs esportius, els pares i les mares i d’altres institucions implicades en el procés educatiu de l’alumnat. A partir d’aquesta anàlisi es vol promoure l’educació física com a eina per desenvolupar els valors en l’alumnat.

Estratègies i metodologies per a la inclusió de l'alumnat nouvingut a les aules de parvulari

El propòsit d’aquesta recerca és analitzar i descriure les estratègies metodològiques que es porten als centres educatius de Catalunya per promoure la inclusió de l’alumnat nouvingut a les aules d’educació infantil. Durant els últims anys hi ha hagut un augment considerable de matriculacions dins i fora de termini d’alumnat procedent d’altres països. En conseqüència, les escoles han hagut d’assumir, amb més força que mai, el repte de la diversitat lingüística, cultural i social. Per analitzar aquesta qüestió en la present recerca, s’ha partit de la realitat de dues escoles catalanes amb alumnat de característiques molt diverses. Una escola amb un percentatge baix de nouvinguts, i l’altra, amb un percentatge molt elevat. Aquesta anàlisi de les experiències a les dues escoles catalanes s’ha centrat en l’observació i analitzar les estratègies metodològiques que s’emprenen a l’escola. Tot i que el present treball té com a centre l’educació infantil, donat que estic cursant aquest grau de mestre/a, la incorporació de l’alumnat nouvingut no pot deslligar-se dels plantejaments globals de centre. Per tant, la recerca no s’ha cenyit exclusivament a l’educació infantil sinó que també ha tingut en compte el conjunt d’accions també de l’educació primària i, molt especialment, una de les estratègies centrals en l’acollida d’infants nouvinguts com són les aules d’acollida. Aquestes vetllen per la inclusió de l’alumnat a l’aula ordinària, la cohesió social de tot l’alumnat i la igualtat d’oportunitats en el camí cap a l’educació intercultural basada en el respecte i coneixement de les diverses cultures presents a l’aula.

Solvencia en un Reaseguro Finite Risk

One of the characteristics of the finite risk reinsurance is the existence of an found of experience, which is constituted by the premiums charged by the reinsurer, together with his financial incomes, and his objective is to finance the claims to be satisfied to the insurer in the specified period. The objective of this work is to design a model that allows us to determinate the reserve that the found of experience should have in every annual period in order to guarantee its dynamic solvency, taking into the experience of the claims of the reinsurer"s portfolio and of each insurance company.

La coordinación de la actividad de tutoría en las universidades virtuales. El caso de la Universitat Oberta de Catalunya.

El esfuerzo por desarrollar metodologías de enseñanza-aprendizaje específicas para el entorno virtual no ha venido acompañado de un impulso similar para adaptar los mecanismos de coordinación del profesorado, en general, y la actividad de tutoría en particular, a las características de las universidades virtuales. Esta comunicación contribuye a elaborar modelos organizativos que faciliten un buen desarrollo de la acción tutorial en línea. Con este fin, se presentan los principales elementos para estructurar y coordinar la acción tutorial, y se explica el modelo concreto adoptado en la UOC. Finalmente se presenta una valoración de la experiencia que puede ser útil para otras instituciones.

Osaaminen tietämyksen tukena kehitettäessä aikuisopiston työprosesseja

Osaaminen voi muodostua ongelmaksi yritysten kilpailukyvylle, jos siihen ei kiinnitetä huomiota jo strategiasuunnittelusta lähtien. Vaikka asiakkaiden muuttuneet odotukset kyettäisiinkin kohdentamaan ennen kilpailijoita, saattaa olla, että siihen ei pystytä vastaamaan, jos ei ehditä oppimaan uutta tai uudella tavalla. Diplomityön tavoitteena on laatia Etelä-Karjalan aikuisopistollehenkilöstön osaamisen kehittämiskuvaus siitä, kuinka strategian määrittämisestälähtien voidaan henkilöstön osaamista parantaa ja pyrkiä luomaan kilpailuetua markkinoilla. Henkilöstön osaamisen kehittäminen tulee olla suunnitelmallista, tarvittaessa yksilön, ryhmän ja organisaation edut huomioivaa, riittävän yksinkertaista ja konkreettista, jotta suunnitelma voidaan toteuttaa, seurata ja edelleenkehittää. Työn teoriaosassa on kuvattu vision ja strategian merkitystä osaamisen kehittämiseen. Lisäksi on tarkasteltu yksilön oppimista, oppimisen prosessia ja sen kehittymistä organisaation kyvykkyydeksi. Osaamisen infrastruktuuria on lähestytty organisaatiokulttuurin, sitouttamisen ja kehittämisjärjestelmän näkökulmasta. Empiirisessä osuudessa on tuotu esiin aikuisopiston henkilöstön osaamisen kehittämisen tavoitteet, nykyiset käytännöt, kehittämisen vaihtoehdot sekä jatkotoimenpiteet. Osaaminen on aikuisopiston henkilöstön ammattitaidon perusta. Osaamistarpeen määrittämisen tulee keskittyä aikuisopiston ydinosaamisen kehittämiseen. Henkilöstö tulisi nähdä motivoinnin ja sitouttamisen kautta inhimillistä tietopääomaa kasvattavana tekijänä, johon voidaan sujuvasti liittää aineeton pääoma (data, informaatio jne.) sekä strateginen reservi, kuten kilpailuetua tuottava innovointitoiminta.

Learning through Computer Model Improvisations

It has been convincingly argued that computer simulation modeling differs from traditional science. If we understand simulation modeling as a new way of doing science, the manner in which scientists learn about the world through models must also be considered differently. This article examines how researchers learn about environmental processes through computer simulation modeling. Suggesting a conceptual framework anchored in a performative philosophical approach, we examine two modeling projects undertaken by research teams in England, both aiming to inform flood risk management. One of the modeling teams operated in the research wing of a consultancy firm, the other were university scientists taking part in an interdisciplinary project experimenting with public engagement. We found that in the first context the use of standardized software was critical to the process of improvisation, the obstacles emerging in the process concerned data and were resolved through exploiting affordances for generating, organizing, and combining scientific information in new ways. In the second context, an environmental competency group, obstacles were related to the computer program and affordances emerged in the combination of experience-based knowledge with the scientists' skill enabling a reconfiguration of the mathematical structure of the model, allowing the group to learn about local flooding.

Oppiminen ja kokemustiedon hyödyntäminen voimalaitosprojektin hankintaprosessissa

Tämän työn tavoitteena on kehittää kohdeyrityksen kokemustiedon hallintaa ja jatkuvaa oppimista osana hankinnan prosessia. Työn lähtökohtana oli yritykseen aiemmin tehdyt tutkimukset projektitoimitusten toiminnan puutteista sekä alihankkijatoiminnassa ilmenneistä ongelmista. Työssä tavoitteena oli analysoida hankintaprosessin kannalta kriittisiä tietovirtoja sekä löytää mahdollisuuksia parempaan kokemustiedon hallintaan. Työssä määriteltiin kirjallisuustutkimuksen avulla merkittävimmät prosessin ja projektin eroavaisuudet sekä asiantuntijaorganisaation määrittelemät toiminnan erityispiirteet. Kohdeorganisaation henkilöstön haastattelujen avulla sekä tutkijan omaan kokemukseen perustuen laadittiin kohdeyrityksen pääprosesseista prosessikartta, jonka osana kuvattiin kriittiset tietovirrat. Haastatteluaineiston käsittely tapahtui eri kysymysten ja teemojen yhteenvedolla sekä niiden perusteella tehdyistä johtopäätöksistä. Työssä saatujen tulosten perusteella kehitettiin hankintatoimen oppimisen ja kehittymisen toimintamalli sekä tasapainotetun tuloskortin mukainen mittaristo. Mittariston avulla voidaan hankintaprosessin toimintaa ohjata kohti organisaation pitkäntähtäimen tavoitteita sekä oppia entistä paremmin ymmärtämään omaa toimintaa. Kokemustietoa ei voida organisaatiossa jakaa vain työkalujen ja ohjelmien avulla. Tarvitaan kulttuuri, joka kannustaa tiedon jakamiseen ja oppimiseen.