611 research outputs found
Health through the global functionality stimulation of the elderly in a continuing care unit
Work performed under the Stage Specialization in Medical-Surgical Nursing in Integrated Continuing Care Unit (ICCU), in order to describe the health gains achieved with a program to stimulate the
overall functionality, adapted to the degree of physical dependence patients and the psychological profile
Aprendizagem dos modelos de grafos, por alunos de MACS do 11.º ano, através da resolução de problemas
Uma das finalidades do ensino de matemática é desenvolver a capacidade do aluno de resolver problemas. Esta atividade, para além de dotar de significado o que se aprende, prepara o aluno para fazer face a problemas do quotidiano. Os modelos de grafos,
situações de sistemas de distribuição e explorar soluções para problemas. Em detrimento de uma pedagogia expositiva, os conceitos e notações de grafos foram introduzidos e desenvolvidos, numa turma do 11.º ano, através da resolução de problemas. Pretendemos assim averiguar como os alunos interpretam problemas, que estratégias estabelecem na sua resolução e como formulam problemas. Nessa resolução, qualquer processo era valorizado e não existiam indicações para a utilização de conhecimentos destes modelos. Adotando
uma metodologia qualitativa e interpretativa, os dados foram recolhidos através da
resolução de três problemas pelos alunos, de gravações de aulas e de uma entrevista no
final da experiência. As conclusões do estudo evidenciam que os alunos apresentam
dificuldades de interpretação e formulação de enunciados de problemas, utilizam diferentes
estratégias na resolução de problemas em grupo e aprenderam os conhecimentos dos
modelos grafos, reconhecendo a sua utilidade na resolução de problemas do quotidiano
The impact of a study abroad experience on the use of discourse markers by heritage speakers and L2 learners
Discourse markers (e.g., bueno, pues, es que, o sea, entonces, este) are linguistic items without a syntactic function that aid in interpreting utterances (Martín Zorraquino & Portolés Lázaro, 1999). These markers are common in native speech and help maintain the smoothness of the interaction (D’Arcy, 2017). Despite the fact that the use of these expressions contributes to increased perceived fluency, research on the effects of study abroad on the acquisition of discourse markers has been scarce. This study addresses this research gap through a corpus-based analysis of discourse marker usage by heritage speakers and second language (L2) learners of Spanish before and after a study abroad experience.
The study examines whether proficiency level, Spanish language background and language contact abroad affect the use of filled pauses and discourse markers in oral speech. Oral data were collected from 46 participants in a Spanish study abroad program at different proficiency levels (advanced vs. intermediate). Participants took a placement test upon arrival and engaged in semi-structured oral interviews before, during, and after their sojourn. These interviews, which included open-ended questions about their study abroad experience, were transcribed and coded for quantitative analysis of pause frequency and discourse marker frequency and variety.
Based on prior research (Fernández et al., 2014; Llanes, À., Barón, J., & Sánchez-Hernández, 2024; Mostacero-Pinilla, 2020; Torres & Potowski, 2008; Said-Mohand, 2006; Sánchez-Muñoz, 2007), we hypothesize that heritage speakers will initially use more frequent and diverse discourse markers than L2 learners. Additionally, we predict that both groups will increase their use of discourse markers by the end of the study abroad experience, both in frequency and variety, and will decrease their use of filled pauses.
Preliminary results suggest that proficiency level and speaker type significantly affect discourse marker use, with heritage speakers using them more frequently initially and with greater variety by the end of the study abroad experience. These findings are discussed in relation to previous research on discourse markers, their role in perceived oral fluency, and the benefits of immersion settings for acquiring pragmatic language skills often not emphasized in classroom instruction
Impact of a heart failure multidisciplinary clinic on the reduction of healthcare-related events and costs: the GEstIC study
IntroductionHeart failure (HF) is the leading cause of hospitalization in the elderly in developed countries and significantly impacts public health expenditures. Patients with HF usually have associated comorbidities that require multidisciplinary management. This study aims to demonstrate the benefits of a multidisciplinary clinic in reducing all-cause hospitalizations and HF events (HF hospitalizations and urgent HF visits) in a real-world setting. Finally, the study evaluates the associated costs of HF events.MethodsThis observational study included patients admitted to GEstIC, a multidisciplinary Portuguese HF clinic, from January 2013 to February 2019, who had one-year follow-up. Hospitalizations and HF events, total days spent in the hospital during HF hospitalizations, and HF events-related costs, in the year before and the year after GEstIC admission, were compared.ResultsOf the 487 patients admitted to the GEstIC, 287 were eligible for the study sample. After one year of HF patients' multidisciplinary management at GEstIC, there was a 53.7% reduction in all-cause hospitalizations (462 vs. 214), a 71.7% reduction in HF hospitalizations (392 vs. 111), and a 39.1% reduction in urgent HF visits (87 vs. 53). As a result, there was a significant decrease of 12.6 days in the length of hospital stay due to HF per patient (15.6 vs. 3.0, p < 0.001). This translated into the release of 9.9 hospital beds in the year following admission to GEstIC. The average total savings associated with the reduction of HF events was €5,439.77 per patient (6,774.15 vs. 1,334.38, p < 0.001), representing a total cost reduction of €1,561,213. Furthermore, the significant reduction in the number of all events was independent of the patient's left ventricular ejection fraction (LVEF).DiscussionSignificant reductions in all-cause and HF hospitalizations and urgent HF visits were observed with the implementation of this multidisciplinary clinic for HF patients' management. This was particularly important for patients with LVEF >40%. Before GEstIC, there was no medical intervention to improve the prognosis of these patients. The reduction of over one million euros in health-related costs after only one year of person-centered multidisciplinary management highlights the need to replicate this approach in other national healthcare institutions
Looking for ‘God’ in Non-Identity: Reading the Transcendental in Agualusa’s The Book of Chameleons
. I demonstrate how The Book of Chameleons is replete with metaphors of what I call the “non-self,” or “supra-self,” or even “God,” which are commonly found in Zen Buddhist thought, classical African epistemological and ontological paradigms, and more specifically, the idea of African Personality as put forward by Léopold S. Senghor or even in some of Emmanuel Lévinas’s philosophical principles related to the dialectic between self and other or otherness (the non-human) and the divine. This use of multiple cross-cultural frameworks serves to reveal how different paradigms (from West to East, North to South) display parallel ontological visions, thus pointing to the idea that humans (wherever they are) yearn to exit their “small self” and expand their selfhood
Suspending the ‘Lack’ Through Art: African and Western Epistemological and Artistic Intersections (Mia Couto, Wole Soyinka, Léopold Senghor, Gaston Bachelard and Mark Epstein)
As a continuation of my previous transcultural comparative project, the current study aims to unearth some other similarities that exist between African classical knowledge systems, as put forward in the writing of Mia Couto and the work of other Africanists such as Wole Soyinka, Jacob Olupona and Léopold Senghor— in respect to their links to poetic speech and relational, holistic and mystical epistemologies—and the ideas defended by some western critics such as Mark Epstein, Gaston Bachelard, John Fox, and Mark Greene, in relation to the powers of poetic language (or art in general) and the search for knowledge, holism, and existential realization. The central argument here is that poetry and creative writing have the function of powerful therapies, serving as tools that allow a holistic apprehension of life, a figurative entrance into and recreation of the “cosmic envelope” and in that sense, are very much associated with relational and holistic African traditional ways of understanding self and universe. Thus, it is argued that both of these processes have a sublimating function serving to disrupt human fragmentation and temporarily (and symbolically) suspend the “lack” (incompletion and loneliness) that most (if not all) humans are bound to feel
Challenges for social work with older people in the first COVID-19 pandemic state of emergency in Portugal
This article seeks to understand the needs and difficulties of intervention with older people during the first state of emergency in Portugal due to COVID-19. The results show that these professionals faced challenges they never experienced before and necessitated support to carry out their work in an emergency. The difficulties resulted, not only from the chronic vulnerabilities stemming from the disinvestment of public policies in recent years but also from the uncertainty that the pandemic brought to social interventions. Despite all this, social workers have demonstrated their ability to protect themselves and older people and their families, thus leading to overcoming some of these challenges.info:eu-repo/semantics/publishedVersio
Aprendizagem dos modelos de grafos, por alunos de MACS do 11º ano, através do trabalho de projeto
Dissertação de mestrado em Ciências da Educação (área de especialização em Supervisão Pedagógica na Educação Matemática)Este estudo visa analisar o contributo do trabalho de projeto na aprendizagem dos modelos de
grafos de alunos de uma turma do 11.º ano de MACS. Trata-se de um estudo interpretativo com
um design de estudo de caso com grupos de alunos de desempenhos escolares diferentes —
médio, bom e fraco — e que procura responder às seguintes questões: (1) Que atividades
realizam os alunos na aprendizagem de modelos de grafos através de um trabalho de projeto?
Que dificuldades manifestam os alunos na realização dessas atividades? (2) Em que contribuiu o
trabalho de projeto na aprendizagem de modelos de grafos? (3) Que perspectivas têm os alunos
sobre o trabalho de projeto na aprendizagem de modelos de grafos? Os estudos de caso
reportam-se a três fases distintas que decorreram Antes, Durante e Após a experiência de ensino
que teve por base a resolução de um problema que traduzia, a partir de um mapa, o percurso
de um camião na recolha do lixo de diferentes freguesias. Os dados foram recolhidos através de
um questionário, registos escritos dos alunos, transcrições das aulas áudio gravadas, notas de
campo e uma entrevista.
A revisão de literatura deste estudo estrutura-se em três partes: (1) as teorias de aprendizagem
que evidenciam a atividade do professor e/ou aluno na construção do conhecimento
matemático; (2) o trabalho de projeto no campo da educação, evidenciando-se vantagens e
desvantagens da sua realização na sala de aula, os resultados de algumas investigações sobre
esta temática e as particularidades deste método de trabalho, nomeadamente os elementos
didáticos que lhe estão associados; (3) referência à evolução do currículo de Matemática, ao
aparecimento dos modelos de grafos no currículo português e algumas vantagens que decorrem
dessa introdução, apresentando-se exemplos de estudos que abordaram esta temática.
Os três grupos de alunos evidenciaram dificuldades na elaboração do problema promotor do
trabalho de projeto, mas mostraram compreender os conteúdos de grafos trabalhados,
nomeadamente a construção de um grafo a partir do mapa, a determinação de circuitos e
caminhos, a aplicação dos algoritmos da cidade mais próxima, do peso das arestas, e de
Kruskal. Durante a realização deste trabalho, os alunos evidenciaram ser autónomos na
realização das tarefas, capacidade de pesquisa, de argumentação e de comunicação
matemática. No trabalho de grupo que desenvolveram, tornaram-se tolerantes e aprenderam a
respeitar os diferentes ritmos de aprendizagem dos seus colegas.This study aims to analyze the contribution of the project work in learning graph models of
students in the 11th grade of MACS. It is an interpretative study with a study case design with
groups of students from different school performances – average, good and weak – which wants
to answer questions like: (1) Which activities did students carry out in learning graph models
through project work? Which difficulties do they point out? (2) How did the project work help in
learning graph models? (3) Which perspectives do students have about project work in learning
graph models? The study cases relate to three distinct phases that took place - before, during and
after the teaching experience – That had its basics on the resolution of a problem, which showed,
trough a map, the route of a waste truck from different parishes. The data were collected through
a questionnaire, students' written records, transcripts of recorded audio lessons, field notes and
an interview.
The literature of this study is structured in three parts: (1) the learning theories that highlight the
work of the teacher and / or student in the construction of mathematical knowledge, (2) the
project work in the field of education, pointing out the advantages and disadvantages of its
achievement in the classroom, the results of some investigations on this subject and the
particularities of this method of work, namely the educational elements associated with, (3)
reference to the evolution of the national curriculum, the emergence of graph models in the
Portuguese curriculum and the advantages of its introduction, presenting examples of studies
that have addressed this subject matter.
The three groups of students showed difficulties in the elaboration of the initial problem of the
project work, but have shown they learned the content of graphs worked out, namely the graph
construction from the streets map where the rubbish was collected, the determination of a circuit
and a path, the application of algorithms from the nearest town and the weight of the edges, and
even Kruskal.
During this work, the students showed to be independent in performing the tasks, their ability to
research, to communicate and their mathematical reasoning. In the group work they have developed,
they have become tolerant and learned to respect the different learning paces of their colleagues
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