The use and usefulness of a parent questionnaire to help schools identify disability

The Equality Act 2010 will be implemented in full in 2011, and schools in the UK will have to provide special aids or services for children with disabilities where this provision is considered reasonable. This paper reports on staff perspectives on the use and usefulness of a parental questionnaire on disability from a sample of 49 schools (mainstream and special) located in 12 local authorities. Most schools found the process of administering the parent questionnaire undemanding; just under half of the sample indicated that they would take some action as a result of the data collected from the parental questionnaire (e.g., to inform plans for targeting or monitoring support for children, and to contact parents and follow-up issues they had mentioned); and about one-third of schools recorded unanticipated findings from the parental questionnaire, that is, the identification of children whose disabilities were not previously known to the school. Implications for schools are discussed.

Какую поддержку хотят родители для своих детей с ОВЗ

Schools in England (as elsewhere in Europe) have a duty to promote equality for disabled people and make reasonable adjustments for disabled children. This paper presents data drawn from a national questionnairedesigned for schools to use to identify their disabled pupils and examines in detail parental responses to a question on the kinds of support their child finds helpful in offsetting any difficulties they experience. It illustrates the complex and varied nature of the reasonable adjustments required and an overriding sense these need to be underpinned by the values of a responsive child centred approach, one that reflects parents’ knowledge and understanding of their child. Schools need to have in place the two way communication process that supports them in “knowing” about the visible and invisible challenges that disabled pupils face in participating in school life

The energy cycle and structural evolution of cyclones over southeastern South America in three case studies

In this paper, the Lorenz energy cycle over a limited area was applied for three cyclones with different origins and evolutions, where each of them was formed in an important cyclogenetic region near southeastern South America. The synoptic conditions and energetics were analyzed during each system`s life cycle and showed important relationships between their energy cycle and the evolution of their vertical structure. In the case of the weak baroclinic cyclone which formed on Brazil`s south-southeastern coast, the analysis showed that it originated through a midlevel cutoff low with contribution from barotropic instability. Its evolution would indicate potential transition to a hybrid system if the convective activity were stronger. The system that occurred in the La Plata River mouth had features of an oceanic bomb-type cyclogenesis and showed an important contribution from the available potential energy generation term through the latent heat release by the convection. Meanwhile, the system of the southern Argentina coast presented a classical baroclinic development of extratropical cyclogenesis in the energy cycle, from the wave amplification up to the final occlusion of the associated frontal system. These analyses revealed that the development of some cyclones that occur in eastern South America can present different mechanisms that are not related to the classical extratropical cyclogenesis.

Historielärares ämnesförståelse : Centrala begrepp i historielärares förståelse av skolämnet historia

This thesis focuses on four different aspects of history teachers’ comprehensiveunderstanding of the school subject history. More specifically, the aim is tostudy the comprehension of the subject as perceived by individual historyteachers. Special emphasis is placed on identifying the concepts of the field ofhistory that are central to the teachers’ understanding of the school subject history.The first aspect studied is the teachers’ biographical changes. In a life historyperspective it seems as if the teachers’ subject conception changes from anunproblematic and tentative approach to a more complex and confident understandingof the subject. The second aspect treated is the rationale behind theirgrasp of the purpose and content of the subject. Three major positions areidentified, namely educational (bildung) orientation, critical orientation, andidentity orientation.The third aspect studied is the teachers’ interpretation of a curriculumnew to them. The teachers placed the curriculum in the field of tension betweenan education policy position, emphasizing more precise knowledge, onthe one hand, and a history science position, emphasizing concepts of historicalconsciousness. The fourth aspect studied is five different conceptual tools displayedin the teachers’ remarks on having completed the teaching of a newcourse. These are termed ‘history as narrative’, ‘history as time-space’, ‘historyas explanation’, ‘history as perspective taking’, and ‘history as skills’At the general level the study shows not only that subject conception is ofimportance to the teachers’ understanding of their obligation as teachers of historybut also how it is formed and constantly transformed by many differentfactors. In this process it is clear that the concepts used by the teachers, althoughvariously defined, can be seen as specific to the school subject historyand essential to the construction of history as a school subject.

Learning in and through drama : The necessity to use multiple theoretical perspectives in order to understand how learning takes place in drama

The complexity of learning implies that learning seldom is about just one thing. It can be said that learning processes are interdisciplinary. Within educational contexts, learning is not limited to constructed school subjects. In drama education, learning is simultaneously about drama as aesthetic expression and content because drama always is about something. The mainly focus can be on form, content or social aspects. The different aspects are always present, but may be more or less foreground or the background depending on the purpose of education. How do development concerning understanding of form, content, and social interaction, interact in a learning process in drama? My research is based on the view that learning at the same time takes place as an individual, internal process and a socially situated, inter-subjective process. Can learning in drama imply learning that can be transferred between different situations, a transformative learning and if so, how? Transformative learning includes cognitive, affective and corporal and social action aspects and means that the individual's frames of reference are transformed, evolved, to become more insightful and flexible which implies a change of personality. It leads to an integrated knowledge that can be applied in different contexts.   In the paper that will be presented at the conference, theories about how we learn in drama will be discussed in relation to my empirical research concerning drama and learning.

Film som kommunikation : En studie av gymnasieungdomars filmarbete

The starting point for this work was a discussion between my supervisor and myself during my teaching training. The discussion concerned the appropriateness of allowing students make films with sexual content. Film gives young people the opportunity to express their feelings and broaden their views. If the film then disseminates to unknown people via in-ternet, which it most likely will do, maybe it is no longer so positive. The aim of this study is to shed light on various aspects of identity and ethics that are important to keep in mind when young people in school make films. These aspects are to avoid making young people vulnerable to abuse and improper influence. One aim is also to highlight the advantages of making films in school. The study is inspired by hermeneutic interpretive and based on qualitative interviews. The informants are four students at the age of 18-19 at two different schools in one municipality in Sweden.The results of the study show that it is important for the informants that the films are pro-duced in an aesthetically good way so that it appeals to the audience. Two of the infor-mants have a specific audience and make more conscious choices, so that the audience will understand what is said. The study shows that the more a filmmaker considers the audi-ence, the more consciously he or she uses film as communication. To get positive feedback is important, but it is mostly friends of the filmmakers that actually comment. To get nega-tive comments is regarded as a disadvantage when placing material on the internet. Howev-er, none of the informants in the study have received negative comments on what has been posted. The opinions about what the informants believe is inappropriate to post on inter-net or to make films about regards sexuality and violations. Earlier studies show that mate-rial can, because it is interesting to other people, become widespread. For this reason it is important for teachers to have conversations with students about their preferences and opinions on various issues. Adults need to interfere in the young people's world, while be-ing open to their opinions. Then the young people's value system will be built up and give them a safe tool that helps them to avoid improper influence.

LEARNING STUDY: ROZVOJ ŠKOLY SKRZE KOLEGIÁLNÍ UČENÍ UČITELŮ : Learning study: school development through collegial learning of teachers

The aim of this article is to describe how the Learning Study method (LS) was implemented in a Swedish upper secondary school, as well as how the principals and the teachers involved perceived this to affect teaching at, and the development of, the school. It is an empirical study that was conducted as an action research project over a period of three years. The project to implement the LS method was based on the assumption that proper training is the result of collegial activity that occurs when teachers learn from each other. The teachers in this study were, in general, positive about using the LS method. It created opportunities to meet and talk about teaching skills, developed better professional relationships between colleagues, and offered a systematic method for planning, implementing and monitoring teaching. However, working together requires that time be set aside to allow for implementation of the LS method. This is crucial, as the LS method is a rather expensive way to make school development work. This places heavy demands on principals to create the necessary conditions for the implementation of the LS method.

Let Us Now Praise Famous Women

Writing this collection of journalistic nonfiction has come at an appropriate time for me as I head out into the world on my own. I still don’t know if or where I’ll be working. I don’t know if I’ll be an intern or employee or if I want to go to graduate school in the future. The world is wide open before me, and that is a scary thing. However, these women have been assuring and guiding me. Meeting and interviewing them has taught me that life is subjective. They have shown me that everything we own can be lost in an instant, that life—family, freedom, happiness—is more precious and more fragile than we may think. These women are not superficial; they are sincere and wise. I would consider myself blessed to have a fraction of their strength, and, indeed, it is their characters to which I aspire. Each woman has suffered loss, but each woman has also gained a new, deeper perspective on life. They are the ones who, from my point of view, are flying high and clinging tight—with views from the crown of the forest.

Medical treatment and the good death: an ethical analysis of euthanasia, physician assisted suicide, and the right to die

Frequent advances in medical technologies have brought fonh many innovative treatments that allow medical teams to treal many patients with grave illness and serious trauma who would have died only a few years earlier. These changes have given some patients a second chance at life, but for others. these new treatments have merely prolonged their dying. Instead of dying relatively painlessly, these unfortunate patients often suffer from painful tenninal illnesses or exist in a comatose state that robs them of their dignity, since they cannot survive without advanced and often dehumanizing forms of treatment. Due to many of these concerns, euthanasia has become a central issue in medical ethics. Additionally, the debate is impacted by those who believe that patients have the right make choices about the method and timing of their deaths. Euthanasia is defined as a deliberate act by a physician to hasten the death of a patient, whether through active methods such as an injection of morphine, or through the withdrawal of advanced forms of medical care, for reasons of mercy because of a medical condition that they have. This study explores the question of whether euthanasia is an ethical practice and, as determined by ethical theories and professional codes of ethics, whether the physician is allowed to provide the means to give the patient a path to a "good death," rather than one filled with physical and mental suffering. The paper also asks if there is a relevant moral difference between the active and passive forms of euthanasia and seeks to define requirements to ensure fully voluntary decision making through an evaluation of the factors necessary to produce fully informed consent. Additionally, the proper treatments for patients who suffer from painful terminal illnesses, those who exist in persistent vegetative states and infants born with many diverse medical problems are examined. The ultimate conclusions that are reached in the paper are that euthanasia is an ethical practice in certain specific circumstances for patients who have a very low quality of life due to pain, illness or serious mental deficits as a result of irreversible coma, persistent vegetative state or end-stage clinical dementia. This is defended by the fact that the rights of the patient to determine his or her own fate and to autonomously decide the way that he or she dies are paramount to all other factors in decisions of life and death. There are also circumstances where decisions can be made by health care teams in conjunction with the family to hasten the deaths of incompetent patients when continued existence is clearly not in their best interest, as is the case of infants who are born with serious physical anomalies, who are either 'born dying' or have no prospect for a life that is of a reasonable quality. I have rejected the distinction between active and passive methods of euthanasia and have instead chosen to focus on the intentions of the treating physician and the voluntary nature of the patient's request. When applied in equivalent circumstances, active and passive methods of euthanasia produce the same effects, and if the choice to hasten the death of the patient is ethical, then the use of either method can be accepted. The use of active methods of euthanasia and active forms of withdrawal of life support, such as the removal of a respirator are both conscious decisions to end the life of the patient and both bring death within a short period of time. It is false to maintain a distinction that believes that one is active killing. whereas the other form only allows nature to take it's course. Both are conscious choices to hasten the patient's death and should be evaluated as such. Additionally, through an examination of the Hippocratic Oath, and statements made by the American Medical Association and the American College of physicians, it can be shown that the ideals that the medical profession maintains and the respect for the interests of the patient that it holds allows the physician to give aid to patients who wish to choose death as an alternative to continued suffering. The physician is also allowed to and in some circumstances, is morally required, to help dying patients whether through active or passive forms of euthanasia or through assisted suicide. Euthanasia is a difficult topic to think about, but in the end, we should support the choice that respects the patient's autonomous choice or clear best interest and the respect that we have for their dignity and personal worth.

Redefining the Academic Library Managing the Migration to Digital Information Services

Academic libraries are faced with a daunting series of challenges brought on by the digital revolution. In an era when millions of books, articles, images, and videos available instantaneously via the web, libraries across all institutional types are experiencing declining demand for their traditional services, built around the storage and dissemination of physical resources. At the same time, new demand for digital information services and collaborative learning spaces promise new areas of opportunity and engagement with patrons. A rapid and orderly transition to “the library of the future” requires difficult trade-offs, however, as no institution can afford to continue expanding both its commitment to comprehensive, local print collections as well as new investments in staff, technology, and renovations. This report illustrates how progressive academic libraries are evolving in response to these challenges, providing case studies and best practices in managing library space, staff, and resources.

Fatores de risco para óbito precoce em crianças e em adolescentes submetidos a tranplante hepático eletivo no Hospital de Clínicas de Porto Alegre

No próximo ano, completam-se 40 anos desde a primeira tentativa de transplante hepático (TxH) em seres humanos. Há quase 20 anos, o transplante (Tx) tornou-se uma opção terapêutica real para os pacientes portadores de doença hepática terminal. Atualmente, o TxH é o tratamento de escolha para diversas enfermidades hepáticas, agudas ou crônicas. Dos transplantes realizados na Europa ou nos EUA, em torno de 12% dos pacientes são crianças e adolescentes. No Brasil, 20,9% dos pacientes transplantados de fígado em 2001 tinham até 18 anos de idade e, destes, 60,7% tinham 5 anos ou menos. O objetivo do TxH é a manutenção da vida dos pacientes com doença hepática irreversível, e a principal forma de avaliação de sucesso é a sobrevida após o Tx. A primeira semana que se segue ao TxH, apesar dos excelentes progressos dos últimos anos, continua sendo o período mais crítico. A maioria dos óbitos ou das perdas do enxerto ocorrem nas primeiras semanas, em particular, nos primeiros 7 dias de TxH. Diversos fatores de risco para o resultado do TxH podem ser identificados na literatura, porém há poucos estudos específicos do Tx pediátrico. As crianças pequenas apresentam características particulares que os diferenciam do Tx nos adultos e nas crianças maiores. Com o objetivo de identificar fatores de risco para o óbito nos 7 primeiros dias após os transplantes hepáticos eletivos realizados em 45 crianças e adolescentes no Hospital de Clínicas de Porto Alegre entre março de 1995 e agosto de 2001, foi realizado um estudo de caso-controle. Entre os 6 casos (13,3%) e os 39 controles foram comparadas características relacionadas ao receptor, ao doador e ao procedimento cirúrgico e modelos prognósticos. Das variáveis relacionadas ao receptor, o gênero, o escore Z do peso e da estatura para a idade, a atresia de vias biliares, a cirurgia abdominal prévia, a cirurgia de Kasai, a história de ascite, de peritonite bacteriana espontânea, de hemorragia digestiva e de síndrome hepatopulmonar, a albuminemia, o INR, o tempo de tromboplastina parcial ativada e o fator V não foram associados com o óbito na primeira semana. A mortalidade inicial foi maior nas crianças com menor idade (p=0,0035), peso (p=0,0062) e estatura (p<0,0001), bilirrubinemia total (BT) (p=0,0083) e bilirrubinemia não conjugada (BNC) (p=0,0024) elevadas, e colesterolemia reduzida (p=0,0385). Os receptores menores de 3 anos tiveram um risco 25,5 vezes maior de óbito que as crianças maiores (IC 95%: 1,3–487,7). A chance de óbito após o Tx dos pacientes com BT superior a 20 mg/dL e BNC maior que 6 mg/dL foi 7,8 (IC95%: 1,2–50,1) e 12,7 (IC95%: 1,3–121,7) vezes maior que daqueles com níveis inferiores, respectivamente. Das características relacionadas ao doador e ao Tx, as variáveis gênero, doador de gênero e grupo sangüíneo ABO não idênticos ao do receptor, razão peso do doador/receptor, causa do óbito do doador, enxerto reduzido, tempo em lista de espera e experiência do Programa não foram associados com o óbito nos primeiros 7 dias. Transplantes com enxertos de doadores de idade até 3 anos, ou de peso até 12 Kg representaram risco para o óbito dos receptores 6,8 (IC95%: 1,1–43,5) e 19,3 (IC95%: 1,3–281,6) vezes maior, respectivamente. O tempo de isquemia total foi em média de 2 horas maior nos transplantes dos receptores não sobreviventes (p=0,0316). Os modelos prognósticos Child-Pugh, Rodeck e UNOS não foram preditivos do óbito. Os pacientes classificados como alto risco no modelo de Malatack apresentaram razão de chances para o óbito 18,0 (IC95%: 1,2–262,7) vezes maior que aqueles com baixo risco. A mortalidade na primeira semana foi associada a valores elevados do escore PELD. O risco de óbito foi de 11,3 (IC95%: 1,2–107,0) nas crianças com valor do PELD maior que 10. As crianças pequenas e com maior disfunção hepática apresentaram maior risco de óbito precoce. Doador de pequeno porte e prolongamento do tempo de isquemia também foram associados à mortalidade. Somente os modelos de Malatack e PELD foram preditivos da sobrevida.

Cultura da vizinhança: identidade individual e vida urbana

Em sua tese de doutoramento, a autora descreve uma pesquisa realizada em uma pequena cidade da Franca, onde constatou-se a oposição entre o discurso do planejador preocupado em introduzir uma nova lógica às práticas cotidianas dos moradores de uma vila operária, e o discurso dos aposentados que ali moravam e cuja vivência dos espaços da vizinhança, a havia sido impregnado de sua própria história de vida. Foi a partir desta experiência que a autora passou a argumentar que sem uma fina e aprofundada observação das práticas cotidianas, nenhuma intervenção no espaço urbano deveria ser realizada. Partindo do princípio que a urbanização e crescimento das cidades segue cada vez mais a lógica do planejamento impondo ao seu habitante uma passagem do espaço privado para o público que e quase sempre abrupta e hostil pois trata a circulação como um fluxo inibindo o desenvolvimento de "espaços de transição", e modificando a concepção de sociabilidade nos espaços nos espaços de vizinhança. Esta pesquisa tem por objetivo procurar algumas "localidades" situadas em uma grande metrópole como São Paulo onde a observação da transição entre a vida privada e pública possa ser estudada. Para a autora o estudo das regras e normas da vida social nesses espaços que ora são chamados de intermediários, ora de transição deverão servir para compor o que ela chama de cultura de vizinhança, e que varia muito entre localidades de uma mesma cidade.

O racismo no cotidiano escolar

Partindo da confirmada existência de racismo na educação, este trabalho investiga como se dá a sua produção e reprodução no cotidiano escolar, através de observações sistemáticas e assistemáticas de escolas, especialmente públicas, de discussões com profissionais de educação e da aplicação de questionários aos professores de três escolas públicas observadas sistematicamente. Abordando o racismo numa perspectiva microssocial e micropolítica, percorre o cotidiano escolar, destacando práticas e discussões que veiculam o racismo, percebendo, contudo, que a maior parte das pessoas do universo escolar não são vistas, nem se vêem como racistas e eurocêntricas. Finalizando com o repto de que ou a escola se abre para a diversidade racial e cultural, para as realidades diferentes vividas por seus usuários, ou corre o risco de fossilizar-se e tornar cada vez mais intenso o seu papel de produtora e reprodutora de desigualdades sociais, discriminações, preconceitos, enfim, de racismo.

Ouvindo as vozes na escola: análise de discurso de professores e alunos na escola de primeiro grau

Este trabalho foi desenvolvido a partir de pesquisa realizada em escolas públicas do Município do Rio de Janeiro. Procedeu-se à Análise de Discurso de professores e alunos das séries iniciais do Primeiro Grau, bem como técnicos das escolas, dos Distritos Educacionais e da secretaria de Educação. As enunciações registradas tiveram como tema principal a alfabatização, e foram analizadas com base no modelo proposto por Pêcheux, que articula três regiões do conhecimento científico: a ideológico-cultural, a linguística e a discursiva, relacionando-se o discurso e suas condicões de produção, e situando os protagonistas e o objeto do discurso. A fundamentação teórica da análise partiu das teorias linguísticas de Saussure e Beneviste, utilizando-se também os trabalhos de Baktin, Blikstein, Vital Brazil e Orlani. Segue-se a discussão em torno de aspectos da teoria da subjetividade, de natureza psicanalítica, onde foram utilizadas as teorias de Freud e Lacan. À alienação do sujeito na ordem da linguagem associa-se a alienação do trabalho, considerada por Marx e discutida no trabalho de Meszaros. As relações do sujeito com o trabalho e com a produção são também pensadas a partir dos pontos de vista de Baudrillard e Giannotti. A partir da análise das falas, propõe-se a desconstrução do simbólico e o estabelecimento dee uma nova prática, de novas relações institucionais que possam transformar o cotidiano escolar, livrando alunos e professores do assujeitamento a que ficam submetidos.

Descrição da vida escolar em romances brasileiros

A vida escolar em internatos, ret.] a;;ada nos ro mances brasileiros: O Ateneu, de F.~ul Pompéiai c Uoidinho, ãe José Lins do Rego i Balão Cativo e chão de Ferro, de Pedro Navai e A Rede, de Martha Antiero, é reinterpretada numa busca das relações socio-educacionaiD descLitas nos trabalhos de criação. A procura de retençao dos elementos estruturais estabelecidos na escola é feita através de cor relação e oposição dos textos selecionados, onde suas peE sonagens atuarão corno "informantes" e teorias filosofico- -sociais sobre Educação, corno elementos de integração e crItica. Da constatação de que o sistema educacional está baseado, em sua essência, numa relação de subordinação/do minação entre a geração precedente e aquela que a segue quando há comunicação pedagógica, o sistema escolar foi se parado e analisado dentro de dois subsistemas distintos, segundo a situação de seus elementos de subordinados e/ou dominantes, denominados, os dois mundos, de "Colegiatura" e "Equipe Pedagógica". Compreendendo que a escola é, por sua vez, um ~ubsistema que faz parte do sistema maior, a sociedade, foi estabelecido, introdutoriamente a cada des crição das escolas, um esboço sobre a influência do social no estabelecimento escolar, onde o colegial é separado da influência doméstica para o preparo ao domínio social da rua.