Cooperation, competition and individualism from a sociocultural constructivist perspective

Examinando questões de relevância e interesse no campo da psicologia, o artigo focaliza a necessidade de compreender o domínio da motivação social, destacando a questão da cooperação, competição e individualismo. A perspectiva teórica adotada valoriza os aspectos sócio-culturais, afetivos, cognitivos na análise das diferentes modalidades de interdependência humana. Resgata questões conceituais e teóricas referentes aos diversos elementos envolvidos no sistema motivacional do indivíduo, assumindo uma visão sistêmica e holística, que enfatiza a dimensão interativa e contextual presente nos processos de desenvolvimento de crenças e valores, bem como na promoção de padrões de interação social específicos. Este artigo atribui especial ênfase ao estudo e à aplicação dos conceitos básicos decorrentes da adoção de uma perspectiva sócio-cultural construtivista do desenvolvimento humano, destacando as dimensões metodológicas e ressaltando a necessidade urgente da psicologia de investigar a questão, tendo em vista a relevância do tema para a sociedade contemporânea.In the present article we argue for the need to develop a conceptual and theorical approach to the study of social motivation, particularly focusing upon the issue of cooperation, competition and individualism. The perspective herein adopted takes into account sociocultural, affective and cognitive dimensions of human social interdependence. We discuss the multiple and diverse components of human motivational system from a systemic and holist viewpoint that emphasizes the contextual and interactive dimensions of developmental processes of value co-constructions, as well as specific patterns of social interactions. The article highlights the need to investigate the topic from a sociocultural constructivist perspective, addressing the methodological issues and, especially, stressing the urge of scientific psychology to contribute to contemporary society by providing a better understanding of processes implied in the development of cooperative, competitive and individualist values

Kompositmaterialien und ionische Agarosederivate zur verzögerten Wirkstofffreisetzung für die Knochenregeneration

Im Rahmen dieser Arbeit wurden zunächst neuartige ionische Agarosederivate synthetisiert und anschließend umfassend charakterisiert. Anionische Agarosesulfate mit einer regioselektiven Derivatisierung in Position G6 wurden durch homogene Umsetzung in ionischer Flüssigkeit erhalten. Kationische Agarosecarbamate mit einstellbarem Funktionalisierungsgrad waren durch einen zweistufigen Syntheseansatz zugänglich. Hierzu wurden zunächst Agarosephenylcarbonate in einer homogenen Synthese hergestellt, im Anschluss folgte eine Aminolyse zu den gewünschten funktionalen Agarosederivaten. Die ionischen Agarosederivate waren bereits bei geringen Funktionalisierungsgraden vollständig löslich in Wasser. Damit war es möglich, Alginatmikrokapseln polyelektrolytisch zu beschichten und diese als Träger für eine kontrollierte Wirkstofffreisetzung zu verwenden. Ebenfalls konnten Kompositgele aus Agarose, Hydroxyapatit und Agarosederivaten hergestellt und charakterisiert werden. Im zweiten Teil wurden sowohl die Kompositträgermaterialien als auch die Alginatmikrokapseln mit vier verschiedenen Modellwirkstoffen (ATP, Suramin, Methylenblau und A740003) beladen und die Wirkstofffreisetzung über einen Zeitraum von zwei Wochen untersucht. Für die ionischen Modellwirkstoffe erwiesen sich Kompositträgermaterialien mit ionischem Agarosederivat, die beschichteten Mikrokapseln sowie die Kombination aus Komposit und Kapseln als effektiv, um die Freisetzung auf bis zu 40% zu verlangsamen. Für die schlecht wasserlösliche Substanz A740003, ein Rezeptorligand für die osteogene Differenzierung von Stammzellen, wurde eine stark verzögerte Freisetzung aus Polyelektrolytemikrokapseln festgestellt. Mithilfe von literaturbekannten und neu entwickelten Anpassungsmodellen gelang es, die Diffusion als Hauptmechanismus der Wirkstofffreisetzung zu identifizieren und die Freisetzungskurven mathematisch akkurat zu beschreiben und daraus Rückschlüsse über die einzelnen Phasen der Freisetzung zu ziehen

Distinguishing features of cetuximab and panitumumab in colorectal cancer and other solid tumors

Cetuximab and panitumumab are two distinct monoclonal antibodies (mAbs) targeting the epidermal growth factor receptor (EGFR), and both are widely used in combination with chemotherapy or as monotherapy to treat patients with RAS wild-type metastatic colorectal cancer. Although often considered interchangeable, the two antibodies have different molecular structures and can behave differently in clinically relevant ways. More specifically, as an immunoglobulin (Ig) G1 isotype mAb, cetuximab can elicit immune functions such as antibody-dependent cell-mediated cytotoxicity involving natural killer cells, T-cell recruitment to the tumor, and T-cell priming via dendritic cell maturation. Panitumumab, an IgG2 isotype mAb, does not possess these immune functions. Furthermore, the two antibodies have different binding sites on the EGFR, as evidenced by mutations on the extracellular domain that can confer resistance to one of the two therapeutics or to both. We consider a comparison of the properties of these two antibodies to represent a gap in the literature. We therefore compiled a detailed, evidence-based educational review of the known molecular, clinical, and functional differences between the two antibodies and concluded that they are distinct therapeutic agents that should be considered individually during treatment planning. Available data for one agent can only partly be extrapolated to the other. Looking to the future, the known immune activity of cetuximab may provide a rationale for this antibody as a combination partner with investigational chemotherapy plus immunotherapy regimens for colorectal cance

Educación infantil, cooperación y competición : análisis micro genéticabajo una perspectiva socio-cultura

O estudo analisa as práticas de socialização promovidas no contexto da educação infantil a partir de uma perspectiva sociocultural construtivista do desenvolvimento humano. Seu objetivo foi investigar a promoção e/ou inibição de diferentes modalidades de interdependência humana (cooperação, competição e individualismo) articuladas às interações específicas e às orientações para crenças e valores sociais a elas associadas. Para tanto, realizou-se a análise dos padrões de interação social apresentados por duas professoras e seus alunos de 4 a 6 anos. Os resultados mostram a promoção de padrões de interação individualista e competitivo sendo observado reduzido incentivo à experiência coletiva da cooperação, seja na estrutura e dinâmica das atividades diárias, seja durante a sessão estruturada pela professora e analisada em nível microgenético.The study analyzed socialization practices promoted within early education settings from a sociocultural constructivist perspective on human development. It aimed at investigating the promotion and/or inhibition of different modes of human interdependency, namely, cooperation, competition and individualism, which are associated with specific social interactions, and values/beliefs orientations. Social interaction patterns presented by two teachers and their respective 4 to 6 year-old children were analyzed in two different educational contexts. Results showed the promotion of individualistic interactive patterns and competive, with almost no incentive to peer cooperation, neither at a daily basis nor at the level of the teacher-planned structured activity, which was microanalyzed.El artículo analiza las prácticas de socialización promovidas en el contexto de la educación infantil a partir de una perspectiva socio-cultural constructivista del desarrollo humano. Su objetivo fue investigar la promoción y/o inhibición de diferentes modalidades de interdependencia humana (cooperación, competición e individualismo) articuladas a las interacciones específicas y a las orientaciones para creencias y valores sociales presentados por dos profesoras y sus alumnos de 4 a 6 años. Los resultados muestran la promoción de patrones de interacción individualista y competitivo, siendo observado un incentivo reducido a la experiencia colectiva de la cooperación, sean estructura y dinámica de las actividades diarias o sea durante la sesión estructurada por la profesora y analizada a nivel micro genético

The History of Social Psychology in the Perspective of the Student Who did not Make the “Task of Always”

Esse artigo relata a história da psicologia social contada da perspectiva de um aluno de Graduação em Psicologia da Universidade Estadual de Londrina-PR, a partir das significações produzidas nas aulas de Psicologia Social I. Um ensaio escrito produzido pelo primeiro autor é apresentado com originalidade, ao revelar intenção humorada e literária para tratar dos aspectos teóricos e históricos envolvidos na compreensão da psicologia social e sua história. O objetivo é apresentar o modo bastante original de relatar a história da psicologia social, mantendo o formato narrativo criativo do texto em coerência com a temática abordada. Sugere-se que a expressão humorada e literária do texto pode facilitar a compreensão dos conteúdos teóricos e históricos envolvidos no contexto do ensino de psicologia social, a fim de estimular os alunos a pensarem o universo psi na presença de sua diversidade teórica e metodológica, sempre incentivando a reflexão crítica, o diálogo e inquietação.In this article, we narrate Social Psychology history from a student’s perspective, based in the meanings that were produced in Social Psychology lectures at the State University of Londrina (Brazil). Lucas Paolino, the first author of this text, wrote an essay in an original way, using humor and a literary style to discuss some theoretical and historical aspects in the understanding of Social Psychology and its history. We aim to present this original way of telling the history of social psychology, keeping the creative narrative of the text and being coherent with this theme. We suggest that humor, as well as the literary expression of this essay, can facilitate the understanding of theoretical and historical contents in the context of teaching Social Psychology, in order to stimulate the pupils to think the psychological universe with its theoretical and methodological diversity, always stimulating critical reflection, dialogue and fidgety

A história da psicologia social contada da perspectiva do aluno que não fez a "tarefa de sempre"

Esse artigo relata a história da psicologia social contada da perspectiva de um aluno de Graduação em Psicologia da Universidade Estadual de Londrina-PR, a partir das significações produzidas nas aulas de Psicologia Social I. Um ensaio escrito produzido pelo primeiro autor é apresentado com originalidade, ao revelar intenção humorada e literária para tratar dos aspectos teóricos e históricos envolvidos na compreensão da psicologia social e sua história. O objetivo é apresentar o modo bastante original de relatar a história da psicologia social, mantendo o formato narrativo criativo do texto em coerência com a temática abordada. Sugere-se que a expressão humorada e literária do texto pode facilitar a compreensão dos conteúdos teóricos e históricos envolvidos no contexto do ensino de psicologia social, a fim de estimular os alunos a pensarem o universo psi na presença de sua diversidade teórica e metodológica, sempre incentivando a reflexão crítica, o diálogo e inquietação.In this article, we narrate Social Psychology history from a student's perspective, based in the meanings that were produced in Social Psychology lectures at the State University of Londrina (Brazil). Lucas Paolino, the first author of this text, wrote an essay in an original way, using humor and a literary style to discuss some theoretical and historical aspects in the understanding of Social Psychology and its history. We aim to present this original way of telling the history of social psychology, keeping the creative narrative of the text and being coherent with this theme. We suggest that humor, as well as the literary expression of this essay, can facilitate the understanding of theoretical and historical contents in the context of teaching Social Psychology, in order to stimulate the pupils to think the psychological universe with its theoretical and methodological diversity, always stimulating critical reflection, dialogue and fidgety

Including in Situ Visualization and Analysis in PDI

The goal of this work was to integrate in situ possibilities into the general-purpose code-coupling library PDI [1]. This is done using the simulation code Alya as an example. Here, an open design is taken into account to later create possibilities to extend this to other simulation codes, that are using PDI. Here, an in transit solution was chosen to separate the simulation as much as possible from the analysis and visualization. To implement this, ADIOS2 is used for data transport. However, to prevent too strong a commitment to one tool, SENSEI is interposed between simulation and ADIOS2 as well as in the in-transit endpoint between ADIOS2 and the visualization software. This allows a user who wants a different solution to easily implement it. However, the visualization with ParaView Catalyst was chosen as default for the time being.This work was supported by the European Council under the Horizon 2020 Project Energy oriented Center of Excellence for computing applications - Eo-CoE II, grant agreement No 824158 and the Center of Excellence for combustion- CoEC, 952181.Peer ReviewedPostprint (author's final draft

Student assessment in Higher Education:embargo or empowerment ?

PurposeThis study recruited students who struggled to meet institutional deadlines for summative assessments. Increasing the number of diverse and non-traditional students in higher education (HE) institutions presents challenges in learning and teaching in online, conventional and hybrid contexts, impacting on student academic success. The purpose of this paper is to expand our understanding of student perceptions of the factors involved in academic achievement.Design/methodology/approachUsing qualitative methods and in-depth semi-structured interviews, 14 participants were interviewed. Using Freire’s concept of empowerment, and Bordieu’s concept of habitus, the authors explore student perceptions of assessment.FindingsResults presented thematically indicate that student perceptions of the purpose of the assessment and academic qualification are at odds with institutional habitus. Several embargoes impacting on academic achievement were revealed.Research limitations/implicationsShifting organisational patterns and modes of production within HE institutions have influenced the student experience of academic writing and assessment. Findings highlight the factors that impact on academic success in HE institutions for non-traditional students in particular. Social class and educational background (habitus) are not factors taken into account when students are assessed. This impacts on capacity to achieve academic success.Practical implicationsThe paper includes implications for curriculum designers, and self-reflective practitioners on issues related to academic success for non-traditional students.Social implicationsThe study uses two case studies from two countries, Scotland and Brazil, both countries have invested heavily to address the twenty-first century learning agenda. Issues of widening access have increased student diversity, however, embargoes on academic achievement remain powerful factors that require further discussion and study.Originality/valueThis paper fulfils an identified need to study how issues of widening access can be mitigated, in particular for non-traditional students.</jats:sec

The Evolving Role of Taxanes in Combination With Cetuximab for the Treatment of Recurrent and/or Metastatic Squamous Cell Carcinoma of the Head and Neck : Evidence, Advantages, and Future Directions

The addition of cetuximab to platinum-based chemotherapy (cisplatin or carboplatin plus 5-fluorouracil [5-FU]), followed by maintenance cetuximab until disease progression (EXTREME), resulted in the first regimen to yield significantly improved survival outcomes in the first-line treatment of patients with recurrent and/or metastatic squamous cell carcinoma of the head and neck (R/M SCCHN) in over 30 years. Currently, the EXTREME regimen is a guideline-recommended treatment in the first-line R/M setting, and, therefore, it is used as a control arm in all new first-line, phase 3 immunotherapy trials. More recently, new checkpoint inhibitor approaches have emerged and are changing the treatment landscape for PD-L1\u2013positive patients with R/M SCCHN. Additionally, alternative chemotherapy backbones in R/M SCCHN are continually investigated. Replacing 5-FU with a taxane in the EXTREME regimen seeks to take advantage of the potential immunogenic and proapoptotic synergy between cetuximab and docetaxel or paclitaxel. These cetuximab-, platinum-, and taxane-based treatments have demonstrated promising survival results and cytoreductive properties in single-arm studies. Thus, these combination treatments may be of importance to patients with high tumor burden and dangerous site involvements (e.g., causing bleeding, suffocation, dysphagia, or ulceration), in whom symptom relief is a key treatment goal. TPExtreme is the first large, randomized trial comparing a cetuximab, platinum, and taxane combination regimen with EXTREME. Currently, the substitution of 5-FU with a taxane is a feasible and clinically beneficial option for patients with contraindications to 5-FU. The TPEx regimen appears to be a new option in first-line R/M SCCHN, with a shorter time on CT and significantly lower toxicity than the EXTREME regimen. For patients with R/M disease in whom further cisplatin- or carboplatin-based treatment is unsuitable, or whose disease has already progressed on first-line R/M therapy, treatment options such as cetuximab plus a taxane, which capitalize on the combinative ability of the 2 agents, can be considered. Notably, it is as of yet unknown what second-line treatments may be suitable to follow a checkpoint inhibitor-based first-line therapy