E-learning : implementació d'un CMS per a la gestió d'un Campus Virtual

L'objectiu d'aquest treball consisteix a elegir una eina de gestió de continguts per a l'aplicació en la gestió d'un campus virtual. L'estudi de les característiques de diversos dels CMS més emprats ens permetrà, a més, acostar-nos-hi d'una manera pràctica, atès que una part del treball inclou, després de la tria del CMS, la seva instal·lació en un servidor a Internet i la configuració pertinent per a adequar-lo als rols d'administradors, professors, estudiants, etc.

Communities for health: Learning from the pilots

Learning case examples and best practice from the pilot areas of Communities for Health. These pilots detail how communities have addressed a wide range of health issues and tackled health inequalities. Rural and urban deprived areas have worked to address obesity, healthy eating, mental health and sexual health.

Learning Disabilities and Health

This factsheet on learning disability has been compiled by the Department of Health South East. It highlights the health inequalities experienced by those with learning disabilities and summarises the main health-related issues. It details key publications such as 'Valuing People Now', which was launched in Jan-09, and provides information about strategies, resources and national drivers including Local Area Agreements. It can serve as a useful tool for PCTs, commissioners, those involved in service development, and those with a public health remit in order to improve practice and health outcomes among those with learning disability at both local and regional levels. For further information contact: Jonathan Campion (jonathan.campion@dh.gsi.gov.uk) or Jo Nurse (jo.nurse@dh.gsi.gov.uk)

TFC e-learning estàndards : Anàlisi de la qualitat de les metadades presents als documents LOM

Aquest projecte vol estudiar la qualitat de les metadades presents en els documents que representen objectes de coneixement LOM (

Literacy and Numeracy Learning for Life

Literacy and Numeracy for Learning and Life is the national strategy to improve literacy and numeracy standards among children and young people in the education system. This strategy seeks to address significant concerns about how well our young people are developing the literacy and numeracy skills that they will need to participate fully in the education system, to live satisfying and rewarding lives, and to participate as active and informed citizens in our society.

Literacy and Numeracy Learning for Life - Summary

In July 2011 the Minister for education launched Literacy and Numeracy for Learning and Life – the national strategy to improve literacy and numeracy among children and young people. The strategy was developed following an extensive consultation process and contributions from individuals, schools, groups and organisations. This leaflet gives a flavour of the key parts of the Strategy with access to the full document on the Department’s website.

White Paper on Adult Education Learning for Life

This is Ireland’s first White Paper on Adult Education and marks the adoption of lifelong learning as the governing principle of educational policy. The Paper reflects on the role of adult education in society, builds on the consultation process following publication of the Green Paper, and sets out the Government’s policies and priorities for the future development of the sector. It does not aim to provide a policy blueprint for the training sector given that this work is being advanced through the National Employment Action Plans and previous publications, and the work of the Task Force on Lifelong Learning recently established by the Department of Enterprise, Trade and Employment. Rather, it seeks to ensure that there is a fit and complementarity between education and training provision, so as to ensure that learners can move progressively and incrementally within an over-arching co-ordinated and learner-centred framework.

Eines E-Learning UOC : Detecció de plagi en documents OpenOffice.org

En aquest treball primer s'estudia en què consisteix el plagi i de quines maneres es pot cometre i detectar. Posteriorment, s'aplica tot aquest coneixement a la implementació d'una utilitat que poden utilitzar els consultors de la UOC per detectar plagi en els documents en format OpenOffice.org presentats pels alumnes. El resultat d'aquest treball serà, per tant, aquesta memòria així com l'aplicació desenvolupada.

Regional Guidelines for the Search of Patients, their Belongings and the Environment of Care within Adult Mental Health and Learning Disability Inpatient Settings

The overarching purpose of these guidelines is to ensure the safety and promote the protection of patients, staff and visitors by ensuring that dangerous items or hazardous substances are not brought into the in-patient setting, including illicit substances, prescribed / over the counter medications, dangerous items and alcohol or any other hazardous or potentially hazardous item or substance.

What your baby says about learning to talk

This leaflet was developed for parents and carers of babies aged up to one year old who need help learning to talk.

What your tot says about learning to talk

This leaflet was developed for parents and carers of babies aged between one and two years old who need help learning to talk.

What your toddler says about learning to talk

This leaflet was developed for parents and carers of babies aged between two and three years old who need help learning to talk.

Type 2 Diabetes for people with a Learning Disability

�� Pictorial information about type 2 diabetes for people with a learning disability.

Interstitial cells of Cajal are normally distributed in both ganglionated and aganglionic bowel in Hirschsprung's disease

Résumé Introduction : La chirurgie de la maladie de Hirschsprung est fréquemment compliquée d'une atteinte post-opératoire de la motilité intestinale. Des anomalies du système nerveux entérique (SNE) telles que la dysplasie neuronale intestinale de type B, l'hypoganglionose ou l'aganglionose, présents dans le segment abaissé, peuvent être la cause de certaines de ces complications mais aucune information n'est disponible quant au rôle des cellules interstitielles de Cajal (CIC) sur la motilité intestinale dans la phase post-opératoire. Ces cellules sont considérées avoir un rôle de pacemaker dans le tractus gastro-intestinal. L'objectif de cette étude était de décrire la distribution des CIC dans le segment proximal du côlon réséqué lors de cures chirurgicales de maladie de Hirschsprung et de confronter ces observations à l'évolution clinique post-opératoire. Matériel et Méthodes : L'incidence des complications post-opératoires a été déterminée par une revue rétrospective des dossiers de 48 patients opérés pour maladie de Hirschspung entre 1977 et 1999 et par l'étude histologique et immuno-histochimique des pièces réséquées chez ces patients. Nous avons comparé la distribution des CIC dans le segment proximal du côlon avec celle du côlon sain de 16 enfants contrôles par microscopie optique. L'immunohistochimie au c-Kit a été utilisée pour marquer spécifiquement les CIC sur échantillons paraffinés. Ces résultats ont ensuite été corrélés avec l'étude du SNE de ces mêmes segments, déterminée par immunohistochimie au CD56 et au protein gene product 9.5. Résultats Les complications post-opératoires suivantes furent identifiées : constipation 46%, constipation avec incontinence 15%, entérocolite 8%, décès 4% (probablement sur entérocolite). La distribution des CIC dans les segments proximaux réséqués chez les enfants avec maladie de Hirschsprung était identique à celle observée dans les segments de côlon sain, et ce indépendamment de la distribution normale ou anormale du SNE. Chez les enfants opérés pour maladie de Hirschsprung les segments réséqués présentaient les anomalies d'innervation suivantes : aganglionose 10.4%, hypoganglionose 12.5%, dysplasie neuronale intestinale de type B 6.3%, autres dysganglionoses 14.6%. Aucune relation entre ces anomalies d'innervation et les complications post-opératoires n'a été mise en évidence. Conclusion : La distribution des CIC est normale chez les patient opérés pour maladie de Hirschsprung, et ne contribue donc pas aux atteintes post-opératoires de la motilité intestinale. Cela signifie aussi que le réseau de CIC se développe noinialement dans le côlon humain, même en présence d'une innervation colique anormale ou absente. Abstract: Surgery for Hirschsprung's disease is often complicated by post-operative bowel motility disorders. The impact of intestinal neural histology on the surgical outcome has been previously studied, but no information is available concerning the influence of the distribution of interstitial cells of Cajal (ICC) on these complications. These cells are considered to be pacemakers in the gastrointestinal tract. The aim of this study was to assess the distribution of ICC in the proximal segment of resected bowel in Hirschsprung's disease and confront these results with the clinical outcome. Using immunohistochemistry for light microscopy, we compared the pattern of distribution of ICC in the proximal segment of resected bowel in Hirschsprung's disease with that in normal colon. We correlated these results with the corresponding neural intestinal histology determined by CD56 and the protein gene product 9.5 immunohistochemistry. The distribution of ICC in the proximal segment of resected bowel is identical to that of normal colon, regardless of normal or abnormal colon innervation. ICC distribution does not seem to contribute to post-operative bowel motility disorders in patients operated for Hirschsprung's disease.

How the mind constitutes itself through perceptual learning

Most theories of perception assume a rigid relationship between objects of the physical world and the corresponding mental representations. We show by a priori reasoning that this assumption is not fulfilled. We claim instead that all object-representation correspondences have to be learned. However, we cannot learn to perceive all objects that there are in the world. We arrive at these conclusions by a combinatory analysis of a fictive stimulus world and the way to cope with its complexity, which is perceptual learning. We show that successful perceptual learning requires changes in the representational states of the brain that are not derived directly from the constitution of the physical world. The mind constitutes itself through perceptual learning.