The Children Keep Reminding Us: One School\u27s Experience After 9/11

This essay reflects on the experience of a new preschool that was located a few blocks away from the World Trade Center and had not yet opened at the time of September 11. After the event, the school held meetings with teachers, parents, and their children. The conversations highlighted the overwhelming difference between the needs of the parents and the needs of the children. Through sharing of fears, experiences, and emotions, the new community grew closer

Population-specific Mini Nutritional Assessment can improve mortality-risk-predicting ability in institutionalised older Taiwanese

The study determined whether a new version of the Mini Nutritional Assessment that adopted population-specific anthropometric cut-points would improve the mortality-predicting ability in institutionalised Taiwanese older people.Routine screening is the key for detecting emerging malnutrition, but the tool must be simple, reliable and easy-to-use to be well accepted. The Mini Nutritional Assessment can meet these requirements, but for non-Western populations, modifications based on anthropometric considerations are needed.The study purposively sampled 208 residents, aged >65 years, of a long-term care institution in Central Taiwan. Subjects were free of acute infection/disease and able to communicate. A university human-subject-study ethics committee approved the protocol.The study included biochemical measurements and a structured questionnaire for eliciting personal data and answers to questions in the Mini Nutritional Assessment. Follow-up survival/mortality was tracked for two consecutive six-month periods and analysed according to nutritional statuses graded with the original or a modified Mini Nutritional Assessment. The modified version adopted population-specific anthropometric cut-points and was without body mass index.The modification improved the mortality-predictive ability. Mortality rates for the first six months were 8·7, 3·9 and 0% according to the original Mini Nutritional Assessment and 10·6, 3·4 and 0% according to the modified version for subjects rated malnourished, at risk of malnutrition and normal, respectively. The mortality-predictive ability of both versions weakened after six months.Both versions can predict follow-up mortality, but the modified version has improved ability. For best results, the tool should be applied every six months or less (shorter for more frail older people) to screen for new cases of at-risk individuals.The Mini Nutritional Assessment that adopts population-specific anthropometric cut-points may have improved nutritional-risk and mortality-risk predictive abilities. The tool can help care-workers detect emerging nutritional problems and enable timely intervention. Routine use of the tool may help improve the quality of care.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/79325/1/j.1365-2702.2010.03299.x.pd

Some Thoughts on Great Basin Fisheries

A review of Great Basin fish biology, aboriginal fishing technologies, and archaeological evidence for the use of fish reveals that (1) only four genera of fish were significantly exploited; (2) fishing was more widespread than previously appreciated; (3) the use of fish increased substantially in late prehistory, with sometimes locally significant consequences for settlement patterns, social organization, and other behaviors; yet (4) fishing remained of limited economic importance in all but perhaps a few places

Afetividade e aprendizagem : a influencia do afeto na sala de aula

Sabendo que vivenciamos um período de humanização da educação brasileira, por que a afetividade passa muitas vezes despercebida aos olhos de tantos educadores, ainda hoje? Será que e trabalhada com a importância e consciência necessaria dentro da sala de aula? Em que proporção esta afetividade interfere na aprendizagem dos alunos? Sabemos que as pesquisas sobre este tema não existem em grande proporção, porém muitos autores reconhecem a importância da afetividade, do afeto e da emoção na aprendizagem do aluno e na relação aluno! professorf sala de aula, e buscaram desenvolver pesquisas nesta area da psicologia. Baseando-se nesses pressupostos teóricos, este trabalho busca uma aproximação entre os aspectos afetivos e o processo de aprendizagem escolar. A intenção aqui, é fazer uma discussão acerca da dimensão afetiva presente na sala de aula. Alçada nos pensamentos de Piaget, Vygotsky e Wallon, que trataram de forma sistemática assuntos relacionados a afetividade, e com o intuito de confirmar alguns temas enfatizados, foram elaboradas algumas atividades práticas para serem desenvolvidas em sala de aula, procurando evidenciar a importância das relações afetivas inseridas no sistema de educação de ensino em geral. A sala de aula onde foram coletados dados e uma 4a serie do Ensino Fundamental, com alunos entre 10 a 14 anos, de uma escola da rede municipal de ensino do município de Louveira. A mediação feita pelo professor, constitui-se um fator fundamental para determinar a natureza da relação aluno e aprendizagem, pois as relações entre professor e alunos, apresentadas nesta pesquisa, relações estas carregadas de sentimentos e emoções, constituindo-se como trocas afetivas, evidenciaram a expressão da afetividade como parte significativa a ativa do processa da aprendizagem