Parental investment in growth and development: Cape Verdean migrants in a portuguese poor neighbourhood

Background Cape Verde has produced migrants over the centuries. Its history and geography have compelled males and females to leave their homeland in search of resources to invest in their family s survival and development. Literature on parental investment has evidenced the association between investment in embodied capital during infancy and early childhood and its outcomes at later stages. However, these studies seldom address migrant population. Aim This study aims to gain a better understanding of the relationship in a migratory context between parental investment in infancy and its outcomes in prepuberty embodied capital, among Cape Verdean children living in Cova da Moura, a deprived neighbourhood in Lisbon Metropolitan Area, Portugal. Methods A mixed method s approach combining quantitative with qualitative studies - is used. The prepubertal capital of the 221 schoolchildren attending the basic school located in Cova da Moura is assessed through Anthropometry and educational records analysis. The parental investment in infancy of 75 is analysed through interviews with parents and combined documentation (e.g. health booklets, reports, legislation). Results The key findings are: 1)Children are born and raised between 1997 and 2002, a time characterized by a favourable socioeconomic development in Portugal in general and Cova da Moura in particular. 2)In spite of living in a so called deprived neighbourhood , the school children linear growth falls into the healthy range of the III NHANES growth reference, and it is slightly better than the linear growth of other groups of children measured in Portugal in late 1980s and early 2000. School-oriented cognitive development is not adequate, however. A third of the students have not a regular school performance. 3)Parental investment in infancy is significantly associated to prepubertal physical growth and school-oriented cognitive development. The size effect is, however, small

A reconfiguração do espaço na promoção de um ambiente de aprendizagem inclusivo: populações NEET e migrante

Innovative Learning Environments (ILEs) are spreading, which led to an increase of researches in this field. These usually are designed under Pedagogy-Technology-Space concept. Both pedagogy and technology have been studied through different perspectives, and alongside space layout and furniture arrangements, focusing on its’ influence in providing a better environment and improving teaching and learning. However, it is important to understand how Physical Learning Space (PhLS), a complex space, is in one hand influenced by Digital Media and pedagogy and in the other hand, how it influences these. Moreover, as school dropouts are still a reality, how an ILE can promote NEET (Not in Employment, Education or Training) and Migrants’ inclusion. Furthermore, with migration flows’ increasing rates, more young migrants are at risk of becoming NEET. Our aim is to create an interior design strategy for an Inclusive Learning Environment for NEET and Migrant populations, through built space reconfiguration. This research is mainly qualitative, resorting also to quantitative methods, and under the umbrella of constructivist grounded theory and participatory design. We have applied a web-survey, in-depth interviews, a workshops followed by in-depth interview and video observation. All collected data has been analysed through four space dimensions: technological/digital, architectural, cultural and social. Results show that Physical Learning Environment (PhLE) in all its’ space dimensions can still be improved. Within technological/digital dimension, results show that Digital Media presence motivates students and enables both teaching and learning improvement, however network infrastructure not always enables activities. In what regards architectural dimension (built space, furniture and paths) we may state that it falls short concerning its’ potential. Cultural dimension is considered to be the least important by participants and social dimension, in particular with regard to interactions and interrelations, is highly valued. Our interior design strategy for an Inclusive Learning Environment: NEET and Migrant populations was created bridging obtained results and theoretical construct. It consists in a set of forty-two interdependent guidelines. These point out to an intervention in an existing physical space, having in mind its’ reconfiguration into an inclusive ILE, considering space technological/digital, architectural, cultural and social dimensions.A expansão dos Ambientes Educativos Inovadores (AEI) tem levado a um aumento da investigação neste campo. Estes ambientes são normalmente concebidos segundo o terno conceptual Pedagogia-Tecnologia-Espaço. Neste contexto tanto a Pedagogia como a tecnologia têm sido abordadas sobre diferentes perspetivas, em conjunto com o layout do espaço e a disposição de mobiliário, focando-se na sua influência na criação de um melhor ambiente e na melhoria do ensino e da aprendizagem. Contudo é importante compreender como é que um Espaço Físico de Aprendizagem (EFA), um espaço complexo, é, por um lado influenciado, pelos Meios Digitais e pela pedagogia, e por outro lado, como é que os influencia. Além disso, como o abandono escolar é uma realidade, como é que um AEI pode promover a inclusão, nomeadamente, de jovens NEET (Not in Employment, Education or Training) e Migrantes. Acresce ainda que com o aumento dos fluxos migratórios, aumenta o número dos jovens migrantes em risco de se tornarem NEET. O nosso objetivo é criar uma estratégia de design de interiores para um Ambiente de Aprendizagem Inclusivo para as populações NEET e Migrante, através da reconfiguração do espaço. Esta investigação é maioritariamente qualitativa, recorrendo também a métodos quantitativos, e baseando-se na teoria fundamentada construtivista e no design participativo. No decorrer da investigação aplicámos um web-survey, entrevistas em profundidade, workshops seguidos por entrevista em profundidade e observação de vídeo. Todos os dados recolhidos foram analisados através de quatro dimensões do espaço: tecnológica/digital, arquitetónica, cultural e social. Os resultados, demonstram que o Ambiente Físico de Aprendizagem (AFA) pode ser ainda melhorado nas suas diferentes dimensões. No que respeita à dimensão tecnológica/digital os resultados mostram que a presença dos Meios Digitais motiva os alunos e facilita a melhoria tanto do ensino como da aprendizagem, no entanto, a infraestrutura da rede nem sempre possibilita as atividades. Relativamente à dimensão arquitetónica (espaço construído, mobiliário e percursos) podemos afirmar que se encontra àquem do seu potencial. A dimensão cultural é considerada pelos participantes como a menos importante e a dimensão social é bastante valorizada, em particular no que concerne às interações e às interrelações. A nossa estratégia de design de interiores para um Ambiente Inclusivo de Aprendizagem: populações NEET e Migrante surge das pontes criadas entre os resultados obtidos e o construto teórico. É constituída por um conjunto de quarenta e duas diretrizes interdependentes. Estas apontam para um modo de intervenção num espaço existente tendo em vista a sua reconfiguração num AEI inclusivo, considerando as dimensões tecnológica/digital, arquitetónica, cultural e social do espaço.Programa Doutoral em Multimédia em Educaçã

MoMoWo - Women’s Creativity since the Modern Movement: An European Cultural Heritage

Nella prospettiva di svelare quel mondo di donne professioniste del Novecento che hanno avuto un ruolo nell’architettura, nel design e nella costruzione, ma che sono rimaste ‘invisibili’, è nato il progetto “MoMoWo - Women’s Creativity since the Modern Movement (1918-2018)” co-finanziato dall’Unione Europea (coordinatrici: E. Garda e C. Franchini). Il presente volume riflette la struttura metodologico-operativa di tale progetto che ha guidato i ricercatori e le ricercatrici delle diverse università e centri di ricerca partner in Europa. Ciò ha reso possibile la creazione di un database per salvaguardare il patrimonio di informazioni emerso nel corso dei quattro anni del progetto. Nelle descrizioni delle voci del MoMoWo database si palesa l’acuirsi delle specificità della ricerca storica di genere soprattutto negli ambiti dell’architettura e della costruzione che sono stati, e in parte restano, prevalentemente di prerogativa maschile. Tale specificità, che si manifesta anche attraverso ostacoli culturali nell’individuazione e reperimento delle fonti documentarie e archivistiche, prefigura nuove narrazioni a cui aspirare. Il volume è corredato da allegati e casi studio che sono un’applicazione operativa del percorso concettuale che l’arricchimento documentale ha via via prodotto. Da esso, si dischiudono prospettive future per delineare, attraverso la raccolta work-in-progress di dati omogenei, genealogie e crono-geografie che restituirebbero alla Storia dell’architettura, nelle sue declinazioni, quel grado di complessità necessario al riconoscimento del patrimonio materiale e immateriale europeo tramandatoci dalle progettiste

MoMoWo - Women’s Creativity since the Modern Movement: An European Cultural Heritage

This book presents the ‘conceptual architecture’ of the MoMoWo Database for mapping women’s cultural legacy and heritage in Architecture, Construction and Design, and includes annexes on some of the most significant practices, outputs and deliverables so far achieved, resulting from the cooperative research activity between all MoMoWo’s international partners whom we directed at the Polytechnic of Turin (Polito). A collection of case studies enriches the volume by providing the reader with examples of specific thematic approaches at several geographical scales

A holistic backpack back pain model for prepubescent primary school children

The present recommendation of the maximum bag weight to be 10-15% of body weight for schoolchildren has not been adequate as it is mainly based on biomechanical and physiological factors, without considering interaction with other risk factors associated with the subjective nature of back pain believed to be affected by psychosocial and individual characteristics of people. This serves as the basis to believe that the recommendation may not be sufficient for prepubescent primary schoolchildren, who constitute little or no part in the research leading to the initial recommendation. This research therefore aimed at developing a holistic multifactorial backpack back pain model that will provide explanation for the complex and multiple interactions associated with the back pain problem among the children. The research used mixed methodological design that employed survey, observation and objective measuring tools to investigate and understand the backpack back pain problem. A total of 662 primary schoolchildren aged 7-12 years (primary year 1-6) took part in the study. Descriptive and correlation statistical techniques were used to identify significant association among the factors. Reliability analysis and exploratory factor analysis were used for validating and reducing the variables into fitted constructs. Structural equation modelling was used for building and validating the model fit. Electromyography was used to establish the effect of age and body mass index on the trunk muscles of the children when carrying various weights corresponding to 5%, 10% and 15% of the body weight. The research established the insufficient nature of the 10-15% body weight for pain among primary schoolchildren. Most of the pain, load, anthropometric and physiological variables vary across age and racial groups. A multifactorial backpack back pain model consisting of anthropometry, pain, posture, backpack volume and rating ability was developed for better understanding of the relationship. A new safe weight recommendation based on percentage body weight and body mass index was made for the primary schoolchildren to reduce their chances of exposure to back pain. More longitudinal and control studies need to be conducted to identify appropriate percentage body weight suitable for different age groups

A holistic backpack back pain model for prepubescent primary school children

The present recommendation of the maximum bag weight to be 10-15% of body weight for schoolchildren has not been adequate as it is mainly based on biomechanical and physiological factors, without considering interaction with other risk factors associated with the subjective nature of back pain believed to be affected by psychosocial and individual characteristics of people. This serves as the basis to believe that the recommendation may not be sufficient for prepubescent primary schoolchildren, who constitute little or no part in the research leading to the initial recommendation. This research therefore aimed at developing a holistic multifactorial backpack back pain model that will provide explanation for the complex and multiple interactions associated with the back pain problem among the children. The research used mixed methodological design that employed survey, observation and objective measuring tools to investigate and understand the backpack back pain problem. A total of 662 primary schoolchildren aged 7-12 years (primary year 1-6) took part in the study. Descriptive and correlation statistical techniques were used to identify significant association among the factors. Reliability analysis and exploratory factor analysis were used for validating and reducing the variables into fitted constructs. Structural equation modelling was used for building and validating the model fit. Electromyography was used to establish the effect of age and body mass index on the trunk muscles of the children when carrying various weights corresponding to 5%, 10% and 15% of the body weight. The research established the insufficient nature of the 10-15% body weight for pain among primary schoolchildren. Most of the pain, load, anthropometric and physiological variables vary across age and racial groups. A multifactorial backpack back pain model consisting of anthropometry, pain, posture, backpack volume and rating ability was developed for better understanding of the relationship. A new safe weight recommendation based on percentage body weight and body mass index was made for the primary schoolchildren to reduce their chances of exposure to back pain. More longitudinal and control studies need to be conducted to identify appropriate percentage body weight suitable for different age groups

Back to the future. The future in the past: ICDHS 10th+1 Barcelona 2018: Conference proceedings book

Obra dedicada a la memòria d'Anna Calvera (1954–2018).Conté: 0. Opening pages -- 1.1 Territories in the scene of globalised design: localisms and cosmopolitanisms -- 1.2 Designing the histories of southern designs -- 1.3 Mediterranean-ness: an inquiry into design and design history -- 1.4 From ideology to methodology: design histories and current developments in post-socialist countries -- 1.5 [100th anniversary of the Bauhaus Foundation]: tracing the map of the diaspora of its students -- 1.6 Design history: gatekeeper of the past and passport to a meaningful future? -- 1.7 Constructivism and deconstructivism: global development and criticism -- 1.8 An expanded global framework for design history -- 1.9 Design museums network: strengthening design by making it part of cultural legacy -- 1.10 Types and histories: past and present issues of type and book design -- 2.1 Design aesthetics: beyond the pragmatic experience and phenomenology -- 2.2 Public policies on design and design-driven innovation -- 2.3 Digital humanities: how does design in today's digital realm respond to what we need? -- 2.4 Design studies: design methods and methodology, the cognitive approach -- 2.5 Vehicles of design criticism -- 3 Open session: research and works in progress (1) -- 3 Open session: research and works in progress (2) -- Addenda: 10th+I keywords mapInternational Committee of Design History and Design Studies. Conference (11a : 2018 : Barcelona, Catalunya),ICDHS is the acronym of the International Committee of De­sign History and Design Studies, an organisation that brings together scholars from Spain, Cuba, Turkey, Mexico, Finland, Japan, Belgium, the Netherlands, Brazil, Portugal, the US, Tai­wan, Canada and the UK. Since 1999, when the Design and Art History departments of the University of Barcelona organised the first edition of the ICDHS, a conference has been held every two years at a different venue around the world. These conferences have had two dis­tinct aims: first, to present original research in the fields of Design History and Design Studies and, second, to include contributions in these fields from non-hegemonic countries, offering a speaking platform to many scientific communities that are already active or are forming and developing. For that reason, the structure of the conferences combines many paral­lel strands, including poster presentations and keynote speak­ers who lecture on the conferences’ main themes. The 2018 event is rather special. The Taipei 2016 conference was the 10th edition and a commemoration of the ten celebrations to date. Returning to Barcelona in 2018 marks the end of one stage and the beginning of a new one for the Committee. The numbering chosen—“10+1”—also means that Barcelona 2018 is both an end and a beginning in the ICDHS’s own history. The book brings together 137 papers delivered at the ICDHS 10th+1 Conference held in Barcelona on 29–31 October 2018. The papers are preceded by texts of the four keynote lectures and a written tribute from the ICDHS Board to its founder and figurehead, Anna Calvera (1954–2018). The Conference, and the book, are dedicated to her memory

Back to the Future. The Future in the Past. Conference Proceedings Book

ICDHS is the acronym of the International Committee of De­sign History and Design Studies, an organisation that brings together scholars from Spain, Cuba, Turkey, Mexico, Finland, Japan, Belgium, the Netherlands, Brazil, Portugal, the US, Tai­wan, Canada and the UK. Since 1999, when the Design and Art History departments of the University of Barcelona organised the first edition of the ICDHS, a conference has been held every two years at a different venue around the world. These conferences have had two dis­tinct aims: first, to present original research in the fields of Design History and Design Studies and, second, to include contributions in these fields from non-hegemonic countries, offering a speaking platform to many scientific communities that are already active or are forming and developing. For that reason, the structure of the conferences combines many paral­lel strands, including poster presentations and keynote speak­ers who lecture on the conferences’ main themes. The 2018 event is rather special. The Taipei 2016 conference was the 10th edition and a commemoration of the ten celebrations to date. Returning to Barcelona in 2018 marks the end of one stage and the beginning of a new one for the Committee. The numbering chosen—“10+1”—also means that Barcelona 2018 is both an end and a beginning in the ICDHS’s own history. The book brings together 137 papers delivered at the ICDHS 10th+1 Conference held in Barcelona on 29–31 October 2018. The papers are preceded by texts of the four keynote lectures and a written tribute from the ICDHS Board to its founder and figurehead, Anna Calvera (1954–2018). The Conference, and the book, are dedicated to her memory