La Participació dels estudiants en la universitat. Anàlisi de la situació a la Universitat de Girona

Aquest estudi posa a debat tant els nivells com les formes de participació dels estudiants en el funcionament de la universitat amb la finalitat d’aprofundir en els models i les dinàmiques que afavoreixen la participació dels estudiants. Parteix de l’estudi del cas de la Universitat de Girona i recull, des de diferents punts de vista, quina és la situació actual pel que fa a la participació dels estudiants en aquesta universitat, i es proposen algunes línies d’actuació per promoure-la. A la base d’aquest estudi se situa el convenciment que la participació dels estudiants en el funcionament de la universitat és un objectiu desitjable per part de la comunitat universitària, i que, com a centre de formació que és la universitat, cal que es plantegi la participació com un objectiu d’aprenentatge propi ja que, a més de formar científi cs i professionals en diferents àmbits, la universitat també contribueix (o hauria de contribuir) a la formació de ciutadans. Es tracta d’un treball fi nançat per la convocatòria 20 de la UdG d’ajuts a projectes cooperatius d’R+D en els àmbits humanístic i de les ciències socials i que s’ha desenvolupat en la seva major part durant l’any 2008 i inicis del 2009. Les dades de participació que es presenten sobre la UdG són de l’any 2008

La opinión de los estudiantes sobre su participación en la universidad

Aunque el tema de la participación en los distintos espacios de la vida comunitaria ha irrumpido con fuerza en los últimos tiempos, el sector universitario apenas ha incorporado el debate de la participación en su funcionamiento universitario. La participación estudiantil ha sido, y sigue siendo en la mayoría de los casos, simbólica. En este contexto, el artículo que presentamos profundiza en el análisis de la participación de los estudiantes en la estructura académica universitaria a partir de un estudio realizado en la Universidad de Girona. Nos centramos en los resultados derivados de la aplicación de un cuestionario electrónico a los estudiantes para conocer sus propias percepciones y puntos de vista en relación con su participación en la universidad. A partir de este análisis planteamos las orientaciones y estrategias que se configuran como elementos y recursos favorecedores de la participación estudiantil, tratando aspectos diversos como la mejora de la información, la necesidad de estrategias para facilitar la adaptación de los estudiantes a la dinámica de los órganos de gobierno o el reconocimiento del carácter formativo de la participación

Contribución de las asociaciones de estudiantes al desarrollo de competencias jurídicas fuera de las aulas. Un ejemplo norteamericano

A partir del ejemplo de las asociaciones de estudiantes de Derecho de la Universidad Laval en Québec (Canadá), se pretende reflexionar sobre las virtudes didácticas de algunas de las actividades que estas asociaciones ofrecen y que resultan especialmente enriquecedoras, no sólo por su fondo sino en particular por su forma y estructura, para los futuros juristas, permitiéndoles adquirir e implementar competencias prácticas que no siempre pueden trabajarse con la intensidad adecuada desde aulas y seminarios reglados mediante los instrumentos de enseñanza tradicionales

A greve académica de 1907

Este artigo procura revisitar a greve académica de 1907 e integrá-la num cenário de declínio da Monarquia Constitucional e numa conjuntura promissora da nova ordem republicana. Num primeiro momento, aborda-se a origem, o desenvolvimento e as consequências desta rebelião estudantil, enfocando uma multiplicidade de olhares, coevos, de publicistas, escritores e políticos e dando igualmente voz a alguns estudantes que vivenciaram esses acontecimentos. Num segundo momento, procede-se à abordagem das intervenções parlamentares que esta questão académica despoletou na Câmara dos Deputados, com destaque para os discursos eloquentes de António José de Almeida, um dos grandes tribunos republicanos do seu tempo.

A influência das atitudes e da ansiedade face à morte na imortalidade simbólica em estudantes

O presente estudo propõe-se verificar a influência das Atitudes e da Ansiedade Face à Morte na Imortalidade Simbólica em estudantes universitários. Procura igualmente perceber quais as relações entre as diferentes variáveis. Com este propósito, foram aplicadas as versões portuguesas do Death Attitude Profile Revised (DAP-R; Wong, Reker, & Gesser, 1994), da Death Anxiety Scale (DAS; Templer, 1970) e da The Sense of Symbolic Immortality Scale (SSIS; Drolet, 1990), juntamente com um Questionário de dados sociodemográficos. Participaram no estudo 310 estudantes universitários de 1º e 2º ciclo, com idades compreendidas entre os 18 e os 56 anos. Os resultados mostram que os estudantes obtêm valores superiores de aceitação neutra e inferiores de aceitação de escape. Relativamente à idade os indivíduos mais velhos apresentam valores superiores de medo e de evitamento da morte, assim como valores inferiores de desejo de imortalidade simbólica. Os homens apresentam resultados mais elevados de aceitação neutra, de escape, de ansiedade face à morte e de desejo de imortalidade simbólica. Constata-se que as atitudes negativas perante a morte e a imortalidade simbólica se correlacionam negativamente com a ansiedade. Os resultados encontrados corroboram a tese de que existe influência das atitudes e da ansiedade no desejo de imortalidade simbólica.

O impacto do cibersexo na qualidade de vida e na saúde mental

Sendo atualmente a internet cada vez mais um espelho de todas as interações sociais e estando termos relacionados com sexo entre os termos mais pesquisados na internet, pretendeu-se com o presente estudo explorar a existência de possíveis associações entre o cibersexo (consequências nefastas da internet; conteúdos sexuais na Internet ; influência da Internet; procura de satisfação na Internet) a qualidade de vida (bem-estar físico; bem estar psicológico; bem estar das relações ; bem estar do ambiente) e a saúde mental (depressão; ansiedade; stress) em estudantes universitários. Participaram neste estudo 225 alunos universitários com idade compreendidas entre os 18 e os 58 anos, sendo 114 do sexo masculino M= 28.89 anos ; D.P.=7.88) e 111 do sexo feminino (M=29.51 anos; D.P.=9.05). Os resultados mostram que os Contéudos Sexuais na Internet associaram-se negativamente e significativamente com o Bem-Estar Físico e o Bem-Estar Psicológico. A Dependência à Internet associa-se significativamente com todas as escalas da Saúde Mental (Depressão, Ansiedade e Stress). Quanto ao sexo, verificaram-se diferenças estatisticamente significativas ao nível do Stress, Depressão e Ansiedade, onde as mulheres revelam valores superiores. Os homens apresentaram índices significativamente maiores nos Conteúdos Sexuais na Internet e Consequências Nefastas da Internet. Em relação à idade quanto mais novos os participantes , maiores todas as dimensões da utilização da Internet e maior a dependência à Internet.

Exploração Vocacional, Ajustamento Académico e Personalidade : um estudo com estudantes do ensino superior pós laboral

Este estudo caracteriza os processos de exploração vocacional e de ajustamento académico, e os traços de personalidade de estudantes universitários a frequentar o ISLA Leiria. A amostra inclui 115 estudantes, de ambos os sexos (62,6%) mulheres e (37,4%) homens, com idades compreendidas entre os 18 e 61 anos, a frequentar o 1º Ciclo do Ensino Superior, no ano letivo de 2010/2011. As medidas aplicadas foram o Career Exploration Survey (CES, Stumpf et al., 1983, versão adaptada por Taveira, 1997), o Academic Adjustment Questionnaire (AAQ; Lent et al., 2005; versão adaptada por Lent & Taveira, 2004) e o Inventário de Personalidade Neo - Revisto (NEOPI-R; Costa & Crae, 1992; versão adaptada por Lima, 1997). Os resultados indicam que a exploração vocacional dos alunos está ativada, ao nível das suas crenças, comportamentos, e reações à exploração, e que estes se encontram envolvidos em objetivos de trabalho. Verificou-se que não existem diferenças estatisticamente significativas nos processos de exploração vocacional em função do sexo dos participantes e em função dos anos que frequentam. Em termos de personalidade os resultados apresentam um nível de Neuroticismo moderado, assim como uma Abertura à Experiencia moderada também. A Conscienciosidade, a Extroversão e a Amabilidade revelam níveis mais positivos. Não são verificados níveis significantes de diferença em função do sexo de pertença ou do anos que frequentam. Relativamente ao Ajustamento Académico o dado mais relevante é a fraca autoeficácia para ultrapassar obstáculos. Aqui também não são registadas alterações em função do sexo de pertença ou do ano que frequentam.

Innovative implementation of iLearn e-Portfolio for Personal Development Planning

iLearn is a Web 2.0 tool developed in Blackboard to help students with Personal Development Planning (PDP). This paper describes a case study on how the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP benefits the students. The e-Portfolio tool benefits students as it enables them to create and share portfolios, record achievements and reflections that support future job applications and promotion. Students find it beneficial because they can make use of iLearn e-Portfolio to keep academic records and achievements, activities and interests, work experience, reflective practice, employer information and some other useful resources, and also to tailor their CV and covering letters including evidence to support their CV, transferable skills and selling points. Useful information for preparing for an interview, reflecting after an event and any thoughts and evaluation can be kept in iLearn e-Portfolio. Keeping assessment and feedback records in iLearn e-Portfolio enables students to know their progress, to identify any gaps they need to fill to develop their study practices and areas for development. The key points from the feedback on the assignments and assessments are beneficial for future improvement. The reflections on the assignments and how students make use of the advice are particularly useful to improve their overall performance. In terms of pedagogical benefits, the “Individual Learner Profile” records and reviews evidence in verbal communication, basic and higher academic skills, time management, numeracy skill and IT skills, students become increasingly aware of their own strengths and any weaker areas that may require development. The e-Portfolio also provides opportunity for students to reflect on the experience and skills they have gained whilst participating in activities outside their studies. As the iLearn e-Portfolio is a reflective practice tool, it is consistent with the principle of Schon's reflective practitioner to reframe problems and to explore the consequences of actions. From the students’ feedback, for those who engage regularly in iLearn, they are better able to set agendas for their Personal Tutorial meetings and provide their Personal Tutor with a unique record of their achievements, skills and attributes which help them writing effective references for them. They make the most of their student experience in general. They also enhance their transferable skills and employability overall. The iLearn e-Portfolio prepares for the workplace and life beyond University including continuing professional development. Students are aware of their transferable skills, evidence of the skills and skill level, including award or accreditation, and their personal reflection on their transferable skills. It is beneficial for students to be aware of their transferable skills, to produce evidence of the skills and skills level such as award and accreditation, and to record their personal reflection on their transferable skills. Finally, the innovative use of mobile digital technology in iLearn e-Portfolio for developing reflective portfolios for PDP will improve their employability.

Dietary, physiological, genetic and pathological influences on postprandial lipid metabolism

Most of diurnal time is spent in a postprandial state due to successive meal intakes during the day. As long as the meals contain enough fat, a transient increase in triacylglycerolaemia and a change in lipoprotein pattern occurs. The extent and kinetics of such postprandial changes are highly variable and are modulated by numerous factors. This review focuses on factors affecting postprandial lipoprotein metabolism and genes, their variability and their relationship with intermediate phenotypes and risk of CHD. Postprandial lipoprotein metabolism is modulated by background dietary pattern as well as meal composition (fat amount and type, carbohydrate, protein, fibre, alcohol) and several lifestyle conditions (physical activity, tobacco use), physiological factors (age, gender, menopausal status) and pathological conditions (obesity, insulin resistance, diabetes mellitus). The roles of many genes have been explored in order to establish the possible implications of their variability in lipid metabolism and CHD risk. The postprandial lipid response has been shown to be modified by polymorphisms within the genes for apo A-I, A-IV, AN, E, B, C-I and C-III, lipoprotein lipase, hepatic lipase, fatty acid binding and transport proteins, microsomal trigyceride transfer protein and scavenger receptor class B type I. Overall, the variability in postprandial response is important and complex, and the interactions between nutrients or dietary or meal compositions and gene variants need further investigation. The extent of present knowledge and needs for future studies are discussed in light of ongoing developments in nutrigenetics.

Love of reading: the evaluation of KidsREAD programme in Singapore

In Singapore about 20% of families are considered to be socio-economically disadvantaged. Children from these families have been identified as having reading difficulties when they enter primary school. Recognizing that children from these families have limited access to reading materials, the National Library Board, in partnership with local community clubs and family service centres, has established the KidsREAD literacy programme where volunteers, mostly university and college students, help children between 4 and 8 years of age overcome some of their reading problems. The KidsREAD clubs aim to “promote the love of reading and cultivate good reading habits among all young Singaporeans, in particular children from low-income families” (National Library Board, 2005). This paper presents an evaluation of the KidsREAD clubs with regard to children’s attitudes towards reading. It explores the differences in children’s reading attitudes at the beginning of the programme and half way through the programme. The study was carried out in three representative clubs. This paper evaluates the attitudes of 65 children towards the clubs and the activities conducted at the clubs. It outlines the children’s beliefs about reading and the extent to which they value reading. It further explores how much KidsREAD clubs have influenced their attitudes towards reading in general and their enjoyment of reading in particular.

Symptomatic expression of depression among Jewish adolescents: effects of gender and age

Background Depression symptomatology was assessed with the Beck Depression Inventory (BDI) in a sample of Jewish adolescents, in order to compare the frequency and severity of depression with non-Jewish adolescents as well as examine gender difference of the expression of depressive symptomatology. Method Subjects comprised 475 students from Jewish private schools, aged 13-17 years, who were compared with an age-matched non-Jewish sample (n = 899). Kendall`s definition was adopted to classify these adolescents according to level of depressive symptoms. The frequency of depression was calculated for ethnicity, gender and age strata. Discriminant analysis and principal component analysis were performed to assess the importance of depression-specific and non-specific items, along with the factor structure of the BDI, respectively. Results The overall mean score on the BDI in the Jewish and the non-Jewish sample was 9.0 (SD = 6.4) and 8.6 (SD = 7.2), respectively. Jewish girls and boys had comparable mean BDI scores, contrasting with non-Jewish sample, where girls complained more of depressive symptoms than boys (p < 0.001). The frequency of depression, adopting a BDI cutoff of 20, was 5.1% for the Jewish sample and 6.3% for the non-Jewish sample. The frequency of depression for Jewish girls and boys was 5.5% (SE = 1.4) and 4.6% (SE = 1.5), respectively. On the other hand, the frequency of depression for non-Jewish girls and boys was 8.4% (SE = 1.2) and 4.0% (SE = 1.0), respectively. The female/male ratio of frequency of BDI-depression was 1.2 in the Jewish sample, but non-Jewish girls were twice (2.1) as likely to report depression as boys. Discriminant analysis showed that the BDI highly discriminates depressive symptomatology among Jewish adolescents, and measured specific aspects of depression. Factor analysis revealed two meaningful factors for the total sample and each gender (cognitive-affective dimension and somatic dimension), evidencing a difference between Jewish boys and Jewish girls in the symptomatic expression of depression akin to non-Jewish counterparts. Conclusions Ethnic-cultural factor might play a role in the frequency, severity and symptomatic expression of depressive symptoms in Jewish adolescents. The lack of gender effect on depression, which might persist from adolescence to adulthood among Jewish people, should be investigated in prospective studies.

Alternative Identities and Foreign Language Learning

My D-essay has the working title “Alternative Identities and Foreign Language Learning”. I have chosen this area because I have noticed a certain reluctance among Swedish students to use the foreign language English in English classes. They often seem embarrassed to express themselves in a language which is not their mother tongue, but they seem less embarrassed when they are allowed to act somebody else. These two observations converge into a focus of discussion on the matter, which will be supported by a minor study of my own, by extracts from other people’s essays on the matter, and by an overview of current litterature on language, identity and drama.The aim of my essay is to compare Swedish students’ willingness to use the foreign language English when acting minor plays in school, as themselves and as a chosen character, and to investigate the possibility of improving students’ willingness to use a foreign language, when given the opportunity to do so through acting somebody else.

Källkritik på Internet : En kvalitativ studie av den källkritiska medvetenheten hos gymnasieelever på samhällsprogrammet

This essay is an ideographic study over the capacity of high school students to use the Internet with source criticism, and their attitudes towards this media. It’s a qualitative study whose main purpose is to seek out how the students reflect upon the problems facing them when searching facts and information over the internet.The focus group is six 18 year old high school students, who are studying in a normal sized town in the middle of Sweden, and are about to finish their studies in the program for social sciences. The study was made through interviews, one on one with the students,The results of the analysis have shown that even if students not necessarily use a pre meditated method when searching for information over the internet, they do have a basic understanding of the matter, especially concerning the nature of the source, who published it and why. Not all students made any thorough comparison with other, already established media, such as TV or books, but the analysis made it clear that they more or less deliberately saw the established media as more trustworthy in general. Individuals publishing on the internet, such as bloggers and Wikipedia, are seen with the utmost skepticism while public institutions such as universities and public service TV, are generally trusted as being honest and objective, also when publishing on the internet.

Ett rikare språk med bildmunta : Vad är ett rikt språk och kan bildskapande stimulera till ett rikare språk

A richer language when painting before speaking? – What is a rich language and can painting stimulate towards a richer language?In this work I seek to answer two questions. What may a “richer” language mean and does it become richer when the informants, as a preparation, paint what they are going to talk about in front of the class, than when they do not paint? This I try to do by studying earlyer research about how to measure the richness in languages and by analysing video recordings of speeches when the students in an sfi-class (Swedish for foreigners) painted or did not paint before the speech, and by analysing the richness in their language. The result is my own definition of what rich language is in this context, and a conclusion that painting stimulates the students to use more words and to use specific words that they need to bring the audience their message.

Kön, kroppsbild och dysfunktionella tankar : en sambandsstudie

Body esteem is the affective aspect of body image, which is shaped by social experience. Compared with men, women have a more negative body image, which is more frequently correlated with depression and dysfunctional thoughts, especially in the case of eating disorders. The purpose of the present study was to examine gender differences in body esteem and its subcategories, and to find out whether there exists a stronger link between negative body esteem and higher levels of dysfunctional thoughts in women. The relationship between body esteem, dysfunctional thoughts and mental illness was examined. Participants were 73 college students doing social sciences and sports training educations. Body esteem questionnaire and dysfunctional thoughts questionnaire as well as a self made questionnaire on mental illness were used. Results showed that women had a more negative body esteem compared to men, especially considering weight. In women, there was a medium-strong negative relation between body esteem and dysfunctional thoughts. The results indicate that the norms for female body ideal that abound in the Western society have a negative affect on women's thinking and body image.Key words: Gender, body esteem, dysfunctional thoughts, mental illness.