The chalenges for families in the digital age.

UID/CCI/04667/2016It is with great pleasure that we present the 2018 Yearbook from the International Clearinghouse on Children, Youth and Media at Nordicom: Digital Parenting: The Challenges for Families in the Digital Age. The topics addressed in the 2018 Yearbook – how to relate to or mediate children’s use of digital media, generational gaps in the use of media and the use of social media to display or seek support in parenthood – are timely and relevant in many respects and have engaged many qualified scholars from around the world. Parenting in the digital media environment is a theme often discussed in news media and among parenting groups. Balancing the opportunities of digital media and at the same time considering potentially unwanted and/or negative effects can be a challenge, both for adults and for the younger generation. There are no established policies, long traditions or experience to turn to and many are seeking advice. The 2018 Yearbook is the result of a great collaborative effort. Nordicom is deeply grateful to the editors of this new anthology, Giovanna Mascheroni, Cristina Ponte and Ana Jorge, as well as to all the contributors who have made this publication possible. It is our hope that the collection of articles will make interesting reading all around the world, stimulate new research and debate and provide new ideas regarding the topical and highly relevant issue of being a parent in the digital age. In the work of the Clearinghouse, the global dimension is a core principle, both with respect to the content we publish and distribute and to the contributors who produce it. Digital Parenting represents this principle by presenting contributions and examples and involving authors from many areas of the world. All books published by the Clearinghouse aim to shed light on different aspects concerning children, youth and media, spread current information and knowledge and hopefully stimulate further research. Various groups of users are targeted; researchers, policymakers, media professionals, voluntary organizations, teachers, students and interested individuals. It is our hope that this new Yearbook will be of interest and provide new insights on the topic of digital parenting to a broad range of readers. Göteborg, October 2018 Catharina Bucht Jonas Ohlsson Information coordinator Directorpublishersversionpublishe

Team-Based Learning in Chemistry Courses with Laboratory Sessions

[EN] The implementation of Team-Based Learning (TBL, http://www.teambasedlearning.org) in one-semester undergraduate courses of chemistry offered to first year students is reported. TBL is an active learning instructional strategy heavily relying on small group interaction. Teaching lab classes in a TBL context presented a specific challenge, as decisions were required about their role in the global framework and the possibility of incorporating lab activities as “teamwork”. The design of lab sessions as TBL team application activities is here also illustrated, both for a course of General Chemistry and a course of Organic Chemistry. TBL dramatically improved students class attendance and participation. Its implementation has provided a unique opportunity for the pedagogical development of teaching staff. A moderate number of students reported discomfort with TBL: the requirement of individual preparation before classes and the impact of team participation in the final grade is indeed a new ground for most students, often perceived as a troubling deviation from the common social paradigm of the learning process. The role of the instructor as a facilitator of individual and team work, and the clear explanation of the method are thus of utmost relevance.The authors thank Faculdade de Ciências e Tecnologia (Universidade Nova de Lisboa) for financial supportAires-De-Sousa, J.; Cardoso, MM.; Ferreira, L.; Lima, J.; Noronha, J.; Nunes, A.; Ponte, M. (2017). Team-Based Learning in Chemistry Courses with Laboratory Sessions. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1213-1218. https://doi.org/10.4995/HEAD17.2017.5559OCS1213121

Inovacao curricular na implementaco de meios alternativos de comunicacao em criancas com deficiencia neuromotora grave

info:eu-repo/semantics/publishedVersio

Online experiences of socially disadvantaged children and young people in Portugal

UTAustin/CD/0016/2008This article examines the conditions of internet access and uses by children and young people from socially disadvantaged environments in Portugal. Adapting the EU Kids Online questionnaire, a sample of 279 participants (9 to 16 years old) in an intervention program on digital inclusion was interviewed in order to analyze their online experiences, bearing in mind the EU Kids Online results and the wider debate on digital inclusion. This issue was examined at two levels: access, and practices and uses. Although economic deprivation, parents’ low educational attainment (affecting also family support) and children’s age and gender seem to matter in terms of access, reported uses were analogous to the average Portuguese and EU Kids Online data. However, with these children apparently being more oriented towards entertainment and having less informational skills, it is questionable if policies that merely assure access are entirely sufficient. Nevertheless, one cannot say straightforwardly that ‘social exclusion’ equates ‘digital exclusion’.authorsversionpublishe

Direitos Sexuais e Jovens Vulneráveis

ON_SexEste Relatório Científico foi apresentado pela Equipa EU Kids Online Portugal, a partir da sua participação no Projecto #ON_Sex, liderado pela Associação para o Planeamento Familiar (APF), com financiamento parcial da Fundação Calouste Gulbenkian. Junto com estes dois parceiros, estão ainda o Programa Escolhas e o Instituto Português do Desporto e Juventude (IPDJ).publishersversionpublishe

Going beyond social support: Fear of receiving compassion from others predicts depression symptoms in breast cancer patients

Background: Recent studies have highlighted the importance of being able to receive compassion and affiliative signals from others. The main aim of the present study was to explore whether social support and fear of receiving compassion from others are predictors of depression symptoms in a sample of breast cancer patients. Methods: The sample included 86 female patients with non-metastatic breast cancer. Participants were recruited at a Radiotherapy Service in central Portugal and completed validated self-report instruments. Multiple regression analysis were conducted to examine the predictive effects of clinical (cancer stage, comorbidities) and demographic variables (age, education), social support, and fear of receiving compassion from others on depressive symptoms. Results: Fear of receiving compassion from others was the only significant predictor of the model, with a positive effect on depression symptomatology (β = 0.44; p < 0.001). These results suggest that the amount of supportive social contacts and networks may not be as important as cancer patients' ability to receive compassion from others. Conclusions: This is the first study to focus on fear of receiving compassion from others in cancer patients and seems to be a significant contribution for the study of the social factors that may be associated with depression in breast cancer. Psychological screening interviews in breast cancer, besides assessing patients' level of depression and social support, ought to also evaluate the ability to receive empathy and emotional help and support from other people

competências digitais de crianças de 3 a 8 anos

UID/SOC/04647/2013As crianças portuguesas de três-oito anos estão a crescer em lares apetrechados com dispositivos móveis, individualizados, de pequeno porte e ecrãs tácteis, com aplicações diversificadas. Apesar desta ecologia digital, o primeiro inquérito nacional sobre como as crianças estão a crescer entre ecrãs (N= 656), realizado para a Entidade Reguladora para a Comunicação Social (ERC), em 2016, contraria pressuposições de um boom tecnológico. Apenas 38% dos pais reportam que as crianças usam a internet e prevalece uma mediação centrada no controlo e na restrição. Este texto apresenta e discute resultados desse inquérito e do estudo qualitativo em 20 famílias cujas crianças acedem a meios digitais, centrando-se nas competências digitais. Estas incluem competências tradicionais (ler, escrever e contar), e outras relacionadas com acesso e uso das tecnologias digitais (Sefton-Green, Marsh, Erstad & Flewitt, 2016).publishersversionpublishe