162 research outputs found

    Ensino e pesquisa: atividades conflituosas

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    O objetivo deste ensaio foi analisar o relacionamento entre a efetividade do ensino e a produtividade na pesquisa. Vários estudos mostram não haver relacionamento entre o ensino e a pesquisa. Baseado nessa revisão conclui-se que a crença comum que o ensino e a pesquisa são indissociáveis é um mito duradouro, não mais justificável

    Beyond synthesis: Augmenting systematic review procedures with practical principles to optimise impact and uptake in educational policy and practice

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    Whilst systematic reviews, meta-analyses and other forms of synthesis are often constructed as sitting proudly atop the hierarchy of research evidence, their limited impact on educational policy and practice has been criticised. In this article, we analyse why systematic reviews do not benefit users of evidence more consistently and suggest how review teams can optimise the impact of their work. We introduce the Beyond Synthesis Impact Chain (BSIC), an integrated framework of practical strategies for enhancing the impact of systematic reviews. Focusing upon examples from health professions education, we propose that review teams can optimise the impact of their work by employing strategies that 1) focus on practical problems and mindful planning in collaboration with users; 2) ensure reviews are relevant and syntheses reflexively account for users’ needs; and 3) couch reports in terms that resonate with users’ needs and increase access through targeted and strategic dissemination. We argue that combining practical principles with robust and transparent procedures can purposefully account for impact, and foster the uptake of review evidence in educational policy and practice. For systematic review teams, this paper offers strategies for enhancing the practical utility and potential impact of systematic reviews and other forms of synthesis

    Enhancing feedback and improving feedback: subjective perceptions, psychological consequences and behavioral outcomes

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    Three experiments examined subjective perceptions, psychological consequences, and behavioral outcomes of enhancing versus improving feedback. Across experiments, feedback delivery and assessment were sequential (i.e., at each testing juncture) or cumulative (i.e., at the end of the testing session). Although enhancing feedback was seen as more satisfying than useful, and improving feedback was not seen as more useful than satisfying, perceptions differed as a function of short-term versus long-term feedback delivery and assessment. Overall, however, enhancing feedback was more impactful psychologically and behaviorally. Enhancing feedback engendered greater success consistency, overall satisfaction and usefulness, optimism, state self-esteem, perceived ability, and test persistence intentions; improving feedback, on the other hand, engendered greater state improvement. The findings provide the fodder for theory development and applications

    Remarkable muscles, remarkable locomotion in desert-dwelling wildebeest

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    Large mammals that live in arid and/or desert environments can cope with seasonal and local variations in rainfall, food and climate1 by moving long distances, often without reliable water or food en route. The capacity of an animal for this long-distance travel is substantially dependent on the rate of energy utilization and thus heat production during locomotion—the cost of transport2,3,4. The terrestrial cost of transport is much higher than for flying (7.5 times) and swimming (20 times)4. Terrestrial migrants are usually large1,2,3 with anatomical specializations for economical locomotion5,6,7,8,9, because the cost of transport reduces with increasing size and limb length5,6,7. Here we used GPS-tracking collars10 with movement and environmental sensors to show that blue wildebeest (Connochaetes taurinus, 220 kg) that live in a hot arid environment in Northern Botswana walked up to 80 km over five days without drinking. They predominantly travelled during the day and locomotion appeared to be unaffected by temperature and humidity, although some behavioural thermoregulation was apparent. We measured power and efficiency of work production (mechanical work and heat production) during cyclic contractions of intact muscle biopsies from the forelimb flexor carpi ulnaris of wildebeest and domestic cows (Bos taurus, 760 kg), a comparable but relatively sedentary ruminant. The energetic costs of isometric contraction (activation and force generation) in wildebeest and cows were similar to published values for smaller mammals. Wildebeest muscle was substantially more efficient (62.6%) than the same muscle from much larger cows (41.8%) and comparable measurements that were obtained from smaller mammals (mouse (34%)11 and rabbit (27%)). We used the direct energetic measurements on intact muscle fibres to model the contribution of high working efficiency of wildebeest muscle to minimizing thermoregulatory challenges during their long migrations under hot arid conditions

    Single-cell meta-analysis of SARS-CoV-2 entry genes across tissues and demographics

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    Angiotensin-converting enzyme 2 (ACE2) and accessory proteases (TMPRSS2 and CTSL) are needed for severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) cellular entry, and their expression may shed light on viral tropism and impact across the body. We assessed the cell-type-specific expression of ACE2, TMPRSS2 and CTSL across 107 single-cell RNA-sequencing studies from different tissues. ACE2, TMPRSS2 and CTSL are coexpressed in specific subsets of respiratory epithelial cells in the nasal passages, airways and alveoli, and in cells from other organs associated with coronavirus disease 2019 (COVID-19) transmission or pathology. We performed a meta-analysis of 31 lung single-cell RNA-sequencing studies with 1,320,896 cells from 377 nasal, airway and lung parenchyma samples from 228 individuals. This revealed cell-type-specific associations of age, sex and smoking with expression levels of ACE2, TMPRSS2 and CTSL. Expression of entry factors increased with age and in males, including in airway secretory cells and alveolar type 2 cells. Expression programs shared by ACE2+TMPRSS2+ cells in nasal, lung and gut tissues included genes that may mediate viral entry, key immune functions and epithelial-macrophage cross-talk, such as genes involved in the interleukin-6, interleukin-1, tumor necrosis factor and complement pathways. Cell-type-specific expression patterns may contribute to the pathogenesis of COVID-19, and our work highlights putative molecular pathways for therapeutic intervention

    Students’ Perceptions of Teachers’ Corrective Feedback, Basic Psychological Needs and Subjective Vitality: A Multilevel Approach

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    The way students perceive corrective feedback has repercussions on what they learn and think. Based on the self-determination theory, the aim of this study is to test a model of multilevel mediation that examines the relationships between the perception of corrective feedback with its degree of acceptance (perceived legitimacy) at the team level and the subjective vitality of students at the individual level, mediated by the satisfaction of the three psychological needs, in the context of physical education. The participants were 742 students aged between 10 and 13 years old (52.6% men, 47.4% women) in 29 physical education groups. The results of the multilevel structural equation modeling analysis found at the group (between) level a positive and significant relationship between corrective feedback and perceived legitimacy (Bbetween = 0.49, p < 0.01), as well as a positive and significant relationship between perceived legitimacy and the needs of competence (Bbetween = 0.66, p < 0.05) and relatedness (Bbetween = 0.95, p < 0.01). In addition, there was a positive and significant association between competence and subjective vitality (Bbetween = 2.06, p < 0.01), and a negative and significant association between relatedness and subjective vitality (Bbetween = −0.85, p < 0.01). Also, on an individual (within) level, the needs of autonomy (Bwithin = 0.09, p < 0.05), competence (Bwithin = 0.27, p < 0.01), and relatedness (Bwithin = 0.17, p < 0.01) were positively and significantly associated with subjective vitality. Finally, corrective feedback showed a positive indirect effect on subjective vitality through perceived legitimacy and competence, while the indirect effect was negative through perceived legitimacy and relatedness. In conclusion, on an individual level, students who perceive their basic psychological needs to be met in turn, increase their subjective vitality. At the group level, the results are discussed. These findings suggest that teachers might be best advised to ensure that their students accept corrective feedback, by having it couched in a manner that suggests that learning and improvement can follow, and communicated in an autonomy-supporting way

    The Effect of Service on Research Performance: A Study on Italian Academics in Management

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    Academics all over the world are feeling the increasing pressure to attain satisfactory research performance. Since research is not the only activity required of academics, though, the debate on how it may be coupled with other knowledge transfer activities like teaching, patenting, and dissemination has been captivating scholars interested in higher education. Literature is surprisingly silent about the interplay between research performance and other roles and tasks that faculty are expected to carry out, namely academic citizenship, intended as the service that they provide to their institution, to the scientific community, and to the larger society. Through a negative binomial regression conducted on 692 Italian academics in management, this paper investigates both the direct and moderating effect exerted by academic citizenship on the relationship between research performance in two subsequent evaluation exercises, thus advancing our knowledge of the relationship between research and service. Findings show that institutional service acts as a pure moderator, discipline-based service is a quasi-moderator, while public service exerts only a direct negative effect on research performance. In light of the emergent interplay between research and service, the necessity to boost reflection on academic citizenship is discussed and suggestions for its acknowledgement and advancement are formulated

    PROFESSORES DO PISA: A ESPERANÇA E A REALIZAÇÃO DA EDUCAÇÃO

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    RESUMO: As atividades do Programme for International Student Assessment (PISA) e os seus efeitos são diversos, sendo possível dizer que o PISA cria e forma uma fundamentação específica (HACKING, 1992) para discutir, falar e pensar sobre a educação. Neste estudo sobre as atividades do PISA, são analisadas as ideias sobre os professores, as atividades que realizam, e como estas são conceitualizadas no interior de uma narrativa própria ao PISA. Os resultados mostram que os professores são apresentados como sendo importantes e cruciais para a transformação e para o desenvolvimento da educação. Os professores também são representados como sendo essenciais para reduzir as "disparidades no desempenho" dos alunos medidas pelo teste PISA. Ademais, os "bons" professores e o ensino "eficaz" são descritos como os professores e as estratégias que conduzem a tal redução. Consequentemente, os principais relatórios do PISA enfatizam uma imagem dos professores como os atores que desenvolvem a educação e o ensino, e não como executantes de políticas determinadas pelo Estado. Deste modo, os professores são considerados como indicadores da eficácia dos sistemas de educação e importantes para elevar os padrões de desempenho, sendo assim considerados como a esperança e a realização da educação
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