Suhteessa kohteeseen ja suhteessa toisiin : Oppiminen ja vuorovaikutus opettajaopiskelijoiden suunnittelutapaamisessa

Objectives. In this research I analyzed the learning process of teacher students in a planning meeting using the expansive learning cycle and types of interaction approaches. In activity theory framework the expansive learning cycle has been applied widely in analyzing learning processes taking several years. However, few studies exist utilizing expansive cycles in analyzing short single meetings. In the activity theory framework talk and interaction have been analyzed using following types of interaction: coordination, cooperation and communication. In these studies single interaction situations have been analyzed, in which the status and power positions of participants has been very different. Interactions of self-directed teams, in which the participants are equal, have been examined very little. I am not aware of any studies, in which both learning actions of the expansive cycle and types of interaction by analyzing the same data would have been utilized. The aim of my study was to describe the process of collaborative innovative learning in a situation where the student group tries to accomplish a broad and ill-defined learning task. I aim to describe, how this planning process proceeds through different phases of learning actions of the expansive cycle. My goal is to understand and describe the transformations in the quality of interaction and transitions which are related to it. Another goal of this study is to specify the possible similarities and differences between expansive learning and types of interactions. Methods. Data of this study consisted of videotaped meetings, which were part of the study module for class teacher degree. The first meeting of the study module was chosen to be the primary research material. Five students were present in the group meeting. Transcription of the conversation was analyzed by classifying the turns of conversation following phases of the expansive cycle. After that the material was categorized again by using types of interaction. Results and conclusions. As a result of this study I was able to trace all the phases of the expansive cycle except one. Also, I was able to identify all interaction types. When I compared the two modes of analysis side by side I was able to find connecting main phases. Thus I was able to identify the interdependence between the two ways of analysis on a higher level, although I was not able to notice correlation on the level of individual phases. Based on this, I conclude that learning of the group was simultaneously specification and formulation of the object at the different phases of expansive learning and transformation of the quality of the interaction while searching for the common object.

Blended learning in medical imaging pre-clinical skills training – does it work?

Undergraduate Medical Imaging (MI)students at QUT attend their first clinical placement towards the end of semester two. Students undertake two (pre)clinical skills development units – one theory and one practical. Students gain good contextual and theoretical knowledge during these units via a blended learning model with multiple learning methods employed. Students attend theory lectures, practical sessions, tutorial sessions in both a simulated and virtual environment and also attend pre-clinical scenario based tutorial sessions. The aim of this project is to evaluate the use of blended learning in the context of 1st year Medical Imaging Radiographic Technique and its effectiveness in preparing students for their first clinical experience. It is hoped that the multiple teaching methods employed within the pre-clinical training unit at QUT builds students clinical skills prior to the real situation. A quantitative approach will be taken, evaluating via pre and post clinical placement surveys. This data will be correlated with data gained in the previous year on the effectiveness of this training approach prior to clinical placement. In 2014 59 students were surveyed prior to their clinical placement demonstrated positive benefits of using a variety of learning tools to enhance their learning. 98.31%(n=58)of students agreed or strongly agreed that the theory lectures were a useful tool to enhance their learning. This was followed closely by 97% (n=57) of the students realising the value of performing role-play simulation prior to clinical placement. Tutorial engagement was considered useful for 93.22% (n=55) whilst 88.14% (n=52) reasoned that the x-raying of phantoms in the simulated radiographic laboratory was beneficial. Self-directed learning yielded 86.44% (n=51). The virtual reality simulation software was valuable for 72.41% (n=42) of the students. Of the 4 students that disagreed or strongly disagreed with the usefulness of any tool they strongly agreed to the usefulness of a minimum of one other learning tool. The impact of the blended learning model to meet diverse student needs continues to be positive with students engaging in most offerings. Students largely prefer pre -clinical scenario based practical and tutorial sessions where 'real-world’ situations are discussed.

Problem-based learning in an e-learning environment: A case study at Griffith University School of Medicine

Increasing numbers of medical schools in Australia and overseas have moved away from didactic teaching methodologies and embraced problem-based learning (PBL) to improve clinical reasoning skills and communication skills as well as to encourage self-directed lifelong learning. In January 2005, the first cohort of students entered the new MBBS program at the Griffith University School of Medicine, Gold Coast, to embark upon an exciting, fully integrated curriculum using PBL, combining electronic delivery, communication and evaluation systems incorporating cognitive principles that underpin the PBL process. This chapter examines the educational philosophies and design of the e-learning environment underpinning the processes developed to deliver, monitor and evaluate the curriculum. Key initiatives taken to promote student engagement and innovative and distinctive approaches to student learning at Griffith promoted within the conceptual model for the curriculum are (a) Student engagement, (b) Pastoral care, (c) Staff engagement, (d) Monitoring and (e) Curriculum/Program Review. © 2007 Springer-Verlag Berlin Heidelberg.

Role of synergistic pi-pi stacking and X-H center dot center dot center dot Cl (X = C, N, O) H-bonding interactions in gelation and gel phase crystallization

The self-assembly of p-pyridyl-ended oligo-p-phenylenevinylenes (OPVs) in ethanol leads to the formation of either hollow or solid microrods. The corresponding protonated OPVs with n-butyl chains induce transparent gelation and also gel phase crystallization owing to various synergistic noncovalent interactions. The chloride ion-selective gelation, AIEE and stimuli responsiveness of the gel are also observed.

Avaliação prospectiva longitudinal da qualidade de vida de adolescentes submetidos a tratamento ortodôntico

A literatura científica ainda não é consistente em relação aos benefícios psicossociais proporcionados pelo tratamento ortodôntico. Os objetivos deste estudo foram conhecer as alterações na qualidade de vida relacionada com a saúde bucal (OHRQoL) e com a autopercepção estética de adolescentes brasileiros de 12 a 15 anos de idade tratados ortodonticamente, durante dois anos de avaliação prospectiva longitudinal. A amostra foi constituída de 318 jovens: 92 que iniciaram tratamento ortodôntico em uma instituição de ensino (grupo orto), e 226 indivíduos não tratados: 124 que procuraram avaliação ortodôntica na mesma instituição e não receberam tratamento durante os dois anos em que foram acompanhados na pesquisa, pois estavam aguardando uma vaga na lista de espera para iniciar o tratamento (grupo de espera), e 102 que nunca buscaram tratamento ortodôntico e que estudam em uma escola vizinha à instituição (grupo escola). A qualidade de vida foi mensurada utilizando o OHIP-14. A necessidade normativa e estética de tratamento ortodôntico foi avaliada com o índice IOTN, o nível social com o Critério de Classificação Econômica Brasil e a saúde dental com o índice CPO-D. As avaliações foram repetidas em três momentos: no exame inicial (T1); um ano depois do início do tratamento ortodôntico, para o grupo orto, e um ano após o exame inicial, para os grupos de espera e escola (T2); e dois anos depois do início do tratamento para o grupo orto, e dois anos depois do exame inicial para os grupos de espera e escola (T3). O tratamento ortodôntico reduziu significativamente os escores de OHRQoL: as médias do escores tiveram uma redução de 10,4 para 9,2 e para 1,6 entre a primeira, segunda e terceira avaliações (p<0,001). A autopercepção estética se comportou de maneira similar, com uma redução progressiva e significativa (p<0,001) nos pacientes tratados, que também tiveram melhora significativa na gravidade da má oclusão (p<0,001). Porém, os indivíduos que removeram o aparelho tiveram OHRQoL e autopercepção estética significativamente melhores em relação aos pacientes que não finalizaram o tratamento no período de dois anos. Os adolescentes do grupo de espera tiveram significativa piora na OHRQoL, que sofreu um aumento de 10,8 para 12,0 da primeira para a terceira avaliações (p<0,001), o que também ocorreu na autoavaliação estética, que sofreu um aumento significativo (p<0,001). Por outro lado, os adolescentes do grupo escola não tiveram nenhuma alteração desses índices nos períodos de avaliação, apresentando uma tendência estacionária para OHRQoL (p=0,34) e para a autopercepção estética (p=0,09). A gravidade da má oclusão não foi alterada nos grupos não tratados durante os dois anos de avaliação e o CPO-D não teve alteração significativa para nenhum dos três grupos. Foi possível concluir que o tratamento ortodôntico melhorou significativamente a qualidade de vida relacionada com a saúde bucal e a autopercepção estética dos adolescentes brasileiros submetidos a tratamento.

Influência do sistema de cimentação e do modo de ativação na resistência ao push-out de pinos de fibra de vidro

O objetivo deste estudo foi avaliar a influência do tipo de sistema de cimentação (condicionamento ácido total ou autoadesivo), do modo de ativação (autoativado ou dual), do terço do conduto radicular (cervical, médio ou apical) e da espessura do filme de cimento sobre a resistência de união de pinos de fibra de vidro cimentados em dentes humanos. Quarenta raízes foram incluídas em resina epóxi, submetidas a tratamento endodôntico e obturadas com guta percha e cimento endodôntico sem eugenol. Decorridos sete dias, os condutos foram preparados a uma profundidade de 10mm com brocas padronizadas do sistema dos pinos de fibra (WhitePost DC #2) e aleatoriamente divididos em 4 grupos, conforme o sistema de cimentação e o modo de ativação: (G1) RelyX ARC/Adper Scotchbond Multi-Purpose Plus (condicionamento ácido total), ativação dual, (G2) RelyX ARC/Adper Scotchbond Multi-Purpose Plus, autoativado, (G3) RelyX U100 (autoadesivo), dual e (G4) RelyX U100, autoativado. Após uma semana, cada raiz foi seccionada em máquina de corte, originando 6 fatias de 1 mm de espessura (n=60). Antes do ensaio de push-out cada fatia foi fotografada em ambas as faces, para determinação do raio dos pinos e da espessura do filme de cimento. Após o ensaio mecânico, novas imagens foram capturadas para determinação do modo de falha. Para automatizar a determinação da espessura de cimento, foi desenvolvida uma macro no software KS 400. Os dados foram estatisticamente analisados com ANOVA 3 fatores (resistência de união) e teste de Kruskall-Wallis (espessura do cimento). Comparações múltiplas foram realizadas com o teste Student-Newman-Keuls. Análise de regressão, modelo linear, foi empregada para verificar a correlação entre espessura do cimento e resistência de união. Todos os testes foram aplicados com α = 0,05. O fator cimento exerceu influência significativa para a resistência de união (p = 0,0402): o RelyX U100 apresentou a maior média. A ativação dual elevou os valores de resistência de união em comparação ao modo quimicamente ativado (p < 0,0001). Houve diferenças significantes entre os grupos, sendo G1 (22,4 4,0 MPa) > G3 (20,4 3,6 MPa) > G4 (17,8 5,2 MPa) > G2 (13,5 4,3 MPa). O terço do conduto não exerceu influência significativa sobre a resistência adesiva (p = 0,4749). As espessuras dos filmes de cimento foram estatisticamente diferentes nos diferentes terços: cervical (102 45 m) > médio (75 29 m) > apical (52 28m). Não foi observada forte correlação entre os valores de espessura e os de resistência ao push-out (r = - 0,2016, p = 0,0033). O tipo de falha predominante foi a mista, exceto para o G2, que apresentou 74% das falhas na interface cimento-pino. Dessa forma, o cimento autoadesivo apresentou melhor desempenho que o convencional, e ambos os sistemas duais, sobretudo o RelyX ARC, apresentaram dependência da fotoativação para atingirem maiores valores de resistência de união.

As relações entre raiva e habilidades sociais em indivíduos com transtornos alimentares

Os Transtornos Alimentares (TA) são caracterizados por graves perturbações no comportamento alimentar, geralmente de início precoce e curso duradouro. Vários fatores estão associados a sua etiologia, como fatores familiares, socioculturais, biológicos e psicológicos. Alguns autores demonstraram existir correlação entre gravidade nos comportamentos alimentares inadequados, baixos níveis de assertividade, altos níveis de hostilidade autodirigida e dificuldade em expressar a raiva. Além disso, a raiva tem sido relacionada principalmente aos episódios de compulsão alimentar e métodos compensatórios. A literatura, já há algum tempo reconhece o papel central do afeto negativo na etiologia e manutenção da compulsão alimentar. A teoria da regulação do afeto pressupõe que os episódios de compulsão alimentar estão associados a uma dificuldade para regular as emoções de forma adaptada, configurando-os como uma estratégia inadequada para aliviar sofrimento e reduzir afetos intensos. Pesquisadores indicam que um terço das mulheres com compulsão alimentar, comem em resposta a emoções negativas, mais especificamente a raiva, depressão e ansiedade. A compulsão alimentar teria como função regular a experiência emocional, reduzindo a consciência da emoção. A raiva também tem sido associada a déficits em habilidades sociais. A literatura sugere que os indivíduos socialmente habilidosos são mais propensos a manejar com a emoção da raiva do que aqueles com déficits em habilidades sociais e resolução de problemas, e que muitos dos tratamentos efetivos para raiva e comportamento agressivo incluem o desenvolvimento dessas habilidades. Assim como elevados níveis de raiva estão associados a comportamentos alimentares disfuncionais, evidências apontam para a relação entre déficits em habilidades sociais e gravidade do comportamento alimentar. A literatura mostra que no tratamento da raiva, o treinamento de habilidades sociais tem sido bastante efetivo. Dessa forma, identificar de que forma a raiva se relaciona ao comportamento alimentar inadequado , bem como aos déficits em habilidades sociais se torna relevante para a criação de programas de intervenção que tenham como objetivo ensinar o indivíduo a manejar com a raiva e frustração, aumentando assim, a capacidade de resolução de problemas e diminuindo a ocorrência de comportamentos alimentares inadequados. Portanto, o objetivo desse estudo é avaliar as relações entre habilidades sociais e a raiva em pacientes com Bulimia Nervosa e Transtorno da Compulsão Alimentar Periódica. Em função das críticas ao uso de questionários de auto-informe em pesquisas, essa tese foi dividida em três estudos. O primeiro foi uma revisão sistemática da literatura que teve como propósito avaliar as relações entre níveis disfuncionais de raiva e compulsão alimentar em pacientes com bulimia nervosa e TCAP. O segundo estudo avaliou as relações entre níveis de habilidades sociais, raiva disfuncional e gravidade da compulsão alimentar em amostra clínica, através de questionários de autorrelato. E por fim, o terceiro estudo teve como objetivo identificar pensamentos automáticos e comportamentos associados a emoção da raiva através de entrevista estruturada, composta por cinco questões abertas. Os resultados de cada estudo serão discutidos, assim como sua implicação no tratamento dos TA

Fabrication, densification, and replica molding of 3D carbon nanotube microstructures

The introduction of new materials and processes to microfabrication has, in large part, enabled many important advances in microsystems, labon- a-chip devices, and their applications. In particular, capabilities for cost-effective fabrication of polymer microstructures were transformed by the advent of soft lithography and other micromolding techniques 1,2, and this led a revolution in applications of microfabrication to biomedical engineering and biology. Nevertheless, it remains challenging to fabricate microstructures with well-defined nanoscale surface textures, and to fabricate arbitrary 3D shapes at the micro-scale. Robustness of master molds and maintenance of shape integrity is especially important to achieve high fidelity replication of complex structures and preserving their nanoscale surface texture. The combination of hierarchical textures, and heterogeneous shapes, is a profound challenge to existing microfabrication methods that largely rely upon top-down etching using fixed mask templates. On the other hand, the bottom-up synthesis of nanostructures such as nanotubes and nanowires can offer new capabilities to microfabrication, in particular by taking advantage of the collective self-organization of nanostructures, and local control of their growth behavior with respect to microfabricated patterns. Our goal is to introduce vertically aligned carbon nanotubes (CNTs), which we refer to as CNT "forests", as a new microfabrication material. We present details of a suite of related methods recently developed by our group: fabrication of CNT forest microstructures by thermal CVD from lithographically patterned catalyst thin films; self-directed elastocapillary densification of CNT microstructures; and replica molding of polymer microstructures using CNT composite master molds. In particular, our work shows that self-directed capillary densification ("capillary forming"), which is performed by condensation of a solvent onto the substrate with CNT microstructures, significantly increases the packing density of CNTs. This process enables directed transformation of vertical CNT microstructures into straight, inclined, and twisted shapes, which have robust mechanical properties exceeding those of typical microfabrication polymers. This in turn enables formation of nanocomposite CNT master molds by capillary-driven infiltration of polymers. The replica structures exhibit the anisotropic nanoscale texture of the aligned CNTs, and can have walls with sub-micron thickness and aspect ratios exceeding 50:1. Integration of CNT microstructures in fabrication offers further opportunity to exploit the electrical and thermal properties of CNTs, and diverse capabilities for chemical and biochemical functionalization 3. © 2012 Journal of Visualized Experiments.

Structurally programmed capillary folding of carbon nanotube assemblies.

We demonstrate the fabrication of horizontally aligned carbon nanotube (HA-CNT) networks by spatially programmable folding, which is induced by self-directed liquid infiltration of vertical CNTs. Folding is caused by a capillary buckling instability and is predicted by the elastocapillary buckling height, which scales with the wall thickness as t(3/2). The folding direction is controlled by incorporating folding initiators at the ends of the CNT walls, and the initiators cause a tilt during densification which precedes buckling. By patterning these initiators and specifying the wall geometry, we control the dimensions of HA-CNT patches over 2 orders of magnitude and realize multilayered and multidirectional assemblies. Multidirectional HA-CNT patterns are building blocks for custom design of nanotextured surfaces and flexible circuits.

Facile fabrication of large area of aggregated gold nanorods film for efficient surface-enhanced Raman scattering

An effective and facile method for fabrication of large area of aggregated gold nanorods (AuNRs) film was proposed by self-assembly of AuNRs at a toluene/water interface for the first time. It was found that large area of aggregated AuNRs film could be formed at the interface of toluene and water due to the interfacial tension between the two phases. The obtained large area of aggregated AuNRs film exhibits strong surface-enhanced Raman scattering (SERS) activity with 4-aminothiophenol (4-ATP) and 2-aminothiophenol (2-ATP) as the probe molecules based on the strong electromagnetic coupling effect between the very adjacent AuNRs.

职业兴趣的测量研究及大学科系的职业兴趣类型图初探

In these studies the following questions are examined: considering the wide fitness of Holland's vocational interest theory, Holland's Self-Directed Search to make it suitable to Chinese subjects is revised. To guarantee the revised inventory possessing Holland's RIASEC theory, the inventory's construct validity is cross-validated, and the fitness of Holland's Hexagonal Model to Chinese subjects is examined. The feasibility of building up the map of unversities' departments are also examined, according to the vocational interest.

'Psyching-up' and muscular force production

Tod, D. A., Iredale, F., Gill, N. (2003). 'Psyching-up' and muscular force production. Sports Medicine, 33 (1), 47-58. RAE2008

Work experience in transition year: a mixed methods study of subject and career choices

Transition Year (TY) has been a feature of the Irish Education landscape for 39 years. Work experience (WE) has become a key component of TY. WE is defined as a module of between five and fifteen days duration where students engage in a work placement in the broader community. It places a major emphasis on building relationships between schools and their external communities and concomitantly between students and their potential future employers. Yet, the idea that participation in a TY work experience programme could facilitate an increased awareness of potential careers has drawn little attention from the research community. This research examines the influence WE has on the subsequent subjects choices made by students along with the effects of that experience on the students’ identities and emerging vocational identities. Socio-cultural Learning Theory and Occupational Choice Theory frame the overall study. A mixed methods approach to data collection was adopted through the administration of 323 quantitative questionnaires and 32 individual semi-structured interviews in three secondary schools. The analysis of the data was conducted using a grounded theory approach. The findings from the research show that WE makes a significant contribution to the students’ sense of agency in their own lives. It facilitates the otherwise complex process of subject choice, motivates students to work harder in their senior cycle, introduces them to the concepts of active, experience-based and self-directed learning, while boosting their self-confidence and nurturing the emergence of their personal and vocational identities. This research is a gateway to further study in this field. It also has wide reaching implications for students, teachers, school authorities, parents and policy makers regarding teaching and learning in our schools and the value of learning beyond the walls of the classroom.

Evaluation of extended training for general practice in Northern Ireland: qualitative study.

Objective To evaluate participants' perceptions of the impact on them of an additional six months' training beyond the standard 12 month general practice vocational training scheme. Design Qualitative study using focus groups. Setting General practice vocational training in Northern Ireland. Participants 13 general practitioner registrars, six of whom participated in the additional six months' training, and four trainers involved in the additional six months' training. Main outcome measures: Participants' views about their experiences in 18 month and 12 month courses. Results Participants reported that the 12 month course was generally positive but was too pressurised and focused on examinations, and also that it had a negative impact on self care. The nature of the learning and assessment was reported to have left participants feeling averse to further continuing education and lacking in confidence. In contrast, the extended six month component was reported to have restimulated learning by focusing more on patient care and promoting self directed learning. It developed confidence, promoted teamwork, and gave experience of two practice contexts, and was reported as valuable by both ex-registrars and trainers. However, both the 12 and 18 month courses left participants feeling underprepared for practice management and self care. Conclusions 12 months' training in general practice does not provide doctors with the necessary competencies and confidence to enter independent practice. The extended period was reported to promote greater professional development, critical evaluation skills, and orientation to lifelong learning but does not fill all the gaps.

Moments of Recognition:The Four Semester Studio in QUB

It is a legitimate assertion that the common ground of work of worth in architecture, whether theoretical or built comes from a firmly held position on the part of the author. In addition to delivery key competencies architectural education should act to support the formation of such a position in the student, or to make students aware of the possibility of holding such a position.

It is with this in mind perhaps that intensive unit-based diploma and masters structures are increasingly becoming the standard structure for for schools of architecture across the UK. The strengths of such a structure are most evident when the school, either by virtue of financial strength or geographic location is able to attract a diverse range of contrasting positions to bear in the formation of these units. In effect the offering to the student is a short, intensive immersion into a clear line of thought based on the position of those running the unit. Research is channeled by those running the unit to the work of the students. A single cohort of students therefore is able to observe and understand a wide range of ways of thinking about the subject whether or not they are participants in a unit or not. It is axiomatic that where this structure is applied in the absence of these resources the result can be less helpful, individual units are differentiated not to reflect the interests of those running the unit but for the sake of difference as its own end.

In structuring the M.Arch programme in Queens University Belfast the reality of our somewhat peripheral location was placed at the forefront of our considerations. A single 4 semester studio is offered. The first three semesters are carefully structured to offer a range of directed and self directed projects to the students. By interrogation of these projects, and work undertaken at undergraduate level the aim is to assist the students to identify a personal position on architecture, which is then developed in the thesis in semester four. Research and design outputs are emergent from the interest of the student body, cultivated by staff who have the time over the four semesters to get to know all aspects of a students interests.

This paper will lay out this structure and some of the projects run within it. Now having delivered two graduating years the successes and challenges of the system will be laid out by reference to several case studies of individual student experiences of the structure.