Self-organized sociopolitical interactions as the best way to achieve organized patterns in human social systems: going beyond the top-down control of classical political regimes

La monografía presenta la auto-organización sociopolítica como la mejor manera de lograr patrones organizados en los sistemas sociales humanos, dada su naturaleza compleja y la imposibilidad de las tareas computacionales de los regímenes políticos clásico, debido a que operan con control jerárquico, el cual ha demostrado no ser óptimo en la producción de orden en los sistemas sociales humanos. En la monografía se extrapola la teoría de la auto-organización en los sistemas biológicos a las dinámicas sociopolíticas humanas, buscando maneras óptimas de organizarlas, y se afirma que redes complejas anárquicas son la estructura emergente de la auto-organización sociopolítica.

La experiencia de los receptores en el trasplante de órganos y tejidos

El trasplante de órganos y/o tejidos es considerado como una opción terapéutica viable para el tratamiento tanto de enfermedades crónicas o en estadios terminales, como de afectaciones no vitales, pero que generen una disminución en la calidad de vida percibida por el paciente. Este procedimiento, de carácter multidimensional, está compuesto por 3 actores principales: el donante, el órgano/tejido, y el receptor. Si bien un porcentaje significativo de investigaciones y planes de intervención han girado en torno a la dimensión biológica del trasplante, y a la promoción de la donación; el interés por la experiencia psicosocial y la calidad de vida de los receptores en este proceso ha aumentado durante la última década. En relación con esto, la presente monografía se plantea como objetivo general la exploración de la experiencia y los significados construidos por los pacientes trasplantados, a través de una revisión sistemática de la literatura sobre esta temática. Para ello, se plantearon unos objetivos específicos derivados del general, se seleccionaron términos o palabras claves por cada uno de estos, y se realizó una búsqueda en 5 bases de datos para revistas indexadas: Ebsco Host (Academic Search; y Psychology and Behavioral Sciences Collection); Proquest; Pubmed; y Science Direct. A partir de los resultados, se establece que si bien la vivencia de los receptores ha comenzado a ser investigada, aún es necesaria una mayor exploración sobre la experiencia de estos pacientes; exploración que carecería de objetivo si no se hiciera a través de las narrativas o testimonios de los mismos receptores

Educación musical: Investigamos, luego avanzamos

Este texto hace referencia al importante avance experimentado en el campo de la investigación en educación musical en estos últimos años, avance que nos ha proporcionado importantes transformaciones en la manera de organizar la enseñanza y el aprendizaje de la música. Se insta sobre la necesidad de apoyar a los profesionales de la música que tengan interés por adquirir capacidad investigadora, así como de potenciar el trabajo conjunto entre el profesorado perteneciente a las enseñanzas especializadas de música y a las enseñanzas de música universitarias. Todo ello contribuirá a un mejor y más profundo conocimiento de nuestras áreas de estudio y al crecimiento y fortalecimiento de las mismas.

Inovação pedagógica : a música no ensino de frações

Apesar da modernização dos meios tecnológicos e processos de aprendizagem, a Matemática na escola pública brasileira permanece difícil de ensinar e aprender, falta inovação metodológica que promova condições necessárias na apropriação dos saberes pelo aluno. Essa pesquisa sobre a Formação continuada de professores de Matemática do Ensino Fundamental Ciclo I e inovação da prática pedagógica: a música no ensino de frações propõe o uso da música como recurso didático metodológico inovador para o ensino de frações, com o objetivo de substituir aulas expositivas e exercícios mecânicos por vivências prazerosas, significativas e formadoras de um sujeito crítico participativo. Apresenta os mecanismos de avaliação da política educacional brasileira bem como o Ensino Fundamental de nove anos. Destaca a inovação metodológica como necessidade na formação continuada para o professor polivalente não especialista em matemática. Desenvolve a pesquisa qualitativa, estudo de caso, e considera o processo histórico da sociedade e do sujeito, para compreender o papel da escola, do professor e as especificidades do processo ensino e aprendizagem. O resultados dessa pesquisa mostram a necessidade de revisão, pelas instituições de ensino superior, na formação de profissionais de postura interrogativa de sua própria ação docente, capazes de reproduzir tal atitude no aluno. Este estudo contribui para a aprendizagem de frações, evitando-se aulas expositivas, exercícios mecânicos, por meio de uma proposta de formação continuada, utilizando música como instrumento para o ensino de frações, desenvolvida pela pesquisadora durante o processo da pesquisa ação, além de promover o debate nas unidades escolares envolvidas nas inovações de seus Projetos Pedagógicos.

Does systematic instruction in rhythmic movement influence the speech of the deaf

This paper discusses the influence of rhythm in teaching of hearing impaired children.

Video supplement for teaching "Little Red Riding Hood"

This paper examines the production of a videotape of “Little Red Riding Hood,” produced at Central Institute for the Deaf, as a supplemental tool in the teaching of fairy tales.

Development of a social studies unit on westward expansion in the United States at a beginning 3rd grade level

This paper is a curriculum packet for teaching of the westward expansion in the United States for a third grade level.

Educating deaf and hard of hearing students in the mainstream classroom

This paper examines the mainstreaming of hearing-impaired students in regular education classrooms. It evaluates the areas where teachers need more information regarding deafness, hearing loss and the teaching of hearing-impaired students. The paper also presents a list of resources to assist teachers in the education of hearing-impaired students in the mainstream classroom.

Overview and response to reviewers of The Singing Neanderthals

Why are humans musical? Why do people in all cultures sing or play instruments? Why do we appear to have specialized neurological apparatus for hearing and interpreting music as distinct from other sounds? And how does our musicality relate to language and to our evolutionary history? Anthropologists and archaeologists have paid little attention to the origin of music and musicality — far less than for either language or ‘art’. While art has been seen as an index of cognitive complexity and language as an essential tool of communication, music has suffered from our perception that it is an epiphenomenal ‘leisure activity’, and archaeologically inaccessible to boot. Nothing could be further from the truth, according to Steven Mithen; music is integral to human social life, he argues, and we can investigate its ancestry with the same rich range of analyses — neurological, physiological, ethnographic, linguistic, ethological and even archaeological — which have been deployed to study language. In The Singing Neanderthals Steven Mithen poses these questions and proposes a bold hypothesis to answer them. Mithen argues that musicality is a fundamental part of being human, that this capacity is of great antiquity, and that a holistic protolanguage of musical emotive expression predates language and was an essential precursor to it. This is an argument with implications which extend far beyond the mere origins of music itself into the very motives of human origins. Any argument of such range is bound to attract discussion and critique; we here present commentaries by archaeologists Clive Gamble and Iain Morley and linguists Alison Wray and Maggie Tallerman, along with Mithen's response to them. Whether right or wrong, Mithen has raised fascinating and important issues. And it adds a great deal of charm to the time-honoured, perhaps shopworn image of the Neanderthals shambling ineffectively through the pages of Pleistocene prehistory to imagine them humming, crooning or belting out a cappella harmonies as they went.

Literacy as a complex activity: deconstructing the simple view of reading

The Rose Review into the teaching of early reading recommended that the conceptual framework incorporated into the National Literacy Strategy Framework for Teaching – the Searchlights model of reading and its development – should be replaced by the Simple View of Reading. In this paper, we demonstrate how these two frameworks relate to each other, and show that nothing has been lost in this transformation from Searchlights to Simple View: on the contrary, much has been gained. That nothing has been lost is demonstrated by consideration of the underlying complexity inherent in each of the two dimensions delineated in the Simple View. That much has been gained is demonstrated by the increased understanding of each dimension that follows from careful scientific investigation of each. The better we understand what is involved in each dimension, the better placed we are to unravel and understand the essential, complex and continual interactions between each dimension which underlie skilled reading. This has clear implications for further improving the early teaching of reading.

Factors mediating the routinisation of e-learning within a traditional university education environment

Technology-enhanced or Computer Aided Learning (e-learning) can be institutionally integrated and supported by learning management systems or Virtual Learning Environments (VLEs) to offer efficiency gains, effectiveness and scalability of the e-leaning paradigm. However this can only be achieved through integration of pedagogically intelligent approaches and lesson preparation tools environment and VLE that is well accepted by both the students and teachers. This paper critically explores some of the issues relevant to scalable routinisation of e-learning at the tertiary level, typically first year university undergraduates, with the teaching of Relational Data Analysis (RDA), as supported by multimedia authoring, as a case study. The paper concludes that blended learning approaches which balance the deployment of e-learning with other modalities of learning delivery such as instructor–mediated group learning etc offer the most flexible and scalable route to e-learning but that this requires the graceful integration of platforms for multimedia production, distribution and delivery through advanced interactive spaces that provoke learner engagement and promote learning autonomy and group learning facilitated by a cooperative-creative learning environment that remains open to personal exploration of constructivist-constructionist pathways to learning.

The maturing discipline of robotics

The nature of the robotics discipline is changing. In turn the traditional engineering-based degree programmes that have promoted robotics as an application of engineering principles need to be supplemented with robot-centred degree programmes that reflect the diverse character of robotics, the diverse interests of students, and the diverse multi-disciplinary contributions to the robotics discipline. In this paper the nature of the change that robotics has undergone in recent years is described. An outline of the subject material of robotics, comprising robotics science and robotics engineering, is discussed The teaching of robotics degree programmes in the past has been hampered by the expense required to install and maintain a robotics teaching laboratory. Availability of online robot systems and numerous robot kits has changed this situation to some extent. However, the paper concludes that there is still a need for good educational toolkits for teaching robotics at a first degree level.