Mathématiques : Un lieu d’amour bienveillant et de renforcement de la capacité de résilience

Places of mathematical learning are not always places of loving kindness. Instead, they are sometimes loci of undetected cultural violence (Galtung, 1969) and associated harm. We explore how Cousin’s (2015) interpretation of love in the context of early years relates to building mathematical resilience across the lifespan. Our interpretation of loving kindness in the context of older learners includes unconditional positive regard (Rogers, 1961) and the explicit building of this into the classroom milieu. Education is understood in this work in a broad sense, not only as a means of acquiring knowledge and skills, but also an arena for making connections and gaining a shared understanding about what it is to be human (Tagore, 1933). One of the tools found helpful in the practice of loving kindness, especially where learners have experienced significant prior harm, is the growth zone model (Lugalia, Johnston-Wilder, & Goodall, 2013), informed by the hand model of the brain (Siegel, 2010) and the relaxation response (Benson, 2000). With unconditional positive regard, and with such tools, learners may be empowered to become less avoidant and more engaged with mathematics. They may also acquire resilience, including coping skills, to on greater challenges, once perceived as dangerous. Loving kindness in mathematics is enabling.Les lieux d'apprentissage de mathématiques ne sont pas toujours des lieux d'amour bienveillant. Au contraire, ce sont des fois des centres de violences culturelles non-détectées (Galtung, 1969) et, en relation, du mal. Nous explorons la relation entre l'interprétation d'amour en contexte des jeunes années proposé par Cousin (2015) et le développement d'une capacité de résilience en mathématiques tout au long de la vie. Notre interprétation de l'amour bienveillant en contexte des étudiants plus âgés, inclut un regard positif inconditionnel (Rogers, 1961) et sa mise en oeuvre expresse dans le milieu scolaire. L'éducation, compris au sens large du terme, n'est pas seulement un moyen d'accumuler des connaissances et des compétences, c'est une scène pourétablir des liens et acquérir une compréhension commune de ce que signifie être humain (Tagore, 1933). Un des outils jugés nécessaire dans la pratique de l’amour bienveillant, particulièrement là où les apprenants ont une expérience significative des méfaits antérieurs, est le modèle de zone de croissance (Lugalia, Johnston-Wilder, & Goodall, 2013), enrichi du modèle du cerveau dans la main (Siegel, 2010) et de celui de la réponse de relaxation (Benson, 2000). Avec un regard positif inconditionnel et de tels outils, c’est fort possible que les apprenants soient capables de devenir moins évitants et à s’investir dans les mathématiques. Ils pourraient également acquérir une capacité de résilience, y compris des stratégies d'adaptation, afin d'assumer des défis plus difficiles, une fois considérée dangereux. L'amour bienveillant en mathématiques est habilitant

Mathematics : a place of loving kindness and resilience-building

Places of mathematical learning are not always places of loving kindness. Instead, they are sometimes loci of undetected cultural violence (Galtung, 1969) and associated harm. We explore how Cousin’s (2015) interpretation of love in the context of early years relates to building mathematical resilience across the lifespan. Our interpretation of loving kindness in the context of older learners includes unconditional positive regard (Rogers, 1961) and the explicit building of this into the classroom milieu. Education is understood in this work in a broad sense, not only as a means of acquiring knowledge and skills, but also an arena for making connections and gaining a shared understanding about what it is to be human (Tagore, 1933). One of the tools found helpful in the practice of loving kindness, especially where learners have experienced significant prior harm, is the growth zone model (Lugalia, Johnston-Wilder, & Goodall, 2013), informed by the hand model of the brain (Siegel, 2010) and the relaxation response (Benson, 2000). With unconditional positive regard, and with such tools, learners may be empowered to become less avoidant and more engaged with mathematics. They may also acquire resilience, including coping skills, to on greater challenges, once perceived as dangerous. Loving kindness in mathematics is enabling

Colorado Native Plant Society Newsletter, Vol. 6 No. 1, January-March 1982

https://epublications.regis.edu/aquilegia/1160/thumbnail.jp

A proposed framework for point of care musculoskeletal ultrasound and ultrasound image-guided interventions by physiotherapists: scope of practice, education and governance

Background: The use of point of care ultrasound (PoCUS) in the management of musculoskeletal (MSK) disorders is a diverse area of PoCUS practice. Its use by clinicians, such as physiotherapists, can occur across a wide range of roles and care pathway configurations; however, professional, educational and regulatory uncertainties can leave clinicians, managers and patients at risk. Main body: A PoCUS framework approach (previously applied to support PoCUS consolidation and expansion) is used to frame these proposals. Central to this is the defining of (clinical and sonographic) scope of practice (ScoP). A number of indicative ScoPs are described to both (i) illustrate application of the principles and (ii) provide templates for ScoP derivations for individual services or clinicians. Image-guided MSK interventions are increasingly an aspect of MSK physiotherapy PoCUS. Given the utility of physiotherapists drawing upon their imaging to fully inform the selection (and performance) of such techniques, we present a rationale for competency in undertaking sonographic differentials as a pre-cursor to performing ultrasound image-guided MSK interventions. Alignment of ScoP with the relevant education and formal competency assessments are a cornerstone of the PoCUS framework approach; as such, key aspects of MSK PoCUS education and competency assessment are outlined. Strategies for addressing such requirements in healthcare settings where formal provision is not accessible, are also presented. Governance considerations are aligned with the regulatory environment, including those pertaining to professional guidance and insurance considerations. In addition, generic quality assurance elements are emphasised, as core aspects of high-quality service provision. Whilst the paper clarifies the situation for MSK physiotherapists using PoCUS in the UK, prompts are provided to support other professional groups working in MSK services in the United Kingdom (UK) and MSK physiotherapists/physical therapists in other countries—to facilitate their application of the principles. Conclusion: Acknowledging the breadth of MSK physiotherapy PoCUS practice, this paper draws upon a framework approach to provide integrated ScoP, education/competency and governance solutions, along with mechanisms for other professions working with MSK PoCUS—and physiotherapists/physical therapists outside of the UK—to consolidate and expand their practice

Colorado Native Plant Society Newsletter, Vol. 5 No. 4, October-December 1981

https://epublications.regis.edu/aquilegia/1159/thumbnail.jp

Tracking digital impact (TDI) tool.

The Tracking Digital Impact (TDI) tool is designed to help researchers, research groups, projects and institutions assess their current and future digital engagement strategies in an objective and informed way to support the development of new and improved strategies that more effectively enable good engagement with businesses, communities, the public, governing bodies and other researchers to facilitate better engagement and greater impact. The TDI tool was developed as part of a JISC funded project which focused on identifying, synthesising and embedding business, community and public (BCE) engagement best practices. The TDI tool examined the best practices at the dot.rural Digital Economies hub at the University of Aberdeen and translated those (accompanied by new guidance) into the TDI tool. Parts of this document were sourced from 'Brief Notes on Social Media for Research' by Jennifer Holden (University of Aberdeen, October, 2012). This document describes the TDI tool and its use

From representing views to representativeness of views: illustrating a new (Q2S) approach in the context of health care priority setting in nine European countries

Governments across Europe are required to make decisions about how best to allocate scarce health care resources. There are legitimate arguments for eliciting societal vales in relation to health care resource allocation given the roles of the general public as payers and potential patients. However, relatively little is known about the views of the general public on general principles which could guide these decisions. In this paper we present five societal viewpoints on principles for health care resources allocation and develop a new approach, Q2S, designed to investigate the extent to which these views are held across a range of European countries. An online survey was developed, based on a previously completed study Q methodology, and delivered between November 2009 and February 2010 across nine countries to 33,515 respondents. The largest proportion of our respondents (44%), were found to most associate themselves with an egalitarian perspective. Differences in views were more strongly associated with countries than with socio-demographic characteristics. These results provide information which could be useful for decision makers in understanding the pluralistic context in which they are making health care resource allocation decisions and how different groups in society may respond to such decisions