The Continuity of Action and Thinking in Learning

In recent years, there have been many attempts at defining learning as a social phenomenon as opposed to an individual and primarily psychological matter. The move towards understanding learning as social processes has also altered the concept of knowledge as a well-defined element stored in books, brains, CD-Roms, disks, videos or on the Internet. Instead, knowledge has been perceived as a social and context related construction. The roots of the social angle within theories on learning and knowledge are much older than the current literature suggests. This paper illustrates how these theories can be traced back to pragmatism as a philosophy and foundation for an educational approach introduced by the American, John Dewey, more than one hundred years ago. The paper also suggests that Dewey avoids some pitfalls that have come with the new theories, particularly the strong division between individual vs. social and school vs. everyday life learning

English Language Learners Writing: Influencing Use of Pronouns

The purpose of this study was to examine the effects of indirect written and verbal feedback on the written work of three 5th grade English Language Learners (ELLs). Providing such a narrowed scope of study would enable the exploration of a new strategy aimed at teaching ELLs to clarify their writing. Using a nonconcurrent multiple baseline design across three participants, the study measured the number of pronouns used by each participant that did not establish a common or proper noun in connection to pronouns used in each sentence during baseline and intervention. A one month intervention consisted of indirect written and verbal feedback from researcher to the students about their written pronoun use. Results indicated improvement in the clarity of all participants’ writing as they changed their individual approach to defining what a clear subject was in their sentences. Thus, a functional relationship between the indirect feedback and pronoun use was noted

The Continuity of Action and Thinking in Learning

In recent years, there have been many attempts at defining learning as a social phenomenon as opposed to an individual and primarily psychological matter. The move towards understanding learning as social processes has also altered the concept of knowledge as a well-defined element stored in books, brains, CD-Roms, disks, videos or on the Internet. Instead, knowledge has been perceived as a social and context related construction. The roots of the social angle within theories on learning and knowledge are much older than the current literature suggests. This paper illustrates how these theories can be traced back to pragmatism as a philosophy and foundation for an educational approach introduced by the American, John Dewey, more than one hundred years ago. The paper also suggests that Dewey avoids some pitfalls that have come with the new theories, particularly the strong division between individual vs. social and school vs. everyday life learning.</p

Pragmatism : a lived and living philosophy. What can it offer to contemporary organization theory?

In the past, critics have dismissed American Pragmatism as intellectually naïve and philosophically passé, but in this chapter we argue that it still has much to offer the field of organization studies. Pragmatism is especially relevant to those organizational scholars who are concerned with understanding the dynamic processes and practices of organizational life. The chapter lays out the historical development of Pragmatism, recognizing the originating contributions of Peirce, James, Dewey and Mead. Although each of these writers developed unique philosophical positions, their ideas are all permeated by four key themes: experience, inquiry, habit and transaction. The interplay between these themes informs a temporal view of social practice in which selves and situations are continuously constructed and re-constructed through experimental and reflexive processes of social engagement. We then use organizational learning theory as an example to illustrate the relevance of these four themes, contrasting the anti-dualistic stance of Pragmatism with the work of Argyris and Schön. Finally we turn to consider Weick’s organizing and sensemaking, suggesting that Pragmatism offers three potential foci for further development of these theories, namely: continuity of past and future in the present; the transactional nature of social agency; and reflexivity in social practices. Similarly we see potential for Pragmatism to productively inform the theorizing of other organizational practices such as identity work, strategy work, emotion work and idea work

Altered Expression of Ion Channels in White Matter Lesions of Progressive Multiple Sclerosis: What Do We Know About Their Function?

Despite significant advances in our understanding of the pathophysiology of multiple sclerosis (MS), knowledge about contribution of individual ion channels to axonal impairment and remyelination failure in progressive MS remains incomplete. Ion channel families play a fundamental role in maintaining white matter (WM) integrity and in regulating WM activities in axons, interstitial neurons, glia, and vascular cells. Recently, transcriptomic studies have considerably increased insight into the gene expression changes that occur in diverse WM lesions and the gene expression fingerprint of specific WM cells associated with secondary progressive MS. Here, we review the ion channel genes encoding K+, Ca2+, Na+, and Cl- channels; ryanodine receptors; TRP channels; and others that are significantly and uniquely dysregulated in active, chronic active, inactive, remyelinating WM lesions, and normal-appearing WM of secondary progressive MS brain, based on recently published bulk and single-nuclei RNA-sequencing datasets. We discuss the current state of knowledge about the corresponding ion channels and their implication in the MS brain or in experimental models of MS. This comprehensive review suggests that the intense upregulation of voltage-gated Na+ channel genes in WM lesions with ongoing tissue damage may reflect the imbalance of Na+ homeostasis that is observed in progressive MS brain, while the upregulation of a large number of voltage-gated K+ channel genes may be linked to a protective response to limit neuronal excitability. In addition, the altered chloride homeostasis, revealed by the significant downregulation of voltage-gated Cl- channels in MS lesions, may contribute to an altered inhibitory neurotransmission and increased excitability

Cardiac Arrest Caused by Multiple Recurrent Pulmonary Embolism

Pulmonary embolism is a common condition with a high mortality. We describe a previously healthy 68-year-old male who suffered three pulmonary embolisms during a short period of time, including two embolisms while on anticoagulant treatment. This paper illustrates three important points. (1) The importance of optimal anticoagulant treatment in the prevention of pulmonary embolism reoccurrence. (2) The benefit of immediate accessibility to echocardiography in the handling of haemodynamically unstable patients with an unknown underlying cause. (3) Thrombolytic treatment should always be considered and may be life-saving in patients with cardiac arrest suspected to be caused by pulmonary embolism

Organizations as arenas of social worlds; towards an alternative perspective on organizational learning?

Abstract This paper introduces Social Worlds Theory as an alternative perspective on organizational learning. Social Worlds Theory has close resemblance with the practice perspective on organizational learning but contributes to this tradition by focussing on tensions and conflicts as well as processes of segmentation and intersection as a result of different commitments of social worlds to organizational activities. The paper starts with a discussion on the history of organizational learning and the latest practice-turn in particular the communities of practice perspective on learning. This will be followed by a critique on the communities of practice perspective, in particular the absence of conflict and agency. We will illustrate the potentials of using this perspective on organizational learning by means of two case studies on learning within and between two communities stemming from different social worlds. We close our paper with a discussion whether Social Worlds Theory perspective offers an alternative framework to study collective practice-based learning processes while at the same time looking at agency and conflict

P2P Accommodation em Portugal: análise da percepção dos hóspedes diante da empatia presente na hospitalidade oferecida pelos anfitriões.

É crescente o número de adeptos utilizadores de serviços envolvidos na área do Sharing Economy dentro do mercado português e, consequentemente, a migração de hóspedes do sector hoteleiro convencional para P2P Accommodation. Diante deste cenário, buscou-se destacar as características que descrevem hospitalidade e a conexão entre o hóspede e o anfitrião por meio da empatia. Para tanto, foram utilizados estudos envolvendo a temática do Sharing Economy, passando pelo detalhamento da temática do P2P Accommodation em Portugal, bem como levando em consideração o período pandémico da COVID-19. Conceitos de hospedagem, hospitalidade e vínculo das relações humanas por meio da empatia também foram apurados e desenvolvidos. Este trabalho tem por objetivo investigar e demonstrar como se comporta a percepção da empatia pela visão do hóspede através da hospitalidade promovida pelo anfitrião prestador de serviço dentro do P2P Accommodation em território português. Para a obtenção deste estudo foi realizada uma revisão de literatura com os principais temas abordados e a aplicação de um questionário por meios eletrónicos com foco no grupo alvo. Com posse dos dados foi possível analisar, entre outras coisas, o perfil do público e a maneira como este percebem a empatia presente na hospitalidade oferecida pelo anfitrião, tendo como conclusão que vêem positivamente a empatia fornecida juntamente com a hospitalidade do anfitrião português utilizador de plataformas de P2P Accommodation, bem como mostraram maior sensibilidade à conexão emocional e empatia em relação ao próprio anfitrião

Desesperanza y violencia escolar en dos instituciones educativas estatales del distrito de Comas, 2018

La investigación se llevó a cabo teniendo como objetivo general determinar la relación, a modo de correlacion entre la desesperanza y la violencia escolar en estudiantes de dos instituciones educativas estatales en comas, 2018. La investigación con enfoque cuantitativo fue de tipo descriptivo y correlacional de diseño no experimental efectuada en estudiantes de dos instituciones educativas en comas (n=1062) de ambos sexos, para lo cual se aplicó la Escala de deseséranza de beck y el Cuestionario de violencia escolar CUVE-ES. Entre los principales resultados se observa que existe relación directa y significativa (r=0.411; p<0,05) entre la desesperanza y la violencia escolar, lo que indicaría que, a mayor nivel en una de las variables, mayor nivel en la variable relacionada y viceversa