Teaching skills in virtual and blended learning environments

Universities are currently immersed in what is known as the process of European convergence to create the European Higher Education Area (EHEA). The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Europe. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more important as a result of this change in universities: e-learning and b-learning. These basically involve the virtualization of learning processes through the use of computer equipment. We carried out a qualitative study using the case study method. The results indicate that teaching staff use information and communication technology (ICT) to improve student learning. Similarly, a high percentage (78%) of lecturers use some form of digital platform as a support for teaching. In conclusion, training policies should strengthen university teachers’ skills in the use of ICT equipment, tools and resources related to blended and virtual learning

EFL teaching to school students with Asperger Syndrome: perceptions from the school community

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)The present study investigated the perceptions of the school community regarding EFL teaching to Asperger (AS) Students within the mainstream classroom. This single case study was conducted in a public School in La Florida in Santiago de Chile. Three teachers and one mother from the school participated in a single oral interview. The data sources were three individual semi-structured interviews, designed for the different participants of our study. Overall, the results revealed that the school community plays an important role in AS students’ EFL learning process as each of them contribute in aspects of his or her education. Teachers feel they need to have more support from the Ministry of Education and there is lack of information about how to manage AS students in the EFL mainstream classroom. Special educational needs teachers (SEN teacher henceforth) suggest schools to have at least one SEN teacher present in a classroom when a subject is taught, which in this case would be English as a foreign language. Last but not least, parents suggest and urge teachers to take responsibility in their education and training, and prepare themselves and study specific courses that would help them to better teach and work with AS students and other SEN children. If the participants were unanimously in accord, it would be most beneficial for the AS students English learning process. In Chile, there is a Law that establishes an equality of conditions for those individuals who possess, at least, one type of disability in the physical, mental, psychic, intellectual, or sensory; whether temporary or permanent, is considered disabled.El presente estudio busca investigar la enseñanza del Inglés a niños con Asperger dentro del aula convencional. Nuestro objetivo es recolectar información acerca de las percepciones que la comunidad escolar tiene respecto a este asunto. Este estudio de caso se llevó a cabo en un colegio público de la Florida. Tres profesores y una madre pertenecientes a la comunidad escolar participaron en una entrevista oral. La recolección de datos fue por medio de tres entrevistas semi estructuradas, diseñadas de acuerdo a los diferentes participantes de nuestro estudio. En general, los resultados revelaron que la comunidad escolar desempeña un papel importante en el proceso de aprendizaje de Inglés como Idioma Extranjero (IIE) de los estudiantes con SA, ya que cada uno de ellos contribuye en aspectos de su educación.. Los maestros sienten que necesitan tener más apoyo del Ministerio de Educación y no hay información sobre cómo administrar a los estudiantes con SA en el aula convencional de IIE. Los educadores diferenciales sugieren que las escuelas tengan al menos un(a) educador(a) diferencial presente en el aula cuando se enseña una materia, que en este caso sería IIE. Por último, pero no menos importante, los apoderados sugieren e instan a los maestros a que asuman responsabilidad en su educación y capacitación, y se preparen y estudien cursos específicos que les ayuden a enseñar y trabajar de mejor forma con estudiantes con SA y otros niños con necesidades especiales. Si los participantes unánimemente están de acuerdo, sería lo más beneficioso para el proceso de aprendizaje de inglés de los estudiantes con síndrome de Asperger. En Chile, existe una Ley que establece una igualdad de condiciones para aquellos individuos que posean, al menos, un tipo de discapacidad en lo físico, mental, psíquico, intelectual, o sensorial; ya sea de carácter temporal o permanente, es considerado discapacitado

Social work education and family in Latin America: a case study

The chapter develops a comparative analysis of three social work programs applied in three Latin-American countries, to answer the question whether these programs do or do not include teaching about families in a way that students are prepared for, enabling clients to challenge and transcend oppressions that disempower them (Dominelli 2002). To attain that goal, we identified three key dimensions that help students in achieving a comprehensive sociopolitical and integrated analysis about familial contexts, and constitute basic content in social work programs that should provide 1) acknowledgement of social and demographic changes, 2) a critical approach to social policies our states are adopting, and 3) a dialogue with vulnerable and marginalised families about their needs and the challenges they experience. Through analysis of each case and cross-case analysis, we answer the question guiding the study and propose some future challenges

Teaching skills in virtual and blended learning environments

Actualmente las universidades están inmersas en lo que se conoce como el proceso de «convergencia europea» y que llevará al Espacio Europeo de Educación Superior (EEES). El objetivo es dotar a Europa de un sistema universitario homogéneo, compatible y flexible que permita a los estudiantes y titulados universitarios europeos una mayor movilidad, así como ofrecer al sistema universitario europeo unos niveles de transparencia y calidad, mediante sistemas de evaluación, que le hagan atractivo y competitivo en el ámbito internacional dentro del actual proceso de globalización. En este artículo, interesa centrar la reflexión en dos de las modalidades de la educación a distancia que asumirán importancia en ese cambio universitario: el e-learning y el b-learning, que consisten básicamente en la virtualización de los procesos de aprendizaje a través del uso de equipos informáticos. Para ello se ha realizado una investigación cualitativa con metodología de estudio de casos. De entre los resultados se destaca el uso de las TIC por parte del profesorado para conseguir un mejor aprendizaje en los estudiantes, de igual forma un porcentaje importante de los profesores 78% utiliza alguna plataforma virtual como apoyo a la docencia. Como conclusión se resalta que las políticas de formación deberían fortalecer las competencias del profesorado universitario en el uso de dispositivos telemáticos, recursos e instrumentos relacionados con el aprendizaje semipresencial y virtual._________________________________________Universities are currently immersed in what is known as the process of European convergence to create the Euro - pean Higher Education Area (EHEA). The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Eu - rope. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more important as a result of this change in universities: e-learning and b-learning. These basically involve the virtualization of learning processes through the use of computer equipment. We carried out a qualitative study using the case study method. The results indicate that teaching staff use information and communication technology (ICT) to improve student learning. Similarly, a high percentage (78%) of lecturers use some form of digital platform as a support for teaching. In conclusion, training policies should strengthen university teachers’ skills in the use of ICT equipment, tools and resources related to blended and virtual learning

Observando las alianzas de colaboración entre organizaciones sin fines de lucro y organizaciones estatales chilenas

Situados en un progresivo traspaso de responsabilidades en la ejecución de los servicios sociales desde el Estado hacia actores no gubernamentales, aparece una demanda hacia el mismo Estado, el cual en lugar de simplemente declinar su labor, debiera de hecho expandir su regulación de modo de asegurar que la oferta social sea eficiente en satisfacer al ciudadano usuario en aquellos servicios prometidos por las políticas y programas sociales. Así mismo, la institucionalidad pública debiera reconocer las demandas del mundo privado para actuar articuladamente hacia fines comunes, que finalmente conduzcan a un horizonte de desarrollo de una sociedad más igualitaria. Este estudio da cuenta de las tensiones, reveladas por autoridades de servicios públicos que atienden personas vulnerables, en su relación de colaboración con OSFL (Organizaciones Sin Fines de Lucro), para alcanzar tal horizonte.Se situant dans un transfert progressif de responsabilités dans l’exécution des services sociaux de l’Etat vers les acteurs non-gouvernementaux, émerge une demande à l’égard du même Etat, lequel, au lieu de simplement décliner son travail, devrait étendre sa régulation de manière à garantir une offre sociale suffisante pour satisfaire le citoyen usager de ces services promis par les politiques et programmes sociaux. De même, l’insitutionnalité publique devrait reconnaitre les demandes du monde privé afin d’agir en articulant des objectifs communs qui conduiraient finalement à un horizon de développement d’une société plus égalitaire. Ce travail rend compte des tensions, révélées par des autorités de services publics en charge des personnes vulnérables, dans leur relation de collaboration avec les OSFL (Organisations à But-Non-Lucratif) afin d’atteindre cet objectif.The progressive transfer of responsibilities in social service implementation from state to nongovernmental actors, brings a demand to the same state, who instead of reducing its labor, should develop adequate mechanisms of regulation to ensure efficiency in social offer, in order to satisfy citizens demands in those public political commitments. Likewise, public institutions should recognize the demands from the private world to act articulated towards common goals, which ultimately would lead to a horizon of development of a more egalitarian society. This study reports on the tensions revealed by social services authorities serving vulnerable people, in regards to their collaborative relationship with Non Profit Organizations, in order to reach that horizon.A progressiva transferência de responsabilidades na implementação do serviço social do Estado para atores não-governamentais, traz uma demanda para o mesmo estado, que em vez de reduzir o seu trabalho, devem desenvolver mecanismos adequados de regulação para garantir a eficiência na oferta social, a fim de satisfazer as demandas dos cidadãos desses compromissos públicos políticos. Da mesma forma, as instituições públicas devem reconhecer as demandas do mundo particular para agir articulado com metas comuns, que em última análise, levariam a um horizonte de desenvolvimento de uma sociedade mais igualitária. Este estudo relata as tensões revelada por autoridades dos serviços sociais que atendem pessoas vulneráveis, no que diz respeito à sua relação de colaboração com organizações sem fins lucrativos, para chegar a esse horizonte

Welfare regimes and social workers' conceptions of social problems and professional roles

This article compares social work in countries representing four different welfare regimes: Chile, the Republic of Ireland (refer to elsewhere as ‘Ireland’), Lithuania and Sweden. The aim is to examine how social workers in different contexts refer to families’ complex needs, how contextual factors influence social workers’ positions and actions, and how they make sense of their work. Social workers in 15 focus groups, 4 per country except for Chile with 3, were interviewed about their conceptions of ‘family’, ‘families with complex needs’, and reasoning about interventions in relation to a fictitious complex case vignette. The understanding of complex needs appears relatively individualized in Chile and Lithuania, while contextual factors were more pronounced in the Irish and Swedish material. Chile, exemplifying a familialized family policy regime, reflects a poverty-compensatory social worker role that also supports familial reproduction; Ireland, a partly de-familialized regime, reflects a supportive and risk-reactive role; Lithuania, a re-familialized regime reflects a patriarchal risk-reducing role and Sweden, a de-familialized policy regime, reflects a rights-oriented and technocratic role. Welfare regimes shape different social work practice contexts. However, to some extent, social workers around the world share a common work ethos in how they, for the best interest of the people they work with, deal with the cross-pressure from social problems and political-ideological priorities

Furthering the Evidence of the Effectiveness of Employment Strategies for People with Mental Disorders in Europe: A Systematic Review.

(1) Purpose: This systematic review aims to assess the effectiveness of strategies used in the professional (re)integration of persons with mental disorders (MD) in European countries; (2) Methods: We conducted a search for scientific publications available in relevant electronic databases (Medline, PsycINFO, CDR-HTA, CDR-DARE, and Cochrane Library). The present study collected evidence on the effectiveness, from 2011 to 2016, of employment strategies for persons with MDs; (3) Results: A total of 18 studies were included, representing 5216 participants (aged 18⁻65, mean age of 38.5 years old) from 7 countries. Job access programs demonstrated effectiveness in four out of six studies. Return to work (RTW) interventions showed significant positive results in two studies, while four studies did not refer to effectiveness. There were inconsistent results in another four studies; (4) Conclusions: Our findings highlight the complexities of the implementation of employment strategies (job access and return to work). Job access strategies seem to improve employment outcomes. The effectiveness of return to work strategies remains unclear. The involvement and commitment of physicians, employment specialists, and employers, and employees capacity for self-care seem decisive for employment re-integration success. Further analyses are needed to assess the cost-effectiveness of these interventions and corroborate our results, with longer follow-ups

Treatment of hepatitis C virus infection: From therapy with interferon to direct-acting antivirals

Hepatitis C virus (HCV) infection is a global public health concern. An estimated of 58 million people with chronic HCV infection are at risk of developing cirrhosis or hepatocellular carcinoma. Since the discovery of HCV in 1989, the search for a treatment to achieve viral clearance has been one of the main research goals, which is why this review focuses on the different treatments for HCV infection. In the 80s, therapies with interferon-a, and later pegylated interferon-a in monotherapy or combination with ribavirin began. However, sustained viral response (SVR) was achieved in a limited percentage of patients. First-generation direct-acting antivirals (DAAs) were approved in 2011, and new DAAs with SVR rates greater than 95% were developed in the last 10 years. However, mutations associated with resistance to DAAs have recently been reported, especially in HCV genotypes 1, subgenotype 1a, and 3. Finally, it is important to note that viral clearance after DAA treatment does not eliminate the risk of hepatocellular carcinoma in patients with liver cirrhosis

Sistemas alimentarios territorializados en Costa Rica: 100 iniciativas locales para la alimentación responsable y sostenible

La investigación conjunta e interdisciplinaria entre la Cátedra de Investigación en Derecho sobre la Diversidad y la Seguridad Alimentarias de la Universidad Laval de Canadá; el Programa de Investigación en Derecho Sanitario del Instituto de Investigaciones de la Facultad de Derecho de la Universidad de Costa Rica; Résolis France5 ; la Chaire Unesco en alimentations du Monde6 de la Universidad de Montpellier y Sciences Po Paris7, permitió la conclusión del presente estudio. Este trabajo se integra a las iniciativas desarrolladas en el marco de la Declaración de Québec, del 2 de octubre de 20158. La problemática de investigación consistió en determinar si en Costa Rica existen initiativas que se integran dentro de sistemas alimentarios territorializados. Para ello se realizó la identificación, selección y análisis comparativo de cien iniciativas que contribuyen a desarrollar sistemas alimentarios territorializados en este país. El documento se estructura en cuatro partes: (A) las consideraciones metodológicas; (B) los hallazgos; (C) las conclusiones y (D) la lista categorizada de las iniciativas según la principal externalidad, ubicación, tipo de acción y externalidades secundarias.Universidad de Costa Rica/[722-B3-904]/UCR/Costa RicaUCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Sociales::Instituto de Investigaciones Jurídicas (IIJ)UCR::Vicerrectoría de Docencia::Ciencias Sociales::Facultad de Derech

Microbicidal effect of solar radiation (SODIS) combined with Artemisia annua

RESUMEN: En este estudio se evaluó el método SODIS y SODIS combinado con Artemisia annua como una alternativa para la desinfección del agua en comunidades sin acceso a agua segura. Se determinó la eficiencia del método en la remoción de Escherichia coli, Bacillus subtilis, Enterococcus faecalis y Salmonella typhimurium usando botellas tipo PET con agua destilada estéril y una concentración inicial de 1x106 UFC/ml de cada microorganismo. Para la combinación SODIS-A. annua se adicionó a las botellas una infusión de A. annua al 10% (v/v); las botellas fueron expuestas al sol durante mínimo 6 horas y se determinaron las variables temperatura del agua, radiación solar y turbidez. Se encontró que el tratamiento SODIS fue más eficiente en la remoción de los cuatro microorganismos que el tratamiento SODIS + A. annua. Las remociones más altas se encontraron a partir de las cuatro horas de exposición para las especies bacterianas en estado vegetativo.ABSTARCT: This study evaluates the SODIS and SODIS method combined with Artemisia annua (SODIS+A. annua) as an alternative for water disinfection in communities without access to potable water. The efficiency of the method in removing E. coli, B. subtilis, E. faecalis and S. typhimurium was determined using PET bottles with sterile distilled water and an initial concentration of 1x106 UFC/ml of each microorganism. For SODIS+A. annua a 10% (v/v) infusion of A. annua was added; the bottles were exposed to sunlight for at least 6 hours and three variables (water temperature, solar radiation and turbidity) were measured. It was found that SODIS treatment was more efficient in the removal of the four microorganisms than SODIS + A. annua. The removals were higher after four hours of exposure to the bacterial species in their vegetative state