Coproducing flood risk management through citizen involvement: insights from cross-country comparison in Europe

Across Europe, citizens are increasingly expected to participate in the implementation of flood risk management (FRM), by engaging in voluntary-based activities to enhance preparedness, implementing property-level measures, and so forth. Although citizen participation in FRM decision making is widely addressed in academic literature, citizens’ involvement in the delivery of FRM measures is comparatively understudied. Drawing from public administration literature, we adopted the notion of “coproduction” as an analytical framework for studying the interaction between citizens and public authorities, from the decision-making process through to the implementation of FRM in practice. We considered to what extent coproduction is evident in selected European Union (EU) member states, drawing from research conducted within the EU project STAR-FLOOD (Strengthening and Redesigning European Flood Risk Practices towards Appropriate and Resilient Flood Risk Governance Arrangements). On the basis of a cross-country comparison between Flanders (Belgium), England (United Kingdom), France, the Netherlands, and Poland, we have highlighted the varied forms of coproduction and reflected on how these have been established within divergent settings. Coproduction is most prominent in discourse and practice in England and is emergent in France and Flanders. By contrast, FRM in the Netherlands and Poland remains almost exclusively reliant on governmental protection measures and thereby consultation-based forms of coproduction. Analysis revealed how these actions are motivated by different underlying rationales, which in turn shape the type of approaches and degree of institutionalization of coproduction. In the Netherlands, coproduction is primarily encouraged to increase societal resilience, whereas public authorities in the other countries also use it to improve cost-efficiency and redistribute responsibilities to its beneficiaries.

Utilizing educational theoretical models to support effective physical education pedagogy

Projekt badawczy w projekcie edukacyjnym

W zależności od ujęcia projekt jest metodą lub strategią nauczania (Nowacki i wsp, 1999). W niektórych źródłach zaliczany do grupy metod nauczania przez dociekanie (ang. inquiry based learning) (Bransford i in., 2000). Metody nauczania oparte na dociekaniu zyskują coraz bardziej na popularności, także w dydaktyce akademickiej. W niniejszej pracy przedstawiono analizę jakościową 25 projektów zajęć dydaktycznych opracowanych przez doktorantów Wydziału Biologii UAM, w których projekt badawczy był składnikiem projektu edukacyjnego, a całość była propozycją zajęć dla studentów tegoż wydziału.

Compreensão da reação de precipitação do iodeto de chumbo entre os níveis de análise macro e micro no ensino da química

O estudo apresentado teve como objetivos planificar e implementar e analisar uma proposta didática alternativa para a abordagem dos níveis macroscópico, simbólico e sub-microscópico, indispensáveis para a compreensão das reações químicas, salientando-se o facto de não se explorar, nos manuais e na prática, todo o potencial de uma reação química muito usual. A proposta utiliza uma diferente abordagem da tradicional reação de precipitação do iodeto de chumbo, centrada em questões-problema: “Ocorreu uma reação química?” e “Será possível dissolver o precipitado?”. A metodologia foi qualitativa e centrou-se na investigação-ação colaborativa. Perante as questões problema, os alunos fizeram previsões, sugeriram e realizaram procedimentos experimentais de carácter investigativo para as testar e fundamentaram as respostas através da comunicação oral e da elaboração de esquemas pictóricos (livremente), estes últimos, para ilustrar o nível sub-microscópico. Analisaram-se conjuntamente os esquemas e os dados da observação direta. Os resultados evidenciam que os alunos: identificam a ocorrência da reação química sensorialmente (visualização do aparecimento de uma substância colorida após a junção de duas soluções incolores - nível macroscópico), representam a reação química utilizando a simbologia química (nível simbólico) mas apresentam algumas dificuldades na interpretação sub-microscópica.

Prática de ensino supervisionada em educação pré-escolar e ensino do 1º ciclo do ensino básico: explorando a simetria na infância

O presente relatório é referente à investigação realizada no âmbito das unidades curriculares da Prática de Ensino Supervisionada em Pré-Escolar e 1.º Ciclo do Ensino Básico, do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade de Évora. A investigação foi realizada em contexto de uma sala de Pré-Escolar e em contexto de 1.º Ciclo do Ensino Básico, numa turma de 2.º ano. Os dois contextos fazem parte da Escola Manuel Ferreira Patrício, sede do Agrupamento de Escolas n.º 1 de Évora. A respetiva investigação teve como objetivos compreender, analisar e refletir acerca da exploração da simetria de reflexão em Pré-Escolar e em 1.º Ciclo do Ensino Básico. Deste modo, era pretendido responder às seguintes questões: “Como lidam as/os crianças/alunos com a identificação e a exploração de simetria de reflexão?” e “Que práticas devo desenvolver que contribuam para a compreensão e utilização da simetria de reflexão por parte das crianças?”. No decorrer da investigação foi desenvolvida uma intervenção didática em cada contexto, consistindo em sequências de tarefas de exploração de simetria que se caracterizaram por recorrer a diversos materiais e ao computador com o programa SIMIS, em 1.º Ciclo, com tarefas abertas de natureza exploratória. A recolha de dados apoiou-se nos cadernos de formação relativos às PES, nas planificações, nas produções das crianças, em respostas às tarefas e excertos dos diálogos havidos. Esta investigação permitiu verificar que é possível explorar a simetria no Pré- Escolar e 1.ºCiclo de Ensino Básico, uma vez que as crianças reconheceram figuras com simetria, conseguiram identificar eixos de simetria em figuras e construíram figuras simétricas. Para tal, desenvolveram-se práticas que contribuíram para a compreensão e utilização da simetria, através de estratégias de ensino-aprendizagem exploratório da Matemática, com recurso a materiais manipuláveis e a software específico, que mostraram ser ferramentas essenciais nas tarefas de exploração e identificação de simetria; ABSTRACT: The present report refers to research developed in the context of Supervised Teaching Practice in Pre-school Education and in Primary School, integrated in Master’s degree in Pre-school Education and Teaching Primary School at University of Évora. The research was conducted in context of a pre-school room and in context of 1st cycle of basic education, in a 2nd class year. The two contexts are part of the Manuel Ferreira Patrício School, headquarters of cluster of Évora schools. The respective research has aimed understand, analyze and reflect about reflection symmetry exploration, in Pre-school and in Primary School. Thus, was intented to answer the questions: “How childrens deal with the identification and exploration of reflection symmetry?" And "What practices should be developed to contribute to the understanding and use of reflection symmetry by childrens?". During the research it was developed a didactic intervention, in each context, consisting of sequences of symmetry exploration tasks that featured by resorting to diverse materials and the computer with the SIMIS program in the Primary School, with open tasks exploratory. Data collection builds on the training books on STP, the flat patterns, in productions of children, in response tasks and excerpts from the additions accruing dialogues. This research has shown that it is possible to explore the symmetry in Preschool and Primary School, since children recognized figures with symmetry, they were able to identify lines of symmetry in figures and built symmetrical figures. For such practices have developed that have contributed to the understanding and use of symmetry, through exploratory teaching and learning strategies of mathematics, using manipulatives and specific software, which proved to be essential tools in the exploration tasks and identification symmetry.

Investigação e Inovação Responsáveis em contexto educativo: perceções de alunos e professores quanto às potencialidades e limitações das atividades propostas no âmbito do Projeto IRRESISTIBLE

O Projeto IRRESISTIBLE surge com o intuito de envolver professores, alunos e o público no processo de Investigação e Inovação Responsáveis. O projeto visa o desenvolvimento, em sala de aula, de módulos sobre temas científicos relevantes, desenhados segundo a abordagem Inquiry Based Science Education. Tendo como finalidade conhecer as perceções de alunos e professores quanto às potencialidades e limitações das atividades sobre tópicos científicos segundo uma perspetiva de Inovação e Investigação Responsáveis em contexto sala de aula, foram realizadas entrevistas semiestruturadas aos alunos e professores envolvidos na implementação dos módulos desenvolvidos pelo parceiro português, cujas transcrições se submeteram a análise de conteúdo. Recorreu-se ainda a um questionário do tipo Likert para medir as atitudes dos alunos acerca da investigação e inovação na sociedade atual.

The roles of community pharmacists and other pharmacy staff:public perceptions

Introduction: The focus of the community pharmacist’s (CP’s) activities continues to move away from traditional dispensing activities towards the provision of health services. Current functions of CPs cover a combination of roles including prescription matters, counselling and service provision. These expanding roles, along with raised prescription volume, have increased CP workload. Therefore, it has become commonplace to delegate certain activities to other pharmacy staff (PS). This research aimed to examine public perceptions of CPs and other PS functions. Methodology: A self-completion postal questionnaire was sent to a random sample of 9769 members of the general public in England. Participants were asked to indicate which functions they believed CPs and other PS perform. Data were imported into SPSS 22 for analysis. Results: A response rate of 15.7% (n = 1537) was achieved. The roles most commonly attributed to CPs were monitoring prescription appropriateness (90.4%, n = 1390) and counselling patients on prescribed medicines (90.4%, n = 1389). The role most commonly attributed to other PS was sales transactions (92.4%, n = 1420). Similar numbers of responders agreed that the delivery of health services was the role of both CPs and other PS (58.9%, n = 906; 57.0%, n = 876). Conclusion: Despite a move towards more service based practice, the public still primarily associate the CP’s role with activities centred on dispensing. The provision of health services was seen to be equally carried out by CPs and other PS. As the CP’s service-based activities continue to develop, promotional activities may be required to ensure developments in CP functions are recognised by the public

Perceção da terminologia legal e dos procedimentos judiciais por menores em conflito com a lei

Todos os seres humanos, independentemente da sua fase no ciclo vital ou qualquer tipo de condição, são seres plenos de direitos e merecem ser tratados com dignidade e respeito. Os jovens, por se encontrarem numa etapa inicial do desenvolvimento humano, requerem atenção e assistência especiais. A presença de crianças e jovens envolvidos no sistema de justiça é cada vez mais frequente e devido à sua idade precoce, inúmeras leis e documentos foram desenvolvidos para proteger os menores, com o objetivo de fornecer uma justiça adaptada à sua maturidade cognitiva e emocional em todas as fases do processo judicial (antes, durante e após). Quando estas questões são referentes a jovens na qualidade de ofensores, tomam particular pertinência, devido à possibilidade do seu direito de defesa ficar comprometido. Uma vez que, em Portugal, a literatura existente acerca de como o sistema de justiça interage com os jovens em conflito com a Lei é escassa, o presente estudo é revestido de particular pertinência. Assim, esta investigação visa apresentar um estudo quantitativo que pretende compreender a perceção que os jovens em conflito com a Lei têm da terminologia legal e dos procedimentos judiciais. A recolha de dados realizou-se baseada no método de inquérito suportado pela técnica de questionário fechado. Elaborou-se um instrumento constituído por 69 questões dicotómicas, com um tempo de realização estimado de 15 minutos. Para a realização da investigação foram obtidas as autorizações necessárias (i.e. Comissão de Ética da Universidade Fernando Pessoa e Direção Geral de Reinserção e Serviços Prisionais) e os respetivos consentimentos informados dos participantes. Os resultados revelam que, em geral, os jovens inquiridos têm um relativo bom conhecimento da terminologia legal e dos procedimentos judiciais que ocorreram durante o processo tutelar de que foram alvo. Verificou-se uma diferença de conhecimento/experiência significativa entre os Centros Educativos do Porto e da Guarda, sendo que os jovens do Porto revelarem maiores conhecimentos que os jovens da Guarda. Apesar dos jovens apresentarem conhecimento acerca do sistema, existem determinadas lacunas às quais se deve atentar. Assim, depreende-se que o sistema jurídico português possa estar a empenhar-se de forma a cumprir as normas e legislações nacionais e internacionais e garantir o bem-estar e esclarecimento do jovem em conflito com a lei. Contudo, reconhece-se que é da responsabilidade dos intervenientes judiciais com contacto direto com a criança (e.g. advogado, juiz) esta função, pelo que os lapsos identificados devem ser colmatados de forma a garantir que o jovem seja (como é) um cidadão pleno de direitos e dignidade quando contacta com o sistema jurídico.

Rising China and Internet governance: Multistakeholderism, fragmentation and the Liberal Order in the age of digital sovereignty

In its open and private-based dimension, the Internet is the epitome of the Liberal International Order in its global spatial dimension. Therefore, normative questions arise from the emergence of powerful non-liberal actors such as China in Internet governance. In particular, China has supported a UN-based multilateral Internet governance model based on state sovereignty aimed at replacing the existing ICANN-based multistakeholder model. While persistent, this debate has become less dualistic through time. However, fear of Internet fragmentation has increased as the US-China technological competition grew harsher. This thesis inquires “(To what extent) are Chinese stakeholders reshaping the rules of Global Internet Governance?”. This is further unpacked in three smaller questions: (i) (To what extent) are Chinese stakeholders contributing to increased state influence in multistakeholder fora?; (ii) (how) is China contributing to Internet fragmentation?; and (iii) what are the main drivers of Chinese stakeholders’ stances? To answer these questions, Chinese stakeholders’ actions are observed in the making and management of critical Internet resources at the IETF and ICANN respectively, and in mobile connectivity standard-making at 3GPP. Through the lens of norm entrepreneurship in regime complexes, this thesis interprets changes and persistence in the Internet governance normative order and Chinese attitudes towards it. Three research methods are employed: network analysis, semi-structured expert interviews, and thematic document analysis. While China has enhanced state intervention in several technological fields, fostering debates on digital sovereignty, this research finds that the Chinese government does not exert full control on its domestic private actors and concludes that Chinese stakeholders have increasingly adapted to multistakeholder Internet governance as they grew influential within it. To enhance control over Internet-based activities, the Chinese government resorted to regulatory and technical control domestically rather than establishing a splinternet. This is due to Chinese stakeholders’ interest in retaining the network benefits of global interconnectivity.

Body Mass Index: A Scientific Evidence-Based Inquiry

OBJECTVE: To objectively and critically assess body mass index and to propose alternatives for relating body weight and height that are evidence-based and that eliminate or reduce the limitations of the body mass index. METHODS: To analyze the relations involving weight and height, we used 2 databases as follows: 1) children and adolescents from Brazil, the United States, and Switzerland; and 2) 538 university students. We performed mathematical simulations with height data ranging from 115 to 190 cm and weight data ranging from 25 to 105 kg. We selected 3 methods to analyze the relation of weight and height as follows: body mass index - weight (kg)/height (m²); reciprocal of the ponderal index - height (cm)/weight1/3 (kg); and ectomorphy. Using the normal range from 20 to 25 kg/m² for the body mass index in the reference height of 170 cm, we identified the corresponding ranges of 41 to 44 cm/kg1/3 for the reciprocal of the ponderal index, and of 1.45 to 3.60 for ectomorphy. RESULTS: The mathematical simulations showed a strong association among the 3 methods with an absolute concordance to a height of 170 cm, but with a tendency towards discrepancy in the normal ranges, which had already been observed for the heights of 165 and 175 cm. This made the direct convertibility between the indices unfeasible. The reciprocal of the ponderal index and ectomorphy with their cut points comprised a larger age range in children and adolescents and a wider and more central range in the university students, both for the reported (current) and desired weights. CONCLUSION: The reciprocal of the ponderal index and ectomorphy are stronger and are more mathematically logical than body mass index; in addition, they may be applied with the same cut points for normal from the age of 5 ½ years on.

Análisis comparativo entre actividades de aprendizaje diseñadas con Estudio de Casos y Aprendizaje Basado en Problemas, y actividades de tipo tradicional, como dispositivos didácticos en Educación a Distancia. Comparative analysis of learning activities designed with Problem Based Learning and Case Study approaches, and activities designed with traditional methods, in Distance Education.

Identificación y caracterización del problema: El problema que guía este proyecto, pretende dar respuesta a interrogantes tales como: ¿De qué modo el tipo de actividades que se diseñan, se constituyen en dispositivos posibilitadores de la comprensión de los temas propios de cada asignatura, por parte de los alumnos? A partir de esta pregunta, surge la siguiente: Al momento de resolver las actividades, ¿qué estrategias cognitivas ponen en juego los estudiantes? y ¿cuáles de ellas favorecen procesos de construcción del conocimiento? Hipótesis: - Las asignaturas cuyas actividades están elaboradas bajo la metodología de Aprendizaje Basado en Problemas y Estudio de Casos, propician aprendizajes significativos por parte de los estudiantes. - Las actividades elaboradas bajo la metodología del Aprendizaje Basado en Problemas y el Estudio de Casos requieren de procesos cognitivos más complejos que los que se implementan en las de tipo tradicional. Objetivo: - Identificar el impacto que tienen las actividades de aprendizaje de tipo tradicional y las elaboradas bajo la metodología de Aprendizaje Basado en Problemas y Estudio de Casos, en el aprendizaje de los alumnos. Materiales y Métodos: a) Análisis de las actividades de aprendizaje del primero y segundo año de la carrera de Abogacía, bajo lamodalidad a Distancia. b) Entrevistas tanto a docentes contenidistas como así también a los tutores. c) Encuestas y entrevistas a los alumnos. Resultados esperados: Se pretende confirmar que las actividades de aprendizaje, diseñadas bajo la metodología del Aprendizaje Basado en Problemas y el Estudio de Casos, promueven aprendizajes significativos en los alumnos. Importancia del proyecto y pertinencia: La relevancia del presente proyecto se podría identificar a través de dos grandes variables vinculadas entre sí: la relacionada con el dispositivo didáctico (estrategias implementadas por los alumnos) y la referida a lo institucional (carácter innovador de la propuesta de enseñanza y posibilidad de extenderla a otras cátedras). El presente proyecto pretende implementar mejoras en el diseño de las actividades de aprendizaje, a fin de promover en los alumnos la generación de ideas y soluciones responsables y el desarrollo de su capacidad analítica y reflexiva.

Vision-based representation and recognition of human activities in image sequences

Magdeburg, Univ., Fak. für Elektrotechnik und Informationstechnik, Diss., 2013

Daily physical activities and sports in adult survivors of childhood cancer and healthy controls: a population-based questionnaire survey.

BACKGROUND: Healthy lifestyle including sufficient physical activity may mitigate or prevent adverse long-term effects of childhood cancer. We described daily physical activities and sports in childhood cancer survivors and controls, and assessed determinants of both activity patterns. METHODOLOGY/PRINCIPAL FINDINGS: The Swiss Childhood Cancer Survivor Study is a questionnaire survey including all children diagnosed with cancer 1976-2003 at age 0-15 years, registered in the Swiss Childhood Cancer Registry, who survived ≥5 years and reached adulthood (≥20 years). Controls came from the population-based Swiss Health Survey. We compared the two populations and determined risk factors for both outcomes in separate multivariable logistic regression models. The sample included 1058 survivors and 5593 controls (response rates 78% and 66%). Sufficient daily physical activities were reported by 52% (n = 521) of survivors and 37% (n = 2069) of controls (p<0.001). In contrast, 62% (n = 640) of survivors and 65% (n = 3635) of controls reported engaging in sports (p = 0.067). Risk factors for insufficient daily activities in both populations were: older age (OR for ≥35 years: 1.5, 95CI 1.2-2.0), female gender (OR 1.6, 95CI 1.3-1.9), French/Italian Speaking (OR 1.4, 95CI 1.1-1.7), and higher education (OR for university education: 2.0, 95CI 1.5-2.6). Risk factors for no sports were: being a survivor (OR 1.3, 95CI 1.1-1.6), older age (OR for ≥35 years: 1.4, 95CI 1.1-1.8), migration background (OR 1.5, 95CI 1.3-1.8), French/Italian speaking (OR 1.4, 95CI 1.2-1.7), lower education (OR for compulsory schooling only: 1.6, 95CI 1.2-2.2), being married (OR 1.7, 95CI 1.5-2.0), having children (OR 1.3, 95CI 1.4-1.9), obesity (OR 2.4, 95CI 1.7-3.3), and smoking (OR 1.7, 95CI 1.5-2.1). Type of diagnosis was only associated with sports. CONCLUSIONS/SIGNIFICANCE: Physical activity levels in survivors were lower than recommended, but comparable to controls and mainly determined by socio-demographic and cultural factors. Strategies to improve physical activity levels could be similar as for the general population.

IPH gives evidence to NI Assembly Health Committee Inquiry into Obesity

IPH Chief Executive, Dr Jane Wilde gave evidence to the Northern Ireland Assembly Health Committee inquiry into obesity. Dr Wilde recommended the following: Supporting the Department of Health’s strategic approach based on an understanding of the nature and complexity of obesity. Urgent and short term action to coordinate current activities and ensure focus on the most vulnerable. Exploring new forms and incentives to promote cross departmental work. Setting intermediate outcomes and targets Building stronger links between research, policy and practice, for example asking the Health Committee to set up a round table of researchers and policy makers Working systematically and transparently to identify key areas for cooperation with UK, Ireland and Europe Drawing from IPH work and other research, Dr Wilde briefed the Health Committee on the extent and impact of obesity, reasons for rising levels of obesity and the need for a stronger strategic response. She highlighted the importance of cross government action, the responsibilities of those beyond the health sector and the need for stronger evidence-informed policy and practice.