17,234 research outputs found
AnuĂĄrio cientĂfico da Escola Superior de Tecnologia da SaĂșde de Lisboa - 2021
Ă com grande prazer que apresentamos a mais recente edição (a 11.ÂȘ) do AnuĂĄrio CientĂfico da Escola Superior de Tecnologia da SaĂșde de Lisboa. Como instituição de ensino superior, temos o compromisso de promover e incentivar a pesquisa cientĂfica em todas as ĂĄreas do conhecimento que contemplam a nossa missĂŁo. Esta publicação tem como objetivo divulgar toda a produção cientĂfica desenvolvida pelos Professores, Investigadores, Estudantes e Pessoal nĂŁo Docente da ESTeSL durante 2021. Este AnuĂĄrio Ă©, assim, o reflexo do trabalho ĂĄrduo e dedicado da nossa comunidade, que se empenhou na produção de conteĂșdo cientĂfico de elevada qualidade e partilhada com a Sociedade na forma de livros, capĂtulos de livros, artigos publicados em revistas nacionais e internacionais, resumos de comunicaçÔes orais e pĂłsteres, bem como resultado dos trabalhos de 1Âș e 2Âș ciclo. Com isto, o conteĂșdo desta publicação abrange uma ampla variedade de tĂłpicos, desde temas mais fundamentais atĂ© estudos de aplicação prĂĄtica em contextos especĂficos de SaĂșde, refletindo desta forma a pluralidade e diversidade de ĂĄreas que definem, e tornam Ășnica, a ESTeSL. Acreditamos que a investigação e pesquisa cientĂfica Ă© um eixo fundamental para o desenvolvimento da sociedade e Ă© por isso que incentivamos os nossos estudantes a envolverem-se em atividades de pesquisa e prĂĄtica baseada na evidĂȘncia desde o inĂcio dos seus estudos na ESTeSL. Esta publicação Ă© um exemplo do sucesso desses esforços, sendo a maior de sempre, o que faz com que estejamos muito orgulhosos em partilhar os resultados e descobertas dos nossos investigadores com a comunidade cientĂfica e o pĂșblico em geral. Esperamos que este AnuĂĄrio inspire e motive outros estudantes, profissionais de saĂșde, professores e outros colaboradores a continuarem a explorar novas ideias e contribuir para o avanço da ciĂȘncia e da tecnologia no corpo de conhecimento prĂłprio das ĂĄreas que compĂ”e a ESTeSL. Agradecemos a todos os envolvidos na produção deste anuĂĄrio e desejamos uma leitura inspiradora e agradĂĄvel.info:eu-repo/semantics/publishedVersio
LâAsie du Sud-Est 2023 : bilan, enjeux et perspectives
Chaque annĂ©e, lâInstitut de recherche sur lâAsie du Sud-Est contemporaine (IRASEC), basĂ© Ă Bangkok, mobilise une vingtaine de chercheurs et dâexperts pour mieux comprendre lâactualitĂ© rĂ©gionale de ce carrefour Ă©conomique, culturel et religieux, au cĆur de lâIndo-Pacifique. Cette collection permet de suivre au fil des ans lâĂ©volution des grands enjeux contemporains de cette rĂ©gion continentale et archipĂ©lagique de plus de 680 millions dâhabitants, et dâen comprendre les dynamiques dâintĂ©gration rĂ©gionale et de connectivitĂ©s avec le reste du monde. LâAsie du Sud-Est 2023 propose une analyse synthĂ©tique et dĂ©taillĂ©e des principaux Ă©vĂ©nements politiques et diplomatiques, ainsi que des Ă©volutions Ă©conomiques, sociales et environnementales de lâannĂ©e 2022 dans chacun des onze pays de la rĂ©gion. Ce dĂ©cryptage est complĂ©tĂ© pour chaque pays par un focus sur deux personnalitĂ©s de lâannĂ©e et une actualitĂ© marquante en image. Lâouvrage propose Ă©galement cinq dossiers thĂ©matiques qui abordent des sujets traitĂ©s Ă lâĂ©chelle rĂ©gionale sud-est asiatique : les ressorts institutionnels de lâapproche de santĂ© intĂ©grĂ©e One Health, le vieillissement de la population et sa prise en compte par les politiques publiques, les cĂąbles sous-marins au cĆur de la connectivitĂ© sud-est asiatique, lâamĂ©nagement du bassin du MĂ©kong et ses multiples acteurs, et les enjeux politiques et linguistiques des langues transnationales. Des outils pratiques sont Ă©galement disponibles : une fiche et une chronologie par pays et un cahier des principaux indicateurs dĂ©mographiques, sociaux, Ă©conomiques et environnementaux
Strategies for Early Learners
Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: âą Developing curriculum through the planning cycle âą Theories that inform what we know about how children learn and the best ways for teachers to support learning âą The three components of developmentally appropriate practice âą Importance and value of play and intentional teaching âą Different models of curriculum âą Process of lesson planning (documenting planned experiences for children) âą Physical, temporal, and social environments that set the stage for childrenâs learning âą Appropriate guidance techniques to support childrenâs behaviors as the self-regulation abilities mature. âą Planning for preschool-aged children in specific domains including o Physical development o Language and literacy o Math o Science o Creative (the visual and performing arts) o Diversity (social science and history) o Health and safety âą Making childrenâs learning visible through documentation and assessmenthttps://scholar.utc.edu/open-textbooks/1001/thumbnail.jp
Recommended from our members
Meaning-Making Practices of Emergent ArabicâEnglish Bilingual Kindergarten Children in Cairo
The number of British Schools in the Middle East and North Africa (MENA) region is growing. The National Curriculum of England is used by an increasing number of such schools. As well as exporting a culturally-specific curriculum, these schools usually adopt an ideology of monolingualism, thus potentially limiting communication for emergent bilinguals and failing to acknowledge the multiple ways of meaning-making.
Current studies of translanguaging are moving the focus to multimodal forms of communication as a resource for thinking and communicating (GarcĂa and Wei 2014, Wei 2018). Building on the work of Kress (1997, 2010) I explore pre-school emergent bilingualsâ wider signifying practices and create an analytical framework, which I call MMTL (multimodal translanguaging), used as a lens to illustrate meaning-making.
Valley Hill in Cairo, Egypt is a British school which encourages âEnglish-onlyâ as the medium of instruction in the kindergarten. Using a case study methodology, this research explores the meaning-making practices of eight emergent bilingual children aged 3â4 during child-initiated play, later reduced to four in the thesis to provide a detailed multimodal analysis. The principal aim is to explore their speech, gaze, gesture, and their engagement (layout/position) with artefacts during play.
The findings of this study suggest that although there is an âEnglish-onlyâ approach, these young emergent bilingual children are meaning-making in a variety of ways. Children are translanguaging but it is never in isolation from other modes of communication. Emergent bilinguals use a range of modes to mediate their understanding and communication with others. They use gesture, gaze, and artefacts alongside translingual practices to move meaning across to more accessible modes, enabling communication and understanding. The implications for schools should be to embrace such hybrid practices and for teachers to be more responsive to young childrenâs meaning-making to enable learning
Embodying entrepreneurship: everyday practices, processes and routines in a technology incubator
The growing interest in the processes and practices of entrepreneurship has
been dominated by a consideration of temporality. Through a thirty-six-month
ethnography of a technology incubator, this thesis contributes to extant
understanding by exploring the effect of space. The first paper explores how
class structures from the surrounding city have appropriated entrepreneurship
within the incubator. The second paper adopts a more explicitly spatial analysis
to reveal how the use of space influences a common understanding of
entrepreneurship. The final paper looks more closely at the entrepreneurs within
the incubator and how they use visual symbols to develop their identity. Taken
together, the three papers reject the notion of entrepreneurship as a primarily
economic endeavour as articulated through commonly understood language and
propose entrepreneuring as an enigmatic attractor that is accessed through the
ambiguity of the non-verbal to develop the ânewâ. The thesis therefore contributes
to the understanding of entrepreneurship and proposes a distinct role for the non-verbal in that understanding
DIGITAL PROCTORING IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW
To improve the academic integrity of online examination, digital proctoring systems have been implemented in higher education worldwide, particularly during the COVID-19 pandemic. In this paper, we conducted a literature review of the research on digital proctoring in higher education. We found 115 relevant publications in nine databases. We applied topic modeling methods to analyze the corpus which resulted in eight topics. The review shows that the previous studies focus largely on the systemsâ development, adoption of the systems, the effects of proctored online exams on studentsâ performance, and the legal, ethical, security, and privacy issues of digital proctoring. The annual topic trends indicate future research concerns, such as systemsâ development, online programs (MOOCs) and proctoring, along with various issues of using digital proctoring. The results of the review provide useful insights as well as implications for future research on digital proctoring, a crucial process for digitalizing higher education
A Comparative Study on Studentsâ Learning Expectations of Entrepreneurship Education in the UK and China
Entrepreneurship education has become a critical subject in academic research and educational policy design, occupying a central role in contemporary education globally. However, a review of the literature indicates that research on entrepreneurship
education is still in a relatively early stage. Little is known about how entrepreneurship education learning is affected by the environmental context to date. Therefore, combining the institutional context and focusing on studentsâ learning expectations as
a novel perspective, the main aim of the thesis is to address the knowledge gap by developing an original conceptual framework to advance understanding of the dynamic learning process of entrepreneurship education through the lens of self-determination theory, thereby providing a basis for advancing understanding of entrepreneurship education.
The author adopted an epistemological positivism philosophy and a deductive approach. This study gathered 247 valid questionnaires from the UK (84) and China (163). It requested students to recall their learning expectations before attending their entrepreneurship courses and to assess their perceptions of learning outcomes after taking the entrepreneurship courses. It was found that entrepreneurship education policy is an antecedent that influences students' learning expectations, which is
represented in the difference in student autonomy. British students in active learning under a voluntary education policy have higher autonomy than Chinese students in passive learning under a compulsory education policy, thus having higher learning
expectations, leading to higher satisfaction. The positive relationship between autonomy and learning expectations is established, which adds a new dimension to self-determination theory. Furthermore, it is also revealed that the change in studentsâ entrepreneurial intentions before and after their entrepreneurship courses is explained by understanding the process of a business start-up (positive), hands-on business start-up opportunities (positive), studentsâ actual input (positive) and tutorsâ academic qualification (negative).
The thesis makes contributions to both theory and practice. The findings have far reaching implications for different parties, including policymakers, educators, practitioners and researchers. Understanding and shaping students' learning expectations is a critical first step in optimising entrepreneurship education teaching and learning. On the one hand, understanding students' learning expectations of entrepreneurship and entrepreneurship education can help the government with educational interventions and policy reform, as well as improving the quality and delivery of university-based entrepreneurship education. On the other hand, entrepreneurship education can assist students in establishing correct and realistic learning expectations and entrepreneurial conceptions, which will benefit their future entrepreneurial activities and/or employment. An important implication is that this study connects multiple stakeholders by bridging the national-level institutional context, organisational-level university entrepreneurship education, and individual level entrepreneurial learning to promote student autonomy based on an understanding of students' learning expectations. This can help develop graduates with their ability for autonomous learning and autonomous entrepreneurial behaviour.
The results of this study help to remind students that it is them, the learners, their expectations and input that can make the difference between the success or failure of their study. This would not only apply to entrepreneurship education but also to
other fields of study. One key message from this study is that education can be encouraged and supported but cannot be âforcedâ. Mandatory entrepreneurship education is not a quick fix for the lack of university studentsâ innovation and
entrepreneurship. More resources must be invested in enhancing the enterprise culture, thus making entrepreneurship education desirable for students
- âŠ