Relações entre perfil de valores e perfil de uso da tecnologia: Um estudo com os docentes que atuam na modalidade presencial e/ou no ensino a distância

O advento das novas tecnologias e a dinamicidade das mudanças que estas provocam, impactam diretamente em vários aspectos da sociedade, dentre estes, na educação. Novas metodologias e mudanças no processo de ensino-aprendizagem tornam-se práticas cada vez mais frequentes neste campo. O elemento basilar desta nova constituição é o docente, capaz de transformar a utilização desses recursos em ferramentas que favoreçam o processo educativo. Essa readequação do comportamento exigida por essas constantes mudanças é orientada pelos valores pessoais dos sujeitos que vivenciam a situação. Os valores são idealizados como critérios que interferem diretamente nas atitudes, preferências e até mesmo no comportamento humano, influenciando no modo como o indivíduo interpreta as suas próprias atitudes e as dos outros, inclusive no âmbito profissional. Dessa forma, o objetivo geral da presente pesquisa é analisar as relações entre o perfil de uso da tecnologia e os valores dos docentes da UFRN Universidade Federal do Rio Grande do Norte, baseado na escala de valores de Schwartz. Para isso foram utilizados os tipos motivacionais que compõem a teoria de valores de Schwartz, através de questionário aplicado junto aos docentes. Trata-se de uma pesquisa de enfoque analítico quantitativo que utiliza um questionário da escala de valores desenvolvida por Schwartz et al. (2001) conhecida como PVQ (Portrait Values Questionnaire). A pesquisa foi desenvolvida a partir de uma amostra de 200 docentes entre atuantes da modalidade presencial e/ou na modalidade de ensino a distância. A estratégia de análise dos dados utilizou técnicas de estatística descritiva, análise de gráficos, análise das frequências relativas e a técnica estatística MANOVA (Análise Multivariada de Variância). Os resultados apontaram que os docentes utilizam moderadamente os recursos tecnológicos avaliados nesta pesquisa, como ferramenta de apoio pedagógico. Com relação ao perfil de valores, os docentes apresentaram prioridade entre os tipos motivacionais Autodeterminação, Benevolência e Universalismo, enquanto os menos priorizados foram os de Tradição, Realização e Poder, respectivamente. Contudo, não foram identificadas relações significativas entre o perfil de valores e o perfil de uso da tecnologia entre os docentes estudados nesta pesquisa

Relações entre perfil de valores e perfil de uso da tecnologia: Um estudo com os docentes que atuam na modalidade presencial e/ou no ensino a distância

O advento das novas tecnologias e a dinamicidade das mudanças que estas provocam, impactam diretamente em vários aspectos da sociedade, dentre estes, na educação. Novas metodologias e mudanças no processo de ensino-aprendizagem tornam-se práticas cada vez mais frequentes neste campo. O elemento basilar desta nova constituição é o docente, capaz de transformar a utilização desses recursos em ferramentas que favoreçam o processo educativo. Essa readequação do comportamento exigida por essas constantes mudanças é orientada pelos valores pessoais dos sujeitos que vivenciam a situação. Os valores são idealizados como critérios que interferem diretamente nas atitudes, preferências e até mesmo no comportamento humano, influenciando no modo como o indivíduo interpreta as suas próprias atitudes e as dos outros, inclusive no âmbito profissional. Dessa forma, o objetivo geral da presente pesquisa é analisar as relações entre o perfil de uso da tecnologia e os valores dos docentes da UFRN Universidade Federal do Rio Grande do Norte, baseado na escala de valores de Schwartz. Para isso foram utilizados os tipos motivacionais que compõem a teoria de valores de Schwartz, através de questionário aplicado junto aos docentes. Trata-se de uma pesquisa de enfoque analítico quantitativo que utiliza um questionário da escala de valores desenvolvida por Schwartz et al. (2001) conhecida como PVQ (Portrait Values Questionnaire). A pesquisa foi desenvolvida a partir de uma amostra de 200 docentes entre atuantes da modalidade presencial e/ou na modalidade de ensino a distância. A estratégia de análise dos dados utilizou técnicas de estatística descritiva, análise de gráficos, análise das frequências relativas e a técnica estatística MANOVA (Análise Multivariada de Variância). Os resultados apontaram que os docentes utilizam moderadamente os recursos tecnológicos avaliados nesta pesquisa, como ferramenta de apoio pedagógico. Com relação ao perfil de valores, os docentes apresentaram prioridade entre os tipos motivacionais Autodeterminação, Benevolência e Universalismo, enquanto os menos priorizados foram os de Tradição, Realização e Poder, respectivamente. Contudo, não foram identificadas relações significativas entre o perfil de valores e o perfil de uso da tecnologia entre os docentes estudados nesta pesquisa

Relações entre perfil de valores e perfil de uso da tecnologia: Um estudo com os docentes que atuam na modalidade presencial e/ou no ensino a distância

O advento das novas tecnologias e a dinamicidade das mudanças que estas provocam, impactam diretamente em vários aspectos da sociedade, dentre estes, na educação. Novas metodologias e mudanças no processo de ensino-aprendizagem tornam-se práticas cada vez mais frequentes neste campo. O elemento basilar desta nova constituição é o docente, capaz de transformar a utilização desses recursos em ferramentas que favoreçam o processo educativo. Essa readequação do comportamento exigida por essas constantes mudanças é orientada pelos valores pessoais dos sujeitos que vivenciam a situação. Os valores são idealizados como critérios que interferem diretamente nas atitudes, preferências e até mesmo no comportamento humano, influenciando no modo como o indivíduo interpreta as suas próprias atitudes e as dos outros, inclusive no âmbito profissional. Dessa forma, o objetivo geral da presente pesquisa é analisar as relações entre o perfil de uso da tecnologia e os valores dos docentes da UFRN Universidade Federal do Rio Grande do Norte, baseado na escala de valores de Schwartz. Para isso foram utilizados os tipos motivacionais que compõem a teoria de valores de Schwartz, através de questionário aplicado junto aos docentes. Trata-se de uma pesquisa de enfoque analítico quantitativo que utiliza um questionário da escala de valores desenvolvida por Schwartz et al. (2001) conhecida como PVQ (Portrait Values Questionnaire). A pesquisa foi desenvolvida a partir de uma amostra de 200 docentes entre atuantes da modalidade presencial e/ou na modalidade de ensino a distância. A estratégia de análise dos dados utilizou técnicas de estatística descritiva, análise de gráficos, análise das frequências relativas e a técnica estatística MANOVA (Análise Multivariada de Variância). Os resultados apontaram que os docentes utilizam moderadamente os recursos tecnológicos avaliados nesta pesquisa, como ferramenta de apoio pedagógico. Com relação ao perfil de valores, os docentes apresentaram prioridade entre os tipos motivacionais Autodeterminação, Benevolência e Universalismo, enquanto os menos priorizados foram os de Tradição, Realização e Poder, respectivamente. Contudo, não foram identificadas relações significativas entre o perfil de valores e o perfil de uso da tecnologia entre os docentes estudados nesta pesquisa

Analysis of the entrepreneurial profile of students attending higher education in Portugal: the Carland Entrepreneurship Index application

Background The societal changes have created new necessities in terms of health care and of professionals with diverse skills. The institutions of higher education should promote the development of an entrepreneurial profile in students which may boost the exploration of new opportunities. Objectives: To identify the entrepreneurial profile in the students in higher education and its relationship to some personal characteristics and training. Methods Correlational quantitative study, accomplished with 1,604 students from 18 institutions of polytechnic Institutes of Portugal. The collection of data occurred between July and November/2015. The Carland Entrepreneurship Index (CEI) entrepreneurial skills questionnaire was applied, along with the acquisition of socio-demographic variables of the students. Data was analysed with the SPSS 23.0. The study followed the ethical requirements. Results The (CEI) application, allowed us to note that 75.7 % of the students presented an entrepreneurial profile, 20.8 % a Micro entrepreneurial profile and 3.4 % a Macro entrepreneurial. Additionally, we verified that older students (r = 0.193, p < = 0.000), of the male gender (Female = 0.55; Male, M= 0.580 p < 0.000), that had already worked or would like to work for others, showed the greatest entrepreneurial potential (Yes M= 0.60; No 0.54; p < 0.000), along with those who participated in entrepreneurial contents during their training (Did not participate M= 0.53; Participated 0.58; p < 0.000). Conclusions The entrepreneurial profile is related with some social demographic characteristics of the students; however, the educational institutions may have a preponderant role in the development of that profile, which may contribute to a greater contribution in the wellbeing of the populations.

The connectivity paradox: Students’ use of technology as both help and hindrance, and the challenge of striking a balance.

While there is research supporting the use of technology in classrooms, there is also evidence that technology often disrupts student learning. Examples of technology use in classrooms by both teachers and students will be explored, including the benefits and risks of each to the learning process. Research findings on cognition, attention, and classroom technologies will inform strategies for best practices for classroom technology use.

Assessing effects of technology usage on mathematics learning

Computer-based technologies are now commonplace in classrooms, and the integration of these media into the teaching and learning of mathematics is supported by government policy in most developed countries. However, many questions about the impact of computer-based technologies on classroom mathematics learning remain unanswered, and debates about when and how they ought to be used continue. An increasing number of studies seek to identify the effects of technology usage on classroom learning, and at a time when governments are calling for 'evidence-based' policy development, many studies applying quasi- scientific methodologies to this field of practice are emerging. By analysing a series of conceptual frameworks for assessing the use of computer-based technologies to support school learning, this article emphasises the value of research into the relationship between technical and conceptual aspects of technology use in mathematics education and beyond, and challenges the usefulness of large-scale, quasi-scientific studies that focus on educational inputs and outputs.

Impact of cannabis use on long-term remission in bipolar I and schizoaffective disorder

OBJECTIVE: To investigate the impact of regular cannabis use on long-term remission of mood symptoms in bipolar spectrum disorders. METHODS: The 24-month prospective observational study included patients (n=239) with bipolar I disorder and schizoaffective disorder, bipolar type. Participants were classified as regular cannabis users (three times or more per week) or non-users. The primary outcome measure was the achievement of remission on the evaluations during the 24 months. RESULTS: Of the 234 participants for whom data was available, 25 (10.7%) were regular cannabis users, and the group comprised significantly more males than females. In the total population, cannabis use was significantly associated with decreased likelihood of remission during the 24-month follow-up period. Subgroup analyses showed that cannabis use was significantly associated with lower remission rates on the Hamilton Depression Rating Scale in females (n=139) and patients prescribed mood stabilizers alone (n=151), whereas in males (n=95) and patients prescribed olanzapine and/or a mood stabilizer (n=83), cannabis use was significantly associated with lower remission rates on the Young Mania Rating Scale. Remission rates were lowest in the concurrent cannabis and tobacco smoking group (n=22) followed by the tobacco smoking only group (n=97), and the non-smoker group (n=116). The post-hoc analysis revealed that all remission rates were significantly lower in the concurrent cannabis and the tobacco smoking group compared to the non-smoker group. CONCLUSION: Cannabis use negatively affects the long-term clinical outcome in patients with bipolar spectrum disorders. A comprehensive assessment and integrated management of cannabis use are required to achieve better treatment outcomes for bipolar spectrum disorders.

Digital dietetics : practices and attitudes to technology use among Australian dietitians

Recent advancements in the capabilities of information and communication technologies (ICT) offer unique avenues to support the delivery of nutrition care. Despite ICTs being widely available, evidence on the practices and attitudes with regard to ICT use among dietitians is limited. A cross-sectional survey of Dietitians Association of Australia members was administered online in August 2011. All dietitians who responded (n=87) had access to a computer at work. Half reported providing non face-to-face consultations, with the telephone and email the most common modes of delivery. The use of smart phones was prevalent for 49% of practitioners, with 30% recommending nutrition-related applications and/or programs to clients. Benefits to technology use in practice most commonly reported included improvements in access to information/resources, time management, and workflow efficiency. Barriers identified related to cost and access to technology, and lack of suitable programs/applications. Technology was viewed as an important tool in practice among 93% of dietitians surveyed, however only 38% were satisfied with their current level of use. The majority (81%) believed more technology should be integrated within dietetics, while 85% indicated that the development of suitable and practical applications andprograms is necessary for future practice. Technology is regarded as an important tool by Australian dietitians, with an expressed need for theirinclusion to further facilitate nutrition care. Regular and ongoing evaluation of technology use among dietitians is vital to ensure thatapplications and use are evidence based and relevant to consumers in the digital world.

Case study: Mastering the governance of technology

Case study on how the Heart of Worcestershire College is leading a project with four other colleges to support college governors in making confident, effective and well-informed decisions on the investment, innovation and development of technology use to support learning.

Engineering-scale demonstration of thermal desorption technology for manufactured gas plant site soils /

"HWRIC PR-038."

The use of technology-based self-service on assessments of consumer satisfaction and consumer commitment

Technology-based self-service (TBSS) enables consumers to complete services themselves using a technological interface. As evaluations of consumer satisfaction and commitment have typically focused on interpersonal interactions, the effect of TBSS on these is under researched . This paper explores the impact of TBSS on consumer satisfaction and on a multidimensional measure of consumer commitment.Data are collected from 241 hotel guests. The results suggest personal-service is more important for satisfaction and commitment. This has implications for marketing as the benefits of adopting TBSS are not clear. Multi-dimensional commitment provides some interesting findings and suggests the need for further research into TBSS and commitment.

Visual arts, technology and education : how can teaching and learning in high school visual arts classrooms be enriched by the use of computer technology?

Whilst a variety of studies has appeared over the last decade addressing the gap between the potential promised by computers and the reality experienced in the classroom by teachers and students, few have specifically addressed the situation as it pertains to the visual arts classroom. The aim of this study was to explore the reality of the classroom use of computers for three visual arts highschool teachers and determine how computer technology might enrich visual arts teaching and learning. An action research approach was employed to enable the researcher to understand the situation from the teachers' points of view while contributing to their professional practice. The wider social context surrounding this study is characterised by an increase in visual communications brought about by rapid advances in computer technology. The powerful combination of visual imagery and computer technology is illustrated by continuing developments in the print, film and television industries. In particular, the recent growth of interactive multimedia epitomises this combination and is significant to this study as it represents a new form of publishing of great interest to educators and artists alike. In this social context, visual arts education has a significant role to play. By cultivating a critical awareness of the implications of technology use and promoting a creative approach to the application of computer technology within the visual arts, visual arts education is in a position to provide an essential service to students who will leave high school to participate in a visual information age as both consumers and producers.

A study of the use of the Edinburgh postnatal depression scale with parent groups outside the postpartum period

The Edinburgh Postnatal Depression Scale (EPDS) was sent by post to 206 mothers and 201 fathers of toddlers (aged between 19 and 22 months). At the same time these parents also completed subscales of the Crown—Crisp Experiential Index (CCEI). The responses were used to assess the feasibility of postal completion of the EPDS and its acceptability to parents outside the postpartum year, particularly fathers for whom there have been no previous reports of its use. On a small sub-group, the sensitivity, specificity and predictive values of the measures were assessed using the Present. State Examination. Answers to the depression subscale of the CCEI to the EPDS and to the Present State Examination were compared to assess validity. Completion of the postally-administered EPDS was satisfactory, though some difficulties were experienced in a second postal administration to a subsample. The scale was completed without obvious error or omission and this, combined with positive comments from parents, suggests the acceptability of the scale to both mothers and fathers. The mean scores were higher for mothers than for fathers, but the pattern of distribution was similar with a marked positive skew and a distinct decline in scores above 10. Because the subsample of parents interviewed was small the calculation of sensitivity and specificity has to be treated with caution. However, the results for mothers suggest that the EPDS has satisfactory validity for this group and one superior to the depression subscale of the CCEI. Among the fathers interviewed there were insufficient cases to enable calculation of sensitivity and specificity. Other results were encouraging, however, and suggest the merit of further studies of the application and validity of the EPDS with fathers.

The profile of psychiatric symptoms exacerbated by methamphetamine use

Background Methamphetamine use can produce symptoms almost indistinguishable from schizophrenia. Distinguishing between the two conditions has been hampered by the lack of a validated symptom profile for methamphetamine-induced psychiatric symptoms. We use data from a longitudinal cohort study to examine the profile of psychiatric symptoms that are acutely exacerbated by methamphetamine use. Methods 164 methamphetamine users, who did not meet DSM-IV criteria for a lifetime primary psychotic disorder, were followed monthly for one year to assess the relationship between days of methamphetamine use and symptom severity on the 24-item Brief Psychiatric Rating Scale. Exacerbation of psychiatric symptoms with methamphetamine use was quantified using random coefficient models. The dimensions of symptom exacerbation were examined using principal axis factoring and a latent profile analysis. Results Symptoms exacerbated by methamphetamine loaded on three factors: positive psychotic symptoms (suspiciousness, unusual thought content, hallucinations, bizarre behavior); affective symptoms (depression, suicidality, guilt, hostility, somatic concern, self-neglect); and psychomotor symptoms (tension, excitement, distractibility, motor hyperactivity). Methamphetamine use did not significantly increase negative symptoms. Vulnerability to positive psychotic and affective symptom exacerbation was shared by 28% of participants, and this vulnerability aligned with a past year DSM-IV diagnosis of substance-induced psychosis (38% vs. 22%, _2 (df1) = 3.66, p = 0.056). Conclusion Methamphetamine use produced a symptom profile comprised of positive psychotic and affective symptoms, which aligned with a diagnosis of substance-induced psychosis, with no evidence of a negative syndrome.