Análise da estrutura fatorial dos Testes de Torrance em estudantes portugueses

In order to verify the factorial structures of the Torrance verbal and figural tests, two activities of each instrument were applied with 193 students from the 10th and 12th years of education in Portugal. We tried to demonstrate that the collinearity of the fluency and flexibility variables could create methodological artifacts that hinder the understanding of the internal structure underlying the test. The principal component analysis without control of collinearity indicated a solution composed of four basic factors that separeted activities. Controlling for collinearity, we found a new solution, which also contained four factors that, unlike the previous result, grouped variables with similar processes but of different activities. The verbal and figural content is also an important element in the factor structure. This new arrangement makes more sense with the theory that underlies the instruments separating the different processes and content which are being measured by the activities.Com a finalidade de verificar a estrutura fatorial dos testes de Torrance, duas atividades verbais e duas figurais foram aplicadas em 193 estudantes do 10º e 12º ano do ensino secundário de Portugal. Tentou-se demonstrar que a colinearidade das variáveis fluência e flexibilidade podem criar artefatos metodológicos que dificultam o entendimento da estrutura interna subjacente ao teste. A análise fatorial dos componentes principais, sem controle da colinearidade, indicou uma solução composta por quatro fatores que separam basicamente as atividades. Controlando-se a colinearidade, encontrou-se uma nova solução, também composta por quatro fatores, que, diferentemente da anterior, organizou variáveis com processos semelhantes, mas de diferentes atividades. O tipo de conteúdo, verbal e figural, mostrou-se ainda um importante elemento na organização dos fatores. Esse novo arranjo fez mais sentido diante da teoria que embasa os instrumentos, ao separar os diferentes processos e conteúdos por eles avaliados

Modeling the interaction of light between diffuse surfaces

Mary Wollstonecraft and her daughter Mary Shelley are arguably the most important female writers of the eighteenth and nineteenth century, while Wollstonecraft is one of the most significant contributors to the women’s rights movement, with some of her ideas expressed in A Vindication of the Rights of Woman being referenced in the modern-day laws about the rights of women. This paper will analyze the life and work of Mary Wollstonecraft and Mary Shelley, focusing mostly on their most famous and most significant works, A Vindication of the Rights of Woman and Frankenstein; or The Modern Prometheus, respectively. Furthermore, it will analyze the position of women through the biographies of both writers and the autobiographical elements in their works, as well as through the analysis of the female characters in Frankenstein; or, The Modern Prometheus as a representation of more or less typical women of the time. Finally, it will search for and analyze the influence of Mary Shelley’s mother’s works and ideas on her writing in Frankenstein; or, The Modern Prometheus and her work in general. The aim of this BA paper is to analyze the position of women in society and literature through the above mentioned aspects of the life and work of Mary Wollstonecraft and Mary Shelley and to prove the importance of both of these authors, but especially Wollstonecraft, in the female struggle for obtaining the most basic human rights and the still persisting fight for gender equality

Classroom assessment and education: challenging the assumptions of socialisation and instrumentality

The opportunity offered by the Umea Symposium to probe the intersection of quality and assessment immediately brings into focus a wider issue – that of the quality of education which assessment aspires to support. Prompted by recent research into formative assessment in Scottish primary school contexts, the paper explores how formative assessment has become associated with an overly benign understanding of learning which misrecognises the possibility of undesirable learning and does not seem to address the inherently political nature of education. Having illuminated the potential inequities of formative assessment practices, the paper then asks what role formative assessment might play to support an understanding of education that is not simply about the transmission of traditional social norms, but also aspires to illuminate their social construction and their political nature

Features of postoperative immune suppression are reversible with interferon gamma and independent of interleukin-6 pathways

OBJECTIVE The aim of this study was to evaluate the role of interleukin (IL)-6 pathways in postoperative immune suppression and to assess the reversibility of this phenomenon. BACKGROUND The postoperative period is characterized by increased IL-6 production and features of immune suppression. In vitro, IL-6 mediates anti-inflammatory effects through inhibition of interferon gamma (IFN-γ) pathways. The significance of the immunomodulatory effects of IL-6 in the clinical setting of postoperative immune suppression remains unclear. METHODS Patients over 45 years old undergoing elective surgery, involving the gastrointestinal tract, were recruited. IL-6 levels were assayed using an enzyme linked immunosorbent assay preoperatively, and at 24 and 48 hours. Peripheral blood mononuclear cells from healthy volunteers were cultured in perioperative serum and CD14Human Leukocyte Antigen-DR (HLA-DR) [monocyte HLA-DR (mHLA-DR)] geometric mean florescent intensity was measured in the presence and absence of IL-6 neutralizing antibody and recombinant IFN-γ. RESULTS Of the 108 patients, 41 developed a postoperative infection. The IL-6 levels increased 19-fold from the preoperative sample to 24 hours postoperatively (P < 0.0001). Higher IL-6 levels at 24 (P = 0.0002) and 48 hours (P = 0.003) were associated with subsequent postoperative infectious complications. mHLA-DR mean florescent intensity fell when healthy peripheral blood mononuclear cells were cultured with postoperative serum compared with preoperative serum (P = 0.008). This decrease was prevented by the presence of IFN-γ in the culture media, but not by the presence of IL-6-neutralizing antibody. CONCLUSIONS IL-6 levels increase after a major surgery and are associated with an increased susceptibility to postoperative infections. Serum obtained from postoperative patients induces an immunosuppressive response, reflected in reduced mHLA-DR levels, mediated through IL-6 independent pathways and is reversible with IFN-γ. These data may have therapeutic implications for the prevention of infection in patients undergoing major surgery

Teachers' classroom feedback: still trying to get it right

This article examines feedback traditionally given by teachers in schools. Such feedback tends to focus on children's acquisition and retrieval of externally prescribed knowledge which is then assessed against mandated tests. It suggests that, from a sociocultural learning perspective, feedback directed towards such objectives may limit children's social development. In this article, I draw on observation and interview data gathered from a group of 27 9- to 10-year olds in a UK primary school. These data illustrate the children's perceived need to conform to, rather than negotiate, the teacher's feedback comments. They highlight the children's sense that the teacher's feedback relates to school learning but not to their own interests. The article also includes alternative examples of feedback which draw on children's own inquiries and which relate to the social contexts within which, and for whom, they act. It concludes by suggesting that instead of looking for the right answer to the question of what makes teachers' feedback effective in our current classrooms, a more productive question might be how a negotiation can be opened up among teachers and learners themselves, about how teachers' feedback could support children's learning most appropriately

Formality and informality in the summative assessment of motor vehicle apprentices: a case study

This article explores the interaction of formal and informal attributes of competence‐based assessment. Specifically, it presents evidence from a small qualitative case study of summative assessment practices for competence‐based qualifications within apprenticeships in the motor industry in England. The data are analysed through applying an adaptation of a framework for exploring the interplay of formality and informality in learning. This analysis reveals informal mentoring as a significant element which influences not only the process of assessment, but also its outcomes. We offer different possible interpretations of the data and their analysis, and conclude that, whichever interpretation is adopted, there appears to be a need for greater capacity‐building for assessors at a local level. This could acknowledge a more holistic role for assessors; recognise the importance of assessors’ informal practices in the formal retention and achievement of apprentices; and enhance awareness of inequalities that may be reinforced by both informal and formal attributes of assessment practices

Determining utility values related to malaria and malaria chemoprophylaxis

<p>Abstract</p> <p>Background</p> <p>Chemoprophylaxis for travellers' malaria is problematic. Decision modeling may help determine optimal prevention strategies for travellers' malaria. Such models can fully assess effect of drug use and disease on quality of life, and help travellers make informed values based decisions. Such models require utility values reflecting societal preferences over different health states of relevance. To date, there are no published utility values relating to clinical malaria or chemoprophylaxis adverse events.</p> <p>Methods</p> <p>Utility estimates for health states related to falciparum malaria, sequelae and drug-related adverse events were obtained using a self-administered visual analogue scale in 20 individuals. Utility values for health states related to clinical malaria were obtained from a survey of 11 malaria experts questioned about length of hospital stay or equivalent disability with simple and severe travellers' malaria.</p> <p>Results</p> <p>The general public (potential travellers), were more tolerant of taking prophylaxis if associated with no or mild AEs and least tolerant of mild sequelae from malaria and severe drug related events. The rating value reported for taking no prophylaxis was quite variable. Tropical medicine specialists estimated a mean hospital stay 3.23 days (range 0.5-4.5 days) for simple and 6.36 days (range 4.5 - 7 days) for severe malaria.</p> <p>Conclusions</p> <p>This study provides a benchmark for important utility value estimates for modeling malaria and drug-related outcomes in non-immune travellers.</p

Silicon intercalation into the graphene-SiC interface

In this work we use LEEM, XPEEM and XPS to study how the excess Si at the graphene-vacuum interface reorders itself at high temperatures. We show that silicon deposited at room temperature onto multilayer graphene films grown on the SiC(000[`1]) rapidly diffuses to the graphene-SiC interface when heated to temperatures above 1020. In a sequence of depositions, we have been able to intercalate ~ 6 ML of Si into the graphene-SiC interface.Comment: 6 pages, 8 figures, submitted to PR