The future problem solving program international: an intervention to promote creative skills in portuguese adolescents

The Future Problem Solving Program International (FPSPI) is an internationally applied educational program that involves young people. Its theoretical foundation is both the Creative Problem Solving Model and the Futurist Thinking. It aims to promote creative and critical thinking through a futurist approach to problems. This study intended to analyze the effects of the program on creative skills evaluated by the Torrance Tests of Creative Thinking (Figural Version). The participants’ perceptions of the efficacy of the program were also assessed. This intervention was carried out with 131 adolescents over a period of 7 months in an extra-curricular context. The evaluation of the program takes into account periods both before and after interventions, using similar experimental and control groups. The results showed significant statistical differences for the all skills studied and very positive perceptions of the efficacy of FPSPI. Two significant gender differences in creative performance were also found. The results are described and discussed in order to promote awareness for future research concerning this program(undefined)info:eu-repo/semantics/publishedVersio

Programa de intervención en representaciones de creatividad y motivación académica de adolescentes

Creativity and its promotion are widespread concerns in education. However, few efforts have been made to implement intervention programs designed to promote creativity and other related aspects (e.g., academic motivation). The Future Problem Solving Program International (FPSPI), aimed for training creativity representations and creative problem solving skills in young people, has been one of the most implemented programs. This intervention’s materials and activities were adapted for Portuguese students, and a longitudinal study was conducted. The program was implemented during four months, in weekly sessions, by thirteen teachers. Teachers received previous training for the program and during the program’s implementation. Intervention participants included 77 Basic and Secondary Education students, and control participants included 78 equivalent students. Pretest-posttest measures of academic motivation and creativity representations were collected. Results suggest a significant increase, in the intervention group, in motivation and the appropriate representations of creativity. Practical implications and future research perspectives are presented.A criatividade e sua promoção geram grande preocupação em educação. Contudo, poucos esforços têm existido para implementar programas destinados a sua promoção e de outros aspetos relacionados (e.g., motivação acadêmica). O Future Problem Solving Program International (FPSPI), criado para melhorar as representações de criatividade e a resolução criativa de problemas em jovens, tem sido um dos mais implementados. Os seus materiais e atividades foram adaptados para estudantes portugueses, efetuando-se um estudo longitudinal. O programa foi implementado durante quatro meses, semanalmente, por treze professores, que receberam formação antes e durante a implementação. O grupo experimental incluiu 77 estudantes do Ensino Básico e Secundário, apresentando o grupo de controlo 78 estudantes com características equivalentes. Os dados sobre a motivação e criatividade foram recolhidos num pré e pós-teste. Os resultados sugerem um aumento significativo na motivação e crenças apropriadas de criatividade no grupo experimental. Implicações práticas e perspectivas para investigações futuras são apresentadas.La creatividad y su promoción generan gran preocupación en educación. Sin embargo, han sido llevados a cabo pocos esfuerzos para implementar programas de promoción de la creatividad y otros aspectos (e.g., motivación académica). El Future Problem Solving Program International (FPSPI), creado para mejorar las representaciones de creatividad y la solución creativa de problemas en jóvenes, ha sido bastante implementado. Se adaptaron sus materiales y actividades para estudiantes portugueses, y se desarrolló un estudio longitudinal. El programa se implementó semanalmente durante cuatro meses por trece profesores, que recibieron formación antes y durante la implementación. El grupo experimental incluyó 77 estudiantes de Educación Primaria y Secundaria y el grupo de control incluyó 78 estudiantes con características semejantes. Los datos de motivación y creatividad fueron recogidos en un pre y post-test, sugiriendo un aumento significativo de motivación y creencias apropiadas sobre la creatividad en el grupo experimental. Se presentan implicaciones prácticas y perspectivas para futuras investigaciones.Fundação para a Ciência e a Tecnologia (FCT) - SFRH/BPD/80825/201

Single-Dose and Steady-State Pharmacokinetics and Pharmacodynamics of Oxycodone in Patients with Cancer

The single-dose and steady-state pharmacokinetics and pharmacodynamics of oxycodone have been determined in patients with moderate to severe cancer pain. The mean +/- SD elimination half-life after single-dose administration of intravenous (4.6 mg to 9.1 mg) and oral (9.1 mg) oxycodone was 3.01 +/-1.37 hours and 3.51 +/- 1.43 hours, respectively. After intravenous administration, the mean +/- SD volume of distribution was 211.9 +/- 186.6 L, and the mean +/- SD total plasma clearance was 48.6 +/- 26.5 L/hr. The mean absolute oral bioavailability of oxycodone was 87%, and the mean +/- SD volume of distribution after oral administration was 249.1 +/- 204.3 L. When administered orally as 10 mg oxycodone hydrochloride every 4 hours, there was no accumulation of oxycodone at steady state and the mean +/-SD steady-state concentration was 34.6 +/- 10.3 mug/L. Intravenous oxycodone produced a faster onset of pain relief than oxycodone tablets, but the duration of analgesia was approximately the same (4 hours). However, the incidence of side effects and their severity were significantly higher (p < 0.05) for intravenous oxycodone than for oxycodone tablets. The marked interindividual variation observed in the pharmacokinetics and pharmacodynamics of oxycodone in this study supports the need for individualized dosing regimens

Family Influences on the Achievement of Economically Disadvantaged Students: Implications for Gifted Identification and Programming

This review of the literature looks at family influences on the achievement of economically disadvantaged youth, with an emphasis on relationships among families, academic achievement, and gifted education. Theoretical perspectives on the study of families have focused primarily on families as static systems and families as dynamic systems and, more recently, on families as interactive systems. Correlation between single parenting and low academic achievement has been found, though the presence of extended family members appears to overcome this problem in many instances, and processes that support academic achievement may also mediate this relationship. The importance of schools and communities in supporting families and the family culture is stressed. Studies specific to gifted education have found status variables that correlate directly with identification of students as gifted, and that indicate the importance of focusing on individual expressions of giftedness within cultural contexts when evaluating gifted students within economically disadvantaged families. (Contains 70 references.) (DB