Agrárpiaci Jelentések Gabona és ipari növények

Source at https://journalofmathematicsandculture.wordpress.com/2017/12/28/journal-of-mathematics-and-culture-volume-11-number-4/.A group of Sámi middle school mathematics teachers cooperated with researchers over a period of three years in investigating ruvden (Sámi braiding). The aim was to find possibilities for teaching discrete mathematics based on ruvden. The Sámi are an Indigenous people of the Arctic and their braidings are intertwined with Sámi traditional knowledge. The teachers presented two different approaches to the ruvden procedure. One researcher presented a third approach and later, two students came up with a fourth. The analysis reveal that a) the four approaches reflect different aspects of Sámi traditional knowledge and b) investigations of ruvden may lead to two aspects of discrete mathematics; transitions from numbers to variables and combinatorics

Exploring iPads in Practitioners' Repertoires for Language Learning and Literacy Practices in Kindergarten

We have explored the role of a tablet computer (the Apple iPad) and a shared display as extensions of a practitioner’s repertoire for language learning and literacy practices in a multicultural kindergarten. In collaboration with a practitioner, an intervention was designed that included the use of two iPad apps in a language learning and literacy practice session with a group of 5 children aged 5. We have analysed the conversations around the tablet computers and in front of a shared display, trying to identify types of talk. The roles of the iPads, the apps and the shared display are discussed in relation to the types of talk, engagement and playfulness observed in the activities. We argue that the intervention led to valuable activities for language learning and literacy practices. The two selected apps differ in their levels of structure (directed vs. open) and genre (show and tell vs. fairy tale), and this difference will be discussed in relation to the types of conversation they initiate, and the extent to which they enable the children to transfer experiences from books and hence develop their literacy to include digital and multimodal resources

Exploring iPads in Practitioners’ Repertoires for Language Learning and Literacy Practices in Kindergarten

We have explored the role of a tablet computer (the Apple iPad) and a shared display as extensions of a practitioner’s repertoire for language learning and literacy practices in a multicultural kindergarten. In collaboration with a practitioner, an intervention was designed that included the use of two iPad apps in a language learning and literacy practice session with a group of 5 children aged 5. We have analysed the conversations around the tablet computers and in front of a shared display, trying to identify types of talk. The roles of the iPads, the apps and the shared display are discussed in relation to the types of talk, engagement and playfulness observed in the activities. We argue that the intervention led to valuable activities for language learning and literacy practices. The two selected apps differ in their levels of structure (directed vs. open) and genre (show and tell vs. fairy tale), and this difference will be discussed in relation to the types of conversation they initiate, and the extent to which they enable the children to transfer experiences from books and hence develop their literacy to include digital and multimodal resources. Keywords: iPad, apps, teacher role, conversation

Procedures performed during neurosurgery residency in Europe

International audienceAbstract Background In a previous article ( 10.1007/s00701-019-03888-3 ), preliminary results of a survey, aiming to shed light on the number of surgical procedures performed and assisted during neurosurgery residency in Europe were reported. We here present the final results and extend the analyses. Methods Board-certified neurosurgeons of European Association of Neurosurgical Societies (EANS) member countries were asked to review their residency case logs and participate in a 31-question electronic survey (SurveyMonkey Inc., San Mateo, CA). The responses received between April 25, 2018, and April 25, 2020, were considered. We excluded responses that were incomplete, from non-EANS member countries, or from respondents that have not yet completed their residency. Results Of 430 responses, 168 were considered for analysis after checking in- and exclusion criteria. Survey responders had a mean age of 42.7 ± 8.8 years, and 88.8% were male. Responses mainly came from surgeons employed at university/teaching hospitals (85.1%) in Germany (22.0%), France (12.5%), the United Kingdom (UK; 8.3%), Switzerland (7.7%), and Greece (7.1%). Most responders graduated in the years between 2011 and 2019 (57.7%). Thirty-eight responders (22.6%) graduated before and 130 responders (77.4%) after the European WTD 2003/88/EC came into effect. The mean number of surgical procedures performed independently, supervised or assisted throughout residency was 540 (95% CI 424–657), 482 (95% CI 398–568), and 579 (95% CI 441–717), respectively. Detailed numbers for cranial, spinal, adult, and pediatric subgroups are presented in the article. There was an annual decrease of about 33 cases in total caseload between 1976 and 2019 (coeff. − 33, 95% CI − 62 to − 4, p = 0.025). Variables associated with lesser total caseload during residency were training abroad (1210 vs. 1747, p = 0.083) and female sex by trend (947 vs. 1671, p = 0.111), whereas case numbers were comparable across the EANS countries ( p = 0.443). Conclusion The final results of this survey largely confirm the previously reported numbers. They provide an opportunity for current trainees to compare their own case logs with. Again, we confirm a significant decline in surgical exposure during training between 1976 and 2019. In addition, the current analysis reveals that female sex and training abroad may be variables associated with lesser case numbers during residency