CAMINOS SOSTENIBLES PARA LA ENSEÑANZA DE LA LENGUA MATERNA EN LAS SERIES INICIALES

RESUMEN Las autoras sitúan esta investigación dentro de los presentes cambios educativos que involucran la práctica del maestro-pedagogo, en lo que concierne a la educación lingüística, a partir de los siguientes problemas: 1) ¿Cómo incorporan o incorporaron conceptos de enseñanza de lengua como conjunto de variedades los maestros de la 4ª serie del nivel primario? 2) ¿Cómo usarían ellos un léxico específico sobre el habla amapaense, para tratar la noción de lengua como conjunto de variedades, considerando el paradigma de sustentabilidad en la educación lingüística? Para dar solución a estos problemas se elaboró el siguiente objetivo general: - Analizar el discurso docente sobre la práctica de enseñanza de lengua, concerniente a variación lingüística, en la 4ª serie del nivel fundamental, a partir del uso de un léxico específico sobre el habla local, considerando el paradigma de sustentabilidad en la educación lingüística. Para alcanzar tal objetivo, se realizó una investigación exploratorio-analítica, de metodología cualitativa y de cuño interpretativo. La especificidad del objeto requiere, en este caso, que se utilice la contribución teórico-metodológica de la Sociolingüística Variacional (SV) y Sociolingüística Educacional (SE), y para la sustentabilidad en educación, el aporte de Hargreaves y de Fink, además de la Organización de las Naciones Unidas para Educación, Ciencia y Cultura (UNESCO), entre otros. Para el análisis de los discursos, se emplean recortes del PCNEF de lengua portuguesa de la escolaridad inicial y de los Proyectos Pedagógicos del Curso de Pedagogía de UNIFAP. Para la recolección de la información empírica, se optó por entrevistas semi-estructuradas y para la triangulación de datos, discursos documentales y el generado en trabajo de campo. Las hipótesis se resumen: i) las prácticas pedagógicas para el aprendizaje lingüístico favorecen las dimensiones profundidad, amplitud y duración de la sustentabilidad educativa; ii) a pesar de la existencia de obras específicas sobre el habla local, en la educación lingüística del Estado no existe preocupación por enseñar (ni reflexionar sobre la lengua materna), a partir de lo local para alcanzar lo universal/nacional, orientación sugerida por los PCNEF-LP (documentos oficiales).   PALABRAS CLAVE: Educación Lingüística Sustentable; Formación Docente; Práctica Pedagógica Docente; Léxico; Enseñanza   ABSTRACT The authors situate this research within the present educational changes that involve the practice of the teacher-pedagogue, as far as linguistic education is concerned, from the following problems: 1) How do 4th grade teachers of the elementary education incorporate concepts of language teaching as a set of varieties? 2) How would they use a specific lexicon about Amapaense’s discourse, to treat the notion of language as a set of varieties, considering the paradigm of sustainability in language education? In order to solve these problems, the following general objective was developed: -Analyze the teacher’s discourse about the practice of language instruction on linguistic variation at the 4th grade of the elementary education, based on the use of a specific lexicon of local discourse, considering the paradigm of sustainability in language teaching. To achieve this objective, an exploratory-analytical investigation was made, as well as a qualitative methodology of interpretative essence. The object’s specificity requires, in this case, the use of the theoretical-methodological contribution given by the Variance Sociolinguistics (VS), the Sociolinguistic Education (SE), and the sustainability in education, supported by Hargreaves and Fink, in addition to the United Nations Educational, Scientific and Cultural Organization (UNESCO), among others. For the speeches’ analysis, cutouts from the National Curricula Parameters for the Elementary Education and the Pedagogy Course Project from the Federal University of Amapá (UNIFAP) were used. For information collection, we opted for semi-structured interviews and data triangulation, documentary discourses and the generated material from the field work. Summarized hypotheses: i) pedagogical practices for language learning favor the depth, breadth and duration dimensions of educational sustainability; ii) despite the existence of specific works on the local discourse, within the State’s linguistic education there is not concern about teaching (or reflecting about the mother tongue), from local to universal/national, as suggested by the official documents.   KEYWORDS: Sustainable Linguistic Education; Teacher training; Teacher’s Pedagogical Practice; Lexicon; Teaching.     RESUMO Os autores situam essa pesquisa dentro das atuais mudanças educacionais que envolvem a prática do professor-pedagogo, no que se refere à educação linguística, a partir dos seguintes problemas: 1) Como incorporam ou incorporam conceitos de ensino de línguas como um todo? de variedades os professores da 4ª série do nível primário? 2) Como eles usariam um léxico específico sobre o discurso de Amapase, para tratar a noção de linguagem como um conjunto de variedades, considerando o paradigma da sustentabilidade na educação de línguas? Para resolver estes problemas o seguinte objetivo geral foi desenvolvido: - Analisar o discurso de ensino sobre a prática da língua de ensino sobre variação linguística na 4ª série do nível fundamental, a partir do uso de um léxico específico de discurso local, considerando o paradigma da sustentabilidade no ensino de idiomas. Para atingir este objetivo, foi realizada uma pesquisa exploratório-analítica, metodologia qualitativa e interpretação. A especificidade do objeto requer, neste caso, a teoria e metodologia contribuição Sociolingüística Variational (SV) e Sociolingüística Educação (SE) é usado, e para a sustentabilidade na educação, a contribuição de Hargreaves e Fink, mais Organização das Nações Unidas para a Educação, Ciência e Cultura (UNESCO), entre outros. Para a análise dos discursos, corta PCNEF Lusófona escolaridade inicial e ensinando Projeto Curso de Pedagogia UNIFAP são usados. Para a coleta de informações empíricas, optou-se por entrevistas semi-estruturadas e triangulação de dados, discursos documentários e gerados em trabalho de campo. As hipóteses são resumidas: i) as práticas pedagógicas para a aprendizagem de línguas favorecem as dimensões profundidade, amplitude e duração da sustentabilidade educacional; ii) apesar da existência de trabalhos específicos sobre a fala local, na educação linguística do Estado não há preocupação em ensinar (ou refletir sobre a língua materna), desde o local até alcançar o universal / nacional, sugerido por o PCNEF-LP (documentos oficiais).   PALAVRAS-CHAVE: Educação Linguística Sustentável; Formação de Professores; Prática Pedagógica de Ensino; Léxico; Ensino

The experience of educational research at doctoral level in the region of Cuyo, Argentina

[EN] In this paper are reported the results of an exploratory-analytical research of a qualitative nature, whose intention is to approach the comprehension of the experiences, their peculiarities and problems, of a sample of students and graduates from the three doctorates in Education existing in the region of Cuyo, Argentina, which –though they reach a certain maturity– also show in these years some specific difficulties, among which the most relevant is the low rate of completion (close to 20%). The administered questionnaire, elaborated ad hoc, by means of open-ended questions, inquires on three dimensions that can explain the experience of the PhD student: 1) educational research methodology training, 2) practice in scientific research and 3) doctoral research process. The results show that curricular paths of doctorate’s research methodology, in dependence of their approach, play an important role in the process of theses, in synergy with other factors: integration into a research team, a combination of intrinsic and extrinsic motives in the choice of the topic, a more elaborated conceptualization of educational research, conceptual changes of greater importance. Among the peculiarities, one warns the primacy of the experience and/or teacher workplace in decisions concerning doctoral research; among the difficulties, stand out the lack of time and the major frequency of intrinsic difficulties to the thesis in delayed students.[ES] En este trabajo se informan los resultados de una investigación exploratorio-analítica de carácter cualitativo, cuyo propósito es acercarnos a la comprensión de las experiencias, sus particularidades y problemáticas, de una muestra de alumnos y egresados de los tres doctorados en Educación existentes en la región de Cuyo, Argentina, los que –si bien alcanzan una cierta madurez– también muestran en estos años algunas dificultades específicas, entre las cuales la más relevante es la baja tasa de finalización (cercana al 20%). El cuestionario que se administra, elaborado ad hoc, mediante preguntas abiertas, indaga sobre tres dimensiones que pueden explicar la experiencia del doctorando: 1) formación en metodología de la investigación educativa, 2) práctica en investigación científica y 3) proceso de investigación doctoral. Los resultados muestran que los trayectos curriculares de metodología de la investigación del doctorado, en dependencia de su enfoque, desempeñan un papel relevante en el proceso de tesis, en sinergia con otros factores: la inserción en un equipo de investigación, una combinación de motivos intrínsecos y extrínsecos en la elección del tema, una conceptualización más elaborada de investigación educativa, cambios conceptuales de mayor envergadura. Entre las peculiaridades, se advierte la primacía de la experiencia y/o desempeño docente en decisiones relativas a la investigación doctoral; entre las dificultades, destaca la falta de tiempo y la mayor frecuencia de dificultades intrínsecas a la tesis en los estudiantes demorados.Difabio De Anglat, H.; Portela De Nieto, A.; Gelonch Villarino, S.; Muscará, F.; Boarini De Dutto, MG. (2018). La experiencia de investigación educativa de nivel doctoral en la región de Cuyo, Argentina. 11-32. doi:10.4995/redu.2018.5690SWORD113

A Review of Interventions to Reduce Mechanical Restraint and Seclusion among Adult Psychiatric Inpatients

Objective: This review examines nature and effectiveness of interventions to reduce the use of mechanical restraint and seclusion among adult psychiatric inpatients. Method: Electronic searches were conducted to locate post-1960 empirical studies of restraint and seclusion reduction in English. A total of 36 studies were identified, mostly from the USA. Analysis was conducted using a structured data extraction tool. Results: The majority of studies reported reduced levels or mechanical restraint and/or seclusion, but the standard of evidence was poor. There were no randomised trials. Most were retrospective studies of official records before and after the intervention was introduced, with varying follow-up periods. The interventions were diverse, but tended to include one or more of the following: new restraint and/or seclusion policies, staffing changes, staff training, review procedures and crisis management initiatives. The research was unable to address which of these elements was most effective. There was also evidence that some improved outcomes were achieved by substituting restraint or seclusion for each other or for alternatives forms of containment (medication in particular). Nurses’ attitudes, skills and approach to patient care were absent from the literature. Conclusions: Interventions probably can reduce the use of restraint and seclusion, but better designed research is required to demonstrate their effectiveness conclusively. More attention should also be paid to understanding how interventions work, particularly from the perspective of nursing staff. This is essential to the successful implementation of restraint and seclusion interventions across different psychiatric settings and treatment populations

La renovación de la palabra en el bicentenario de la Argentina : los colores de la mirada lingüística

El libro reúne trabajos en los que se exponen resultados de investigaciones presentadas por investigadores de Argentina, Chile, Brasil, España, Italia y Alemania en el XII Congreso de la Sociedad Argentina de Lingüística (SAL), Bicentenario: la renovación de la palabra, realizado en Mendoza, Argentina, entre el 6 y el 9 de abril de 2010. Las temáticas abordadas en los 167 capítulos muestran las grandes líneas de investigación que se desarrollan fundamentalmente en nuestro país, pero también en los otros países mencionados arriba, y señalan además las áreas que recién se inician, con poca tradición en nuestro país y que deberían fomentarse. Los trabajos aquí publicados se enmarcan dentro de las siguientes disciplinas y/o campos de investigación: Fonología, Sintaxis, Semántica y Pragmática, Lingüística Cognitiva, Análisis del Discurso, Psicolingüística, Adquisición de la Lengua, Sociolingüística y Dialectología, Didáctica de la lengua, Lingüística Aplicada, Lingüística Computacional, Historia de la Lengua y la Lingüística, Lenguas Aborígenes, Filosofía del Lenguaje, Lexicología y Terminología

Effectiveness of a Computerized Cognitive Training Program for Reducing Head Impact Kinematics in Youth Ice Hockey Players

International Journal of Exercise Science 14(1): 149-161, 2021. Cognitive training (CT) is an effective technique to improve neurological performance, but has not been investigated as a head impact primary prevention strategy. The purpose of this study was to investigate the CT’s effectiveness in reducing head impact kinematics in youth ice hockey players. Twenty youth were divided into two groups: a CT and Control group. The CT group performed two 30-minute sessions of IntelliGym CT weekly for 20 weeks and the control group performed two 30-minute sessions weekly evaluating hockey videos. The dependent variables, number of head impacts, cumulative linear acceleration (CLA) and rotational acceleration (CRA) and mean linear and rotation peak acceleration, were compared with repeated measures ANOVAs, with post-hoc for main effect of time for each group, between the first and second half of the season. There were significant interactions for number of head impacts (p = 0.014) and CLA (p = 0.043) and post-hoc testing identified reductions in the second half of the season for the CT, but not control, group. There were no interactions for CRA, mean peak linear acceleration, and mean peak rotational acceleration. These preliminary results suggest CT may be an effective primary prevention strategy to reduce head impacts and cumulative linear acceleration in youth ice hockey players

6 bulletin board displays for the high school Spanish classroom.

There is no abstract available for this creative project.Thesis (M.A.

Concussion Management Plan Compliance: A Study of NCAA Power 5 Conference Schools

Background: In response to concerns over concussions and repeated head impacts that occur during sports, the National Collegiate Athletic Association (NCAA) mandated that all member institutions enact a concussion management plan (CMP). Although institutional and health care provider self-reports have been investigated, compliance with NCAA protocol recommendations has not been examined. Purpose: To examine the CMPs from the 65 institutions within the NCAA Power 5 conferences for compliance with the NCAA 2015 concussion guidelines. Study Design: Descriptive epidemiology study. Methods: Each institution’s publicly available CMP was obtained in 2015, reviewed, and coded for compliance with each of the required 47 components. Overall compliance rate, item-level, category-level, and institution-level compliance was assessed. Independent predictors of compliance, including each institution’s athletic training staff size, academic performance, and athletic performance, were examined with quasi-binomial regression. Results: CMPs varied substantially in length and level of detail. The overall compliance rate for all components across all institutions was 94.3% (2880/3055). Twelve components achieved 100% (65/65) compliance, and the lowest levels of compliance were clustered in “return to learn.” There were 22 institutions that achieved a 100% compliance rate; the lowest institutional compliance was 59.6%. There were no significant associations between the independent predictors and institutional compliance. Conclusion: Overall compliance with NCAA concussion management requirements was high, but there remains room for improvement. The lowest level of compliance was clustered in the return-to-learn section. There were limited details provided in the reducing head trauma component. Items with lower compliance (reducing head trauma, return to learn) tended to be outside the core competencies of the medical staff, indicating an area for improvement. Encouragingly, many institutions and specific components demonstrated full compliance