Feelings and Emotions in Youth’s Purpose

This article summarizes research that aimed to identify and analyze the Organizing Models of Thought - with its affective and cognitive dimensions - underlying the purpose of young Brazilians, and identifies possible relationships between values, feelings, emotions and purpose of 200 Brazilian High School students. Upon analyzing all the protocols, seven different ways of organizing thoughts were found when answering an open-ended questionnaire about purpose in life. It was observed that emotions and feelings play an important role in the construction of purpose for young people, exerting influence in organizing their thoughts and subsidizing their decisions, plans and justification for the actions

Feelings and Emotions in Youth’s Purpose

This article summarizes research that aimed to identify and analyze the Organizing Models of Thought - with its affective and cognitive dimensions - underlying the purpose of young Brazilians, and identifies possible relationships between values, feelings, emotions and purpose of 200 Brazilian High School students. Upon analyzing all the protocols, seven different ways of organizing thoughts were found when answering an open-ended questionnaire about purpose in life. It was observed that emotions and feelings play an important role in the construction of purpose for young people, exerting influence in organizing their thoughts and subsidizing their decisions, plans and justification for the actions

Life Projects of High School Young Students and School

Este artigo trata da percepção de estudantes do Ensino Médio sobre a contribuição que as experiências escolares podem trazer aos seus projetos de vida. Toma-se por referência os conceitos de projeto do filósofo Ortega y Gasset e de purpose, formulado por Willian Damon. Participaram do estudo 305 estudantes do Ensino Médio da cidade de São Paulo. A abordagem qualitativa (análise de conteúdo e formulação de categorias) respeitou as percepções dos participantes. Os resultados demonstram que 81% dos estudantes consideram que a escola contribui para seus projetos de vida, principalmente por meio das atividades desenvolvidas em sala de aula.This paper deals with the perception of high school students about the contribution that school experiences can bring to their life projects. We take as references philosopher Ortega y Gasset’s concept of design, and that of purpose, as formulated by William Damon. Three hundred and five high school students from the city of São Paulo participated in this study. The qualitative approach (content analysis and formulation of categories) respected the participants’ perceptions. The results show that 81% of students believe that the school contributes to their life projects mainly through activities in the classroom

The reorganization of time, space, and relationships in school with the use of active learning methodologies and collaborative tools

Information and communication technologies (ICTs) in our current networked society are a continuing and irreversible process. Therefore, consideration must be given to the construction of a new education and science model that takes into account complementary dimensions of content, form, and relationships between teachers and students. The aim of this study was to evaluate the impact of Design Thinking, PBL methodology and the use ICTs in school routine of the students from the graduate program in Ethics, Values, and Citizenship in School (EVC). The program was conducted in a blended learning format in which three collaboration technologies were experimentally used (BrainMerge™, TERF and Fishbowl™). At the end, we applied a survey to evaluate the use and impact of these technologies. From the 239 participants (second EVC) 96.8% affirmed that the EVC contributed to their learning routine. The first EVC, 142 participants indicated a similar response distribution, 94.4%. These results may indicate that EVC has a transformative impact on participants: while they prototype, they can see better approaches to solve school problems, they are changing their classes turning them into more interactive activities. The basic and higher education are not untouched by the socio-political economic transformations that the world has undergone. Education needs to re-invent to continue the prominent role that societies have granted it over the past 300 years. Paradoxically, this re-invention depends as much on its capacity for continuation as on its capacity for transformation, to adapt to the new demands of society, culture, and science

A reorganização de tempos, espaços e relações na escola com o uso de metodologias ativas de aprendizagem e ferramentas colaborativas

Information and communication technologies (ICTs) in our current networked society are a continuing and irreversible process. Therefore, consideration must be given to the construction of a new education and science model that takes into account complementary dimensions of content, form, and relationships between teachers and students. The aim of this study was to evaluate the impact of Design Thinking, PBL methodology and the use ICTs in school routine of the students from the graduate program in Ethics, Values, and Citizenship in School (EVC). The program was conducted in a blended learning format in which three collaboration technologies were experimentally used (BrainMerge™, TERF and Fishbowl™). At the end, we applied a survey to evaluate the use and impact of these technologies. From the 239 participants (second EVC) 96.8% affirmed that the EVC contributed to their learning routine. The first EVC, 142 participants indicated a similar response distribution, 94.4%. These results may indicate that EVC has a transformative impact on participants: while they prototype, they can see better approaches to solve school problems, they are changing their classes turning them into more interactive activities. The basic and higher education are not untouched by the socio-political economic transformations that the world has undergone. Education needs to re-invent to continue the prominent role that societies have granted it over the past 300 years. Paradoxically, this re-invention depends as much on its capacity for continuation as on its capacity for transformation, to adapt to the new demands of society, culture, and science.La inserción de las Tecnologías de Información y Comunicación (TICs) en la sociedad actual es un proceso continuo e irreversible. De este modo, es necesario pensar en la construcción de un nuevo modelo educativo, y de ciencia, considerando dimensiones complementarias de contenido y de forma en las relaciones entre docentes y discentes. Evaluar el impacto de Design Thinking, Aprendizaje basado en problemas y proyectos, y el uso de las TICs en la rutina de la escuela de los estudiantes del postgrado en Ética, Valores y Ciudadanía en escuela (EVC). Se utilizó experimentalmente tres tecnologías (BrainMerge™, TERF y Fishbowl™) para el desarrollo de proyectos de colaboración. Al final del curso se aplicó un cuestionario para evaluar su impacto en los participantes. De los 239 participantes (Según EVC) 96.8% dijeron que el curso contribuyó a su rutina. En el primero EVC, entre los 142 participantes, dio 94,4 respuesta similar. Estos resultados indican que el curso ha tenido un impacto transformador sobre los participantes: mientras que "prototipam", se pueden ver mejores enfoques para resolver los problemas de su escuela, transformar sus clases con actividades más interactivas. La educación básica y superior no está exento de las transformaciones que el mundo socio-político-económico ha sufrido y la necesidad de "reinventar" a tener el protagonismo que la sociedad les concedió en los últimos 300 años. Paradójicamente, este nuevo enfoque, depende tanto de la capacidad de continuidad para conservar sus características de excelencia o de producción de conocimiento, como de la capacidad de transformación para adaptarse a nuevas exigencias de las sociedades, de las culturas y de la ciencia.A inserção das tecnologias de informação e comunicação (TICs) na sociedade em rede atual é um processo contínuo e irreversível. Desse modo, é necessário que se pense na construção de um novo modelo educativo e de ciência considerando dimensões complementares de conteúdo, forma e na relação entre docentes e discentes. Avaliar o impacto do Design Thinking, da Aprendizagem baseada em problemas e por projetos e a utilização das TICs na rotina das escolas dos alunos do curso de pós-graduação em Ética, Valores e Cidadania na Escola (EVC). Foram utilizadas de maneira experimental três tecnologias (BrainMerge™, TERF e Fishbowl™) para o desenvolvimentos dos projetos colaborativos. Ao final do curso foi aplicado um questionário para avaliar seu impacto nos participantes. Dos 239 participantes (Segundo EVC) 96,8% afirmaram que o curso contribuiu para a sua rotina. Já o primeiro EVC, entre os 142 participantes, 94,4 resposta semelhante. Esses resultados indicam que o curso teve um impacto transformador sobre participantes: enquanto eles "prototipam", podem ver melhores abordagens para resolver os problemas de sua escola, mudando suas aulas, transformando-as em atividades mais interativas. A educação básica e a superior não estão isentas das transformações sociopolítico econômicas que o mundo tem sofrido, e precisam se reinventar para terem o papel de destaque que as sociedades as concedeu ao longo dos últimos 300 anos. Paradoxalmente, essa reinvenção depende tanto da sua capacidade de continuidade quanto da sua capacidade de transformação, para se adaptar às novas demandas da sociedade, da cultura e da ciência

Evaluation of a quality improvement intervention to reduce anastomotic leak following right colectomy (EAGLE): pragmatic, batched stepped-wedge, cluster-randomized trial in 64 countries

Background Anastomotic leak affects 8 per cent of patients after right colectomy with a 10-fold increased risk of postoperative death. The EAGLE study aimed to develop and test whether an international, standardized quality improvement intervention could reduce anastomotic leaks. Methods The internationally intended protocol, iteratively co-developed by a multistage Delphi process, comprised an online educational module introducing risk stratification, an intraoperative checklist, and harmonized surgical techniques. Clusters (hospital teams) were randomized to one of three arms with varied sequences of intervention/data collection by a derived stepped-wedge batch design (at least 18 hospital teams per batch). Patients were blinded to the study allocation. Low- and middle-income country enrolment was encouraged. The primary outcome (assessed by intention to treat) was anastomotic leak rate, and subgroup analyses by module completion (at least 80 per cent of surgeons, high engagement; less than 50 per cent, low engagement) were preplanned. Results A total 355 hospital teams registered, with 332 from 64 countries (39.2 per cent low and middle income) included in the final analysis. The online modules were completed by half of the surgeons (2143 of 4411). The primary analysis included 3039 of the 3268 patients recruited (206 patients had no anastomosis and 23 were lost to follow-up), with anastomotic leaks arising before and after the intervention in 10.1 and 9.6 per cent respectively (adjusted OR 0.87, 95 per cent c.i. 0.59 to 1.30; P = 0.498). The proportion of surgeons completing the educational modules was an influence: the leak rate decreased from 12.2 per cent (61 of 500) before intervention to 5.1 per cent (24 of 473) after intervention in high-engagement centres (adjusted OR 0.36, 0.20 to 0.64; P < 0.001), but this was not observed in low-engagement hospitals (8.3 per cent (59 of 714) and 13.8 per cent (61 of 443) respectively; adjusted OR 2.09, 1.31 to 3.31). Conclusion Completion of globally available digital training by engaged teams can alter anastomotic leak rates. Registration number: NCT04270721 (http://www.clinicaltrials.gov)