Comparative analysis between good teacher idealized profile, and neuro-didactic guidelines of the brain-based learning and educational neuroscience method

Neuroscience literature presents contributions to pedagogical field, in emotion and motivation (Everaert et al, 2017), attention, learning and memory (Ma et al., 2018), with pedagogical practices proposals and teaching‐learning strategies, arguing teachers should recognize brain functions to new methodologies, as knowledge promoters. The practical expression of these contributions, related to teachers practice training emerged in method of Brainbased learning and educational neuroscience (MB‐BL/EN), (Edelenbosch et al., 2015), through 10 Neuro‐Didactic Guidelines (NDG) present in this paradigm.info:eu-repo/semantics/publishedVersio

Health literacy: Results from a sample of Portuguese elderly people

CONTEXTO: O presente estudo insere-se no Projeto Literacia em Saúde: um desa!o na e para a terceira idade, !nanciado pela Fundação Calouste Gulbenkian. OBJECTIVO(S): Tem como intuito avaliar o grau de literacia em saúde de uma amostra de pessoas idosas, bem como conhecer a associação entre o grau de literacia em saúde e algumas características sociodemográ!cas dos participantes. METOLODOGIA: Para tal foi realizada uma pesquisa de carácter quantitativo junto de 433 adultos com mais de 65 anos de idade, utilizando-se como instrumento o Newest Vital Sign (NVS). RESULTADOS: Os resultados indicam que a grande maioria dos sujeitos participantes (80%) evidenciou um nível de literacia em saúde baixo, o que signi!ca que apenas 20% dos inquiridos serão capazes de interpretar e usar a informação escrita relacionada com a saúde de forma e!caz. O sexo, as habilitações literárias, a idade e o estado civil revelaram-se variáveis que afetam signi!cativamente o grau de literacia em saúde dos participantes. CONCLUSÕES: Os resultados obtidos apontam para a necessidade urgente de se potenciar a literacia em saúde na população idosa, em geral, e junto dos grupos de maior vulnerabilidade, em particular.CONTEXTO: Este estudio se inscribe en el Proyecto de Alfabetización en Salud: un reto en y para las personas mayores, !nanciado por la Fundación Calouste Gulbenkian. OBJETIVO: Tiene la intención de evaluar el grado alfabetización en salud de una muestra de personas mayores, así como conocer la asociación entre el grado de alfabetización en salud y las características sociodemográ!cas de los participantes. MATERIAL Y MÉTODOS: Se llevó a cabo una investigación de carácter cuantitativo con 433 adultos mayores de 65 años de edad, utilizando como instrumento el Newest Vital Sign (NVS). RESULTADOS: Los resultados indican que la gran mayoría de los sujetos participantes (80%) mostró un nivel de alfabetización en salud bajo, lo que signi!ca que sólo el 20% de los encuestados será capaz de interpretar y utilizar información escrita relacionada con salud de manera e!caz. El sexo, el nivel educativo, la edad y el estado civil resultaron variables que afectan de manera signi!cativa el nivel de alfabetización en salud de los participantes. CONCLUSIONES: Los resultados apuntan a la necesidad urgente de aumentar la alfabetización en salud en la población anciana en general, y entre los grupos más vulnerables, en particular.BACKGROUND: "e present study integrates the Health Literacy Project: a challenge in and for the elderly people, funded by the Calouste Gulbenkian Foundation. AIM: It has the intention to evaluate the degree of health literacy on a sample of elderly people, as well as knowing the association between this degree and sociodemographic characteristics of the participants. MATERIAL AND METHODS: It was conducted a quantitative study with 433 adults over 65 years of age, using as instrument the Newest Vital Sign (NVS). RESULTS: "e results indicate that the majority of the participants (80%) showed a level of low health literacy, meaning that only 20% of respondents will be able to interpret and use e#ectively written information related with health. Sex, educational attainment, age and marital status proved to be variables that a#ect signi!cantly the level of health literacy of participants. CONCLUSIONS: "e results point to the urgent need to enhance health literacy in the elderly population, in general, and among the most vulnerable groups, in particular

Students' self-perception of life and self confidence in the engagement and development of personal and collective projects

O conceito da satisfação com a vida diz respeito à perceção subjetiva dos estudantes, relativamente à sua própria vida, incluindo os julgamentos cognitivos e reações emocionais frente aos contextos que vivem, bem como, à forma como os experimentam. Já o conceito do otimismo deverá ser entendido como a perceção de uma visão positiva do futuro e autoconfiança na realização dos projetos pessoais e coletivos dos estudantes. Objetivos e Metodologia: Este estudo, de carater quantitativo, transversal, observacional e correlacional teve como objetivos validar as escalas de satisfação com a vida e do otimismo em estudantes de ensino superior e correlacioná-las. Pretendeu-se, também, averiguar se existiam diferenças nos níveis de satisfação com a vida e otimismo, tendo em conta variáveis pessoais, tais como o género e idade e, variáveis de natureza académica, designadamente, área científica do curso e ano académico frequentado. Participaram nesta investigação 836 estudantes que frequentavam, um curso superior, no ano letivo de 2011/2012, numa instituição pública, localizada no Interior Norte de Portugal. Destes, 34,1% eram do género masculino e 65,9% eram do género feminino. Os estudantes tinham idades compreendidas entre os 18 e os 40 anos, registando em média 21 anos de idade (DP±2,5). Resultados: Os resultados da análise estatística evidenciaram que as caraterísticas psicométricas obtidas são boas atestando que ambas as escalas são adequadas para avaliar o que se propõe nesta investigação. De acordo com os resultados o nível de satisfação com a vida correlaciona-se positiva e moderadamente com o nível de otimismo. Por outro lado, das variáveis pessoais e académicas só o género e o ano académico mostraram ser diferenciadoras do nível de otimismo. Relativamente ao nível de satisfação com a vida registaram-se diferenças, estatisticamente, significativas, tendo em conta o ano académico. A distribuição dos estudantes pelo nível de satisfação com a vida foi o seguinte: Insatisfeitos (14,5%), neutro (6,3%) e satisfeitos (79,2%). Conclusões: Esta investigação procurou encontrar um conjunto de variáveis cujas relações possam constituir novos modelos de perceção e de qualidade de vida a partir do reconhecimento dos significados atribuídos pelos estudantes possibilitando intervenções para melhor e mais facilmente responder às suas necessidades.Abstract Conceptual Framework: The concept of life satisfaction relates to the subjective perception of students in relation to their own life, including cognitive trials and emotional reactions facing living contexts, as well the way they experienced them. The concept of optimism should be understood as the perception of a positive vision of the future and self-confidence in what concerns the achievement of personal and collective projects of the students. Objectives and methodology: This is a quantitative, observational, cross-sectional, and analytical research. The objectives of this research are: to validate the scales of life satisfaction and optimism in higher education students; to do a correlation study; to determine if there are differences, statistically, significant, in life satisfaction and optimism, taking into account personal variables, such as, gender and age, and academic variables, namely, the scientific area of the course and academic year. It was collected a non-probabilistic and accidental sample of 836 students from the 1st cycle of four scientific areas, namely, Health, Technology, Education and Agriculture, in 2011/2012 from a public institution located in the Northern Interior of Portugal. Of these, 34,1% were male and 65,9% were female. The students were aged between 18 and 40 years with an average of 21 years old (SD ± 2,5). Results: The results of the statistical analysis showed that the psychometric characteristics obtained are good attesting that both scales are appropriate to evaluate what is proposed in this research. According to the results, the level of life satisfaction correlates, positive and moderately, with optimism level. Moreover, only gender and academic year proved to be differentiating the optimism level. Relating to the satisfaction level with life, there were differences, statistically, significant taking into account the academic year. The distribution of students by life satisfaction level was as follows: unsatisfied (14,5%), neutral (6,3%) and satisfied (79,2%). Conclusions: This research sought to find a set of variables whose relationships may constitute new models of perception and quality of life from the recognition of the meanings attributed by students in order to enable interventions that facilitate a better and more easily respond to their needs

Students´ Engagement In Schools: Differentiation and Promotion

The objective of this work is to present elements of the project Student engagement in Schools (SES). The team consists of 10 researchers from six Universities. Student engagement in schools is a multidimensional construct that unites affective, behavioural, and cognitive dimensions of student adaptation in the school and has influence on students‘outcomes. The team of researchers conceptualized two major studies, a differential study to analyze the relations between SES and contextual factors, personal factors, student’s outcomes, and a quasi-experimental study to analyze the effects on SES of a specific intervention programmes. In study 1, the sample size is around 600 students (150 6th graders, 150 7th graders, 150 9th graders, and 150 10th graders). We shall focus on years of school transition, with rural and urban populations, on different regions of the country, and on students with different family background. We shall conduct questionnaires with national and international scales. The study 2 will involve students in 7th and 9th grade, from four classes, two of the experimental group and two of the control group. Patterns of verbal communications between a teacher and students can influence the classroom environment and SES. This model of communication would result in more effective student management and more time on-task for learning

Body image and overweight in adults obese female - what about Promotion Health Education?

Body image and self-concept are of unique importance; with body weight having an impact on peer’s acceptance. In this sense, patients with higher BMI have more difficulty in their relations. In fact, the greater the dissatisfaction with their own body (especially in women) the lower is the frequency of sexual activity. A negative body image is often associated with refusal to live sexual experiences, which has as consequences decreased sense of subjective well-being in their lives. This research aimed to know the subjective perception of body image in obese and overweight women and study the association between BMI and body image. An exploratory and quantitative study was developed, based on a sample of 149 women aged between 18 and 65 years. Data was collected in various hospitals from northern and central Portugal having been used for this purpose, the Sexual Satisfaction Index (SSI) and Binge Eating Scale (BES). The results show that 46.6% of participants feel embarrassed about their appearance and weight. Of these, 31.1% feel disappointed and 15.5% feel a lot of shame and contempt, reasons why, these women avoid any social contacts. The perception of body image is all the more negative the greater the BMI. The results of this research, suggest Women with higher BMI seem to be subject to greater mental suffering, because they feel great discomfort in relation to their body. Feelings like shame and and difficulty in socialization are morbidities for subjective well-being. Considering the results and their implications, it suggests an investment in education for health promotion in general and in health food in particular.info:eu-repo/semantics/publishedVersio

Affective sexuality in people with changes of eating behavior (CEB) – contribution to a sexual educational reflection

The initiation and frequency of sexual activity are indicators of the human beings development, and seem to present with some behavioral changes in people with changes of eating behavior (CEB), replacing the act of eating for sexual pleasure, hiding his sexual desires and escaping enjoy sexuality. This phenomenon should be addressed when considering youth education. Access the epidemiological perspective regarding the initiation and frequency of sexual activity in people with CEB and percive if it can must or not must be considered in youth sex education programs policies. An exploratory study of quantitative character was developed in a sample of 218 patients of both genders (68.3% female and 31.7% male) aged between 18 and 65 years. Data were collected in several hospitals in the center and north of the country. The Data Collection Tools were the Sexual Satisfaction Index (ISS), (Pechorro et al, 2009) and the Binge Eating Scale (Freitas et al, 2001). In the whole sample were found 78 respondents without CEB and 140 respondents with CEB. Of these, it was verified that both sexual initiation is earlier as more severe CEB level: in moderate CEB is registered a mean of 19 years (SD = 4,161) and severe CEB is 17,7 years (SD=2.287). As regards the frequency of sexual activity, there are differences: respondents without CEB assume a sexual frequency two to three times per week and with CEB, once or twice per week, independent of whether the CEB is moderate or severe. The phenomenon of CEB took evidence of moderating variable, regarding the initiation and frequency of sexual activity in people with and without CEB. CEB modifies life style development in general and sexual and affective life in particular, relevant fact to be included in youth sex education programs policies.info:eu-repo/semantics/publishedVersio

A auto-consciência dos comportamentos dos professores – na escola não há inocentes

Os estudos de abordagem interaccionista, colocam o homem como ser activo no seu meio, e simultaneamente influenciado por ele (Mead, 1962), pelo que o professor, como sujeito, nunca é “inocente” ou “ausente”, e a sua intervenção tal como a omissão, ou a presença como a ausência de interacção, têm uma representação, uma imagem. Assim, pretende-se conhecer a expressão dos comportamentos relacionais do contexto educativo. Ou seja, como se constrói a sua auto-consciencia comportamental? As respostas apresentam-se através da análise de conteúdo dos dispositivos discursivos de uma amostra intencional de 18 professores do ensino básico e secundário do Norte de Portugal, para formar uma “grounded theory”, com base numa árvore categorial de três ramos, cada um com duas gerações. O primeiro ramo: “Turbulências” é a categoria expressiva dos estados emocionais de sofrimento, e gera seis sub-categorias: 1ª: “Indisciplina”; 2ª: “Arrogância”; 3ª “Violência”; 4ª: “Desmotivação”; 5ª, “Miúdos Agitados, Impossíveis”; 6ª “Que Professor para estes alunos?” e a 7ª: “A Sala de Professores”. Os segundo e terceiro ramos/categorias, expressam os sentimentos emocionais subjacentes a reações de evitamento: o segundo: “Alterações Relacionais e Racionais”, gera: 1ª “.Reacções abruptas”; 2ª “Surpresa e impreparação”; 3ª “Recriminação pelos pares”. O último expressa as “Reacções de Instabilidade, Absorção”, gerando as sub-categorias de: “Auto-recriminação” e “A culpa”. Concluiu-se que a percepção da Auto Consciência constrói um conjunto de “Alterações Relacionais e Racionais”, partindo e refletindo-se nos contextos de pares e discentes, dando contornos ao tipo de percepção - expressa em termos de contributo - tanto de educação, como processo social, como à exemplificação das relações interpessoais e o respetivo desenvolvimento que delas emerge. A sua intervenção é sempre contabilizada, e tem sempre consequências: para si, para os pares e para o aluno e seus responsáveis

Patients' experiences and preferences for primary care delivery : a focus group analysis

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