"Colearning" - Collaborative Open Learning through OER and Social Media

This chapter introduces the concept of coLearning as well as discussing how open learning networks can produce, share and reuse OER collaboratively through social media. COLEARNING OBJECTIVES The aim of this investigation is to identify new forms of collaboration, as well as strategies that can be used to make the production and adaptation processes of OER more explicit for anyone in a social network to contribute. REUSABILITY This open content is an adapted version of a conference paper for OCW conference 2012, which was created by the same authors. This chapter can be reused by: Educators who would like to create reusable OER (images, videos, maps, units) Learners who are interested in tools for reusing and adapting OER Content developers who are looking for different media to enrich OER Social network users who would like to produce and share open media conten

The slippery slope : explaining the increase in extreme poverty in urban Brazil, 1976-96

Despite tremendous macroeconomic instability in Brazil, the country's distributions of urban income in 1976 and 1996 appear, at first glance, deceptively similar. Mean household income per capita was stagnant, with minute accumulated growth (4.3 percent) over the two decades. The Gini coefficient hovered just above 0.59 in both years, and the incidence of poverty (relative to a poverty line of R$60 a month in 1996 prices) remained effectively unchanged over the period, at 22 percent. Behind this apparent stability, however, a powerful combination of labor market, demographic, and educational dynamics was at work, one effect of which was to generate a substantial increase in extreme urban poverty. Using a decomposition methodology based on micro-simulation, which endogenizes labor incomes, individual occupational choices, and decisions about education, the authors show that the distribution of income was being affected by: 1) Three factors that tended to increase poverty-a decline in average returns to education and experience, a negative"growth"effect, and unfortunate changes in the structure of occupations and participation in the labor force. 2) Two factors that tended to reduce poverty-improved educational endowments across the board, and a progressive reduction in dependency ratios. The net effect was small and negative for measured inequality overall, and negligible for the incidence of poverty (relative to"high"poverty lines). But the net effect was to substantially increase extreme poverty-suggesting the creation of a group of urban households excluded from any labor market and trapped in indigence. Above the 15th percentile, urban Brazilians have"stayed put"only by climbing hard up a slippery slope. Counteracting failing returns in both self-employment and the labor market required substantially reduced fertility rates and an average of two extra years of schooling (which still left them undereducated for that income level).Economic Theory&Research,Health Economics&Finance,Environmental Economics&Policies,Public Health Promotion,Health Monitoring&Evaluation,Inequality,Health Economics&Finance,Environmental Economics&Policies,Governance Indicators,Poverty Assessment

PLANEJANDO CURSOS DE INGLÊS PARA INTERNACIONALIZAÇÃO NO IDIOMAS SEM FRONTEIRAS NA UFS

Languages without Borders (LwB) was created in 2014, replacing English without Borders (BRASIL, 2012), and amplified in 2016. From 2019, the program became Andifes LwB Network. The documents which alter IsF present changes with regard to internationalization orientations. In this context, it is worth reflecting on how practices take place in IsF nuclei within Higher Education Institutions (HEIs). In this sense, this paper aims to analyze the preparation of an English course for internationalization purposes within IsF in a HEI from the northeast of Brazil. This is a qualitative study characterized as action research (BURNS, 2015; LAVILLE; DIONNE, 1999; PAIVA, 2019), which involves the study of field notes, document collection, and teaching logs (FREEMAN, 1998). The results indicate the preparation of a course that works on language social practices in the academic environment. It also seeks for a transdisciplinary approach and a critical concept of internationalization, with emphasis on the reflection of global issues, the role of universities, students, and the language.O programa Idiomas sem Fronteiras (IsF) foi criado em 2014, substituindo o Inglês sem Fronteiras (BRASIL, 2012), e ampliado em 2016. A partir de 2019, o programa tornou-se a Rede Andifes IsF. Os documentos que alteram o IsF apresentam mudanças com relação a suas orientações para internacionalização. Cabe, nesse contexto, refletir sobre como a prática ocorre nos núcleos da rede em Instituições de Ensino Superior (IES). Nesse sentido, este artigo busca analisar a preparação de um curso de inglês para fins de internacionalização no âmbito do IsF em uma IES do Nordeste. Esta é uma pesquisa qualitativa, caracterizada como pesquisa-ação (BURNS, 2015; LAVILLE; DIONNE, 1999; PAIVA, 2019), que envolve o estudo de notas de campo, compilação de documentos e registro de ensino (FREEMAN, 1998). Os resultados indicam a preparação de um curso que parte de práticas sociais de uso da língua no ambiente acadêmico, além de buscar uma abordagem transdisciplinar e uma concepção crítica de internacionalização, com ênfase na reflexão sobre problemas globais, o papel das universidades e dos próprios alunos, assim como o da língua

Machine learning for audio on the web

In this report, we present our Capstone project for the Course of Computer Science and Management at Polytech Montpellier that we developed in partnership with the SigSep team (Inria, LIRMM) [1]. The project consists of creating an application that allows a user to unmix a song, i.e. to separate each instrument (such as guitar, bass, vocals) from a song, on the web, straight on their browser. In this context, we use JavaScript to develop a program that uses both Digital Signal Processing (DPS) and machine learning techniques and can be run completely on the browser without the need for a server. Our approach consists of manually implementing DSP operations that do not exist in JavaScript, converting a pre-trained model to TensorFlowJS [2] and creating an intuitive and minimalistic UI using Vue.Dans ce rapport, nous présentons notre Projet de Fin d’études pour le cursus Informatique et Gestion à Polytech Montpellier. Nous avons développé ce projet en partenariat avec l'équipe SigSep (Inria, LIRMM). Le projet consiste à créer une application qui permet à un utilisateur de démixer une chanson, c'est-à-dire de séparer chaque instrument (comme la guitare, la basse, le chant) d'une chanson, sur le web, directement sur son navigateur. Dans ce contexte, nous utilisons JavaScript pour développer un programme qui utilise à la fois le traitement numérique du signal et les techniques d'apprentissage machine et qui peut être exécuté entièrement sur le navigateur sans avoir besoin d'un serveur. Notre approche consiste à implémenter manuellement des opérations DSP qui n'existent pas en JavaScript, à convertir un modèle écrit en TensorFlowJS et à créer une interface utilisateur intuitive et minimaliste à l'aide du framework JavaScript Vue

Educação do Campo: alguns indicadores

ABSTRACT. The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction.ABSTRACT. The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction. Keywords: Educational Indicators, Countryside Education, PNE.RESUMEN. El presente artículo de cuño bibliográfico descriptivo tiene como objetivo, a partir de la meta Ocho del Plan Nacional de Educación 2014-2024, identificar algunos indicadores para la Educación del Campo. Para tanto, consideramos la realidad educativa del campo con base en: la baja escolaridad de la población; la evolución negativa del número de matrícula en los últimos años; y las circunstancias por medio de las cuales el referente de calidad, proporcionado por Ideb, ha sido poco productivo para la definición de políticas públicas dirigidas a la Educación del Campo. A pesar de las dificultades operativas del sistema educativo en el sentido de obtener las informaciones necesarias para su composición, el resultado de los dos últimos Ideb, sin embargo, ya muestran avances. A partir de estos indicadores, constatamos que algunas acciones dirigidas a aumentar la escolaridad de la población del campo fueron empreendidas, pero, la condición educativa desigual entre los jóvenes residentes en el campo y en las áreas urbanas todavía persiste; hay posibilidad de cumplimiento del objetivo Ocho del PNE hasta 2024, con todo, eso no significará avances en la garantía de derechos de la población campesina a una educación de calidad, sino, al contrario, su reducción.ABSTRACT. The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction.O presente artigo, de cunho bibliográfico descritivo, tem como objetivo, a partir da meta oito do Plano Nacional de Educação 2014-2024 (PNE), identificar alguns indicadores da Educação do Campo. Para tanto, consideramos a realidade educacional do campo com base: na baixa escolaridade da população; na evolução negativa do número de matrícula nos últimos anos; e nas circunstâncias por meio das quais o referencial de qualidade, fornecido pelo Índice de Desenvolvimento da Educação Básica (Ideb), tem sido pouco producente para a definição de políticas públicas voltadas à Educação do Campo. Apesar das dificuldades operacionais do sistema educacional no sentido de levantar as informações necessárias para a sua composição, o resultado dos dois últimos Ideb já demonstram avanços. A partir desses indicadores, constatamos que algumas ações direcionadas a aumentar a escolaridade da população do campo foram empreendidas, mas a condição educacional desigual entre os jovens residentes no campo e os que vivem nas áreas urbanas ainda persiste. Há possibilidade de cumprimento da meta oito do PNE até 2024, no entanto, isso pode não significar avanços na garantia de direitos da população camponesa a uma educação de qualidade, mas, ao contrário, a sua redução. Palavras-chave: indicadores educacionais, educação do campo, PNE.   Rural Education: some indicators                       ABSTRACT. The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction. Keywords: educational indicators, rural education, PNE.   Educación de Campo: algunos indicadores RESUMEN. El presente artículo de cuño bibliográfico descriptivo tiene como objetivo, a partir de la meta Ocho del Plan Nacional de Educación 2014-2024, identificar algunos indicadores para la Educación del Campo. Para tanto, consideramos la realidad educativa del campo con base en: la baja escolaridad de la población; la evolución negativa del número de matrícula en los últimos años; y las circunstancias por medio de las cuales el referente de calidad, proporcionado por Ideb, ha sido poco productivo para la definición de políticas públicas dirigidas a la Educación del Campo. A pesar de las dificultades operativas del sistema educativo en el sentido de obtener las informaciones necesarias para su composición, el resultado de los dos últimos Ideb, sin embargo, ya muestran avances. A partir de estos indicadores, constatamos que algunas acciones dirigidas a aumentar la escolaridad de la población del campo fueron empreendidas, pero, la condición educativa desigual entre los jóvenes residentes en el campo y en las áreas urbanas todavía persiste; hay posibilidad de cumplimiento del objetivo Ocho del PNE hasta 2024, con todo, eso no significará avances en la garantía de derechos de la población campesina a una educación de calidad, sino, al contrario, su reducción. Palabras clave: indicadores educativos, educación rural, PNE

Assessing the knowledge about kidney chronic disease in Portugal: a population-based study

ABSTRACT - Background: Chronic Kidney Disease (CKD) represents a high economic and social burden, being prevention and early detection the main strategies to decrease its burden. Thus, CKD knowledge is essential to persuade the population to adopt favourable health behaviours. This study evaluated the CKD knowledge in a population of non-health professionals in Portugal and explored its socioeconomics determinants. Methods: A cross sectional survey was conducted at Portugal, online (n=1303) and by telephone (n=384) using the CKD knowledge questionnaire, after its transcultural adaptation. The final sample included 1209 persons. Finally, one-way ANOVA, independent t-tests and a multivariate linear regression were performed to evaluate the CKD knowledge score, and, to explore its socioeconomic determinants. Results: The mean (SD) knowledge score was 14,30 (+ 3,36). Higher scores were found among women, participants with secondary education level or higher, kidney disease history, and with CKD familiar history (p<0,001). Individuals with secondary school, graduated and post graduated had more 0,72 (p=0,02), 1,21 (p<0,001) and 0,71 (p=0,048) points on CKD knowledge than those with elementary school level. Also, women, respondents with kidney disease history and CCKD familiar history had, respectively, more 0,71(p=0,002), 1,42 (p<0,001) and 1,34 (p<0,001) CKD knowledge score points. Conclusion: CKD Knowledge in Portugal was relatively low; from a score of 24 points, half of the sample had a knowledge score lower than 14 points. Improving CKD knowledge of people with education level lower than secondary school may influence its prevention and early detection, and consequently its global burden.RESUMO - Introdução: A Doença Renal Crónica (DRC) representa uma elevada carga económica e social, sendo a sua prevenção e deteção precoce as principais estratégias para diminuir essa carga. Assim, o conhecimento em DRC é essencial para persuadir a população a adotar comportamentos favoráveis à sua saúde. Este estudo avaliou o conhecimento em DRC numa população de não profissionais de saúde em Portugal e explorou os seus determinantes socioeconómicos. Métodos: Foi realizado um inquérito transversal em Portugal, online (n=1303) e por telefone (n=384) utilizando o questionário de conhecimento em CKD, após a sua adaptação transcultural. A amostra final incluiu 1209 pessoas. Por fim, foram realizados testes one-way ANOVA, testes t independentes e uma regressão linear multivariada para avaliar a pontuação de conhecimento em DRC e explorar os seus determinantes socioeconómicos. Resultados: A pontuação média (DP) de conhecimento em DRC foi de 14,30 (+ 3,36). Pontuações mais elevadas foram encontradas em mulheres, participantes com ensino secundário ou níveis mais elevados, com história de doença renal e com história familiar de DRC (p<0,001). Indivíduos com ensino secundário, superior e pós-graduado tiveram mais 0,72 (p=0,02), 1,21 (p<0,001) e 0,71 (p=0,048) pontos no conhecimento em DRC do que aqueles com ensino básico. Além disso, mulheres, indivíduos com história de doença renal e indivíduos com história familiar de DRC tiveram, respetivamente, mais 0,71(p=0,002), 1,42 (p<0,001) e 1,34 (p<0,001) pontos de conhecimento em DRC. Conclusão: O conhecimento em DRC em Portugal é relativamente baixo; de uma pontuação de 24 pontos, metade da amostra teve uma pontuação de conhecimento inferior a 14 pontos. Melhorar o conhecimento em DRC em pessoas com nível de escolaridade inferior ao ensino secundário pode influenciar sua prevenção e deteção precoce e, consequentemente, sua carga global

Embry-Riddle Papel Pega-Mosca 1944-06

Comandante Da 4 Zona Aerea Brigadeiro Do Ar Appel Netto Brig. Appel Netto True Friend of Escola Tecnica de Aviacao Newly Arrived Instructors From Miami What\u27s Fazing Guaruja Seccao dos Cadetes Estudantes Saturday Morning Inspection by the Colonel and Staff The Basic Hand Tool Course The World\u27s Fighting Airplanes Os Avioes De Combate Do Mundo In Which We Take A Trip To Caldas The Cadet Bugle Corps Papel-Pega Mosca Sports Comments Language Taught Cadets Used in Technical Subjects The Students\u27 Keyholehttps://commons.erau.edu/ua-papel-pega-mosca/1094/thumbnail.jp

IMPLICAÇÕES DA COVID-19 NUM SERVIÇO DE TRANSPLANTE DE CÉLULAS-TRONCO HEMATOPOÉTICAS REFERÊNCIA NA AMÉRICA LATINA

Objetivo: descrever as implicações ocasionadas pela pandemia COVID-19 num serviço de referência para Transplante de Células-Tronco Hematopoéticas na América Latina. Método: estudo observacional, transversal, realizado entre março e outubro de 2020. Foram analisadas descritivamente as mudanças instituídas no serviço de transplante e comparadas com os protocolos de cuidado desenvolvidos por instituições internacionais e nacionais, e o reflexo dessas ações nos atendimentos ambulatoriais, nas internações, nos transplantes e na equipe multiprofissional. Resultados: das 137 internações, 25 (18%) pacientes apresentaram sintomas respiratórios ou febre, dos quais 2 estavam positivos para SARS-CoV-2. Dos 72 profissionais, 8 (11%) foram contaminados, sendo 5 assintomáticos. Foram adotados novos fluxos de atendimento com o intuito de minimizar os riscos e a exposição, como o reagendamento de consultas e o adiamento de transplantes. Conclusão: as intervenções realizadas mostraram-se eficientes e estão de acordo com as recomendações de órgãos nacionais e internacionais, no entanto, a constante vigilância é uma necessidade. Descritores: Transplante de Células-Tronco Hematopoéticas. Transplante de Medula Óssea. Infecções por Coronavírus. Vírus da SARS. Cuidados de Enfermagem