Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities

This study investigates process quality and structural features of classrooms serving children at-risk of poverty and social exclusion and children with disabilities in Portugal. We examine (a) whether the three-domain structure of a widely used standard observational tool, the Classroom Assessment Scoring System (CLASS; Pianta, LaParo, & Hamre, 2008) describes adequately teacher–child interactions in those classrooms and (b) associations between CLASS domains and structural features, including teacher education and group size. The study was conducted in 178 preschool classrooms. Data included classroom observations using the CLASS Pre-K and teacher reports on structural features. Confirmatory factor analysis supported the three domains of teacher–child interactions. In addition, the CLASS domains described teacher–child interactions equally well across classrooms serving children with disabilities and children at-risk of poverty and social exclusion. Finally, we found modest associations between structural features and CLASS organizational and instructional support, suggesting a complex interplay among structural features in predicting levels of teacher–child interactions.info:eu-repo/semantics/acceptedVersio

Aspects of Two-Level Systems under External Time Dependent Fields

The dynamics of two-level systems in time-dependent backgrounds is under consideration. We present some new exact solutions in special backgrounds decaying in time. On the other hand, following ideas of Feynman, Vernon and Hellwarth, we discuss in detail the possibility to reduce the quantum dynamics to a classical Hamiltonian system. This, in particular, opens the possibility to directly apply powerful methods of classical mechanics (e.g. KAM methods) to study the quantum system. Following such an approach, we draw conclusions of relevance for ``quantum chaos'' when the external background is periodic or quasi-periodic in time.Comment: To appear in J. Phys. A. Mathematical and Genera

Multiple classical limits in relativistic and nonrelativistic quantum mechanics

The existence of a classical limit describing interacting particles in a second-quantized theory of identical particles with bosonic symmetry is proved. This limit exists in addition to a previously established classical limit with a classical field behavior, showing that the limit $\hbar \to 0$ of the theory is not unique. An analogous result is valid for a free massive scalar field: two distinct classical limits are proved to exist, describing a system of particles or a classical field. The introduction of local operators in order to represent kinematical properties of interest is shown to break the permutation symmetry under some localizability conditions, allowing the study of individual particle properties.Comment: 13 page

Therapeutic Approach to Parapneumonic Effusions and Empyemas

Face à inexistência de uma metodologia única e consensual na abordagem terapêutica dos derrames pleurais parapneumónicos e empiemas, os autores propõem um protocolo de orientação, que resultou da reflexão baseada na sua experiência e na bibliografia mais recente

Parental perspectives on ECEC settings that foster child well-being: A comparison across nine European countries

Parents play a vital role in identifying children’s needs for support and Early Childhood Education and Care (ECEC ) features that support children’s well -being.This study examined parental perspectives on features of ECEC that foster young children’s well -being under and above the age of 3 years by interviewing 359 parents across nine European countries (England, Finland, Germany, Greece, Italy, the Netherlands, Norway, Poland, and Portugal). Results revealed that parental perspectives largely converged with quality features discussed in ECEC research. Process quality features were mentioned more frequently than structural features for all children 0- to 6-years-old in almost all countries. However, care -oriented features were mentioned more frequently for under 3 years, and educational-oriented features were mentioned more frequently for the older group. Regarding structural features, patterns of responses across the two age groups were similar in most countries. Age differences were not more pronounced in countries with a split governance system.info:eu-repo/semantics/publishedVersio

Primary pulmonary melanoma: the unexpected tumour

A 62-year-old woman was referred to our pulmonology team with exertional dyspnoea and chest tightness of 2 months duration. Her medical history included cervical cancer and thyroid nodules. Imaging studies showed collapse of left upper lobe. Fiberoptic bronchoscopy unveiled an endoluminal lesion and bronchial biopsy displayed features of melanoma. She denied a history of melanoma or excision of lesions of skin, mucous membranes or the eye. A thorough evaluation including combined positron emission tomography with CT scan excluded other possible sites of primary melanoma, but there was a metastasis in a thoracic vertebra. Palliative radiotherapy of the spine was performed. Chemotherapy initiation with dacarbazine was postponed by the appearance of a malignant pleural effusion, confirmed by pleural fluid cytology. After four cycles chemotherapy was discontinued due to disease progression. The patient is still alive with a follow-up of 12 months, currently on best supportive care

Projeto CARE: Desafios de uma avaliação relevante e culturalmente sensível dos contextos educativos a nível europeu

O projeto CARE, financiado pela Comissão Europeia e dedicado à Análise do Currículo, Qualidade e Revisão do Impacto da Educação e Cuidados para a Infância, a nível europeu, tem como principais objetivos desenvolver um quadro de referência europeu que sistematize (a) os objectivos para a educação e o desenvolvimento da criança, a avaliação da qualidade, as abordagens curriculares e as tomadas de decisão política na educação pré-escolar e cuidados para a infância, e (b) as estratégias mais eficazes para organizar, financiar e gerir os serviços de educação pré-escolar e cuidados para a infância. Este projeto, com início em Janeiro de 2014, será particularmente útil no desenvolvimento de um quadro europeu de educação de infância em dois aspectos: (1) na integração do conhecimento científico atual e não publicado desenvolvido em vários países europeus, e (2) na inclusão das perspectivas dos intervenientes na educação de infância, contribuindo assim para integrar valores e crenças culturais nos atuais quadros de referência em educação de infância. O presente trabalho pretende apresentar o projeto CARE e discutir como este aborda a problemática da avaliação dos contextos de educação pré-escolar de uma forma simultaneamente relevante e culturalmente sensível para os vários países europeus