Search results for "WP"
showing 10 items of 174 documents
Student teachers' indirect complaining in learning groups
2011
This article focuses on indirect complaining in teacher education. The phenomenon of complaining in educational situations has not been examined as a process before. In this study complaining was examined in naturally occurring learning group sessions, which were videotaped and analysed through Conversation Analysis (CA). The purpose of this study is to describe the beginning of complaints and find ways to handle situations including complaining. The data comprise 26 pedagogically focused discussions that included indirect complaining. These were categorized into four classes: discussions which produced accounts, advice‐giving discussions, discussions expressing different viewpoints, and di…
Parent–professional interviews in child protection: Comparing viewpoints
2019
A Mixed Methods Study to Examine the Influence of CLIL on Physical Education Lessons: Analysis of Social Interactions and Physical Activity Levels
2020
Physical Education is often selected for applying multilingual initiatives through the use of a content and language integrated learning (CLIL) approach. However, it is still unclear whether the introduction of such an approach might entail losing the essence of physical education and distorting its basic purposes. The aim of this study is to analyze the impact of CLIL on physical education lessons. Given the purpose of this study, a mixed methodological approach based on a sequential exploratory design divided into two different phases is used. We begin with initial qualitative data collection (phase I), consisting of the analysis of interviews with 12 participants (8 teachers and 4 studen…
Ser uno mismo. Repensando la autonomía y la responsabilidad como coordenadas de la educación actual
2012
One of the main goals of education in the 21st Century is developing students’ autonomy and responsibility. The first is to guarantee the shaping of each individual’s identity, which at the same time entails a pledge to one’s self, to others and to the surrounding reality. The second is in response to our ability to make commitments. To this end we must first immerse ourselves in the concepts of individuality and freedom, which are at the heart of the subject’s awakening and the development of his or her identity. Second, we must outline to all people their rights and duties which will act as permanent reference points that are valid for any situation of interaction. This will finally allow…
Why DSM-III was right to introduce the concept of somatoform disorders.
2005
From the Psychological Institute, University of Mainz; and the Psychological Institute, University of Marburg, Marburg, Germany. Address correspondence and reprint requests to Dr. Hiller, Psychological Institute, University of Mainz, Staudingerweg 9, D-55099 Mainz, Germany; hiller@mail.uni-mainz.de (e-mail). Copyright 2005 The Academy of Psychosomatic Medicine. An interesting debate about the adequacy of the somatoform disorders as a diagnostic and clinical concept has begun. The debate is stimulated by the announcement of APA’s preparation of DSM-V, which is likely to follow DSM-IV as the world’s most influential classification system for defining the terminology and diagnostic definitions…
The COMPASS experiment at CERN
2007
The COMPASS experiment makes use of the CERN SPS high-intensitymuon and hadron beams for the investigation of the nucleon spin structure and the spectroscopy of hadrons. One or more outgoing particles are detected in coincidence with the incoming muon or hadron. A large polarized target inside a superconducting solenoid is used for the measurements with the muon beam. Outgoing particles are detected by a two-stage, large angle and large momentum range spectrometer. The setup is built using several types of tracking detectors, according to the expected incident rate, required space resolution and the solid angle to be covered. Particle identification is achieved using a RICH counter and both…
Validation of the revised international prognostic scoring system (IPSS-R) in patients with myelodysplastic syndrome: a multicenter study.
2013
The revised IPSS (IPSS-R) was developed aiming at a better prognostication, taking into account patients treated with best supportive care. We herein validated this model on the basis of data from 1314 patients who received BSC only as well as patients who underwent induction chemotherapy (n=214) or allogeneic transplantation (n=167). We could demonstrate a clear distinction of the IPSS-R risk categories with regard to survival and risk of AML evolution in all patient cohorts. When comparing IPSS-R, IPSS, WHO prognostic scoring system (WPSS) and Duesseldorf score, the best results regarding the ability to predict survival were obtained by the IPSS-R.
The road map toward an hepatitis C virus-free transplant population
2018
Antiviral therapy to eradicate hepatitis C virus (HCV) infection improves outcomes in patients undergoing liver transplantation (LT) for advanced chronic HCV with or without hepatocellular carcinoma. Traditionally, antiviral therapy focused on the use of interferon (IFN)-based regimens, with antiviral treatment initiated in the posttransplant period once recurrent HCV disease with fibrosis in the allograft was identified. The use of IFN-based therapy was limited in pretransplant patients with advanced liver disease. Earlier intervention, either before transplantation or early after LT, is now feasible with the advent of second-generation direct-acting antiviral agents (DAAs) with superior t…
Digital Learning Interventions in Higher Education: A Scoping Review.
2020
Abstract This scoping review was undertaken to synthesize and describe research related to digital learning interventions in higher education, focusing on technological outcomes. Five electronic databases were searched, and 86 articles were included in the review. The data related to positive and negative technological outcomes and authors’ suggestions were analyzed using inductive content analysis. The articles represented six disciplines across six continents and included quantitative (n = 65), qualitative (n = 3), and mixed-methods (n = 18) intervention studies. For positive technological outcomes, digital formats of learning were considered effective and participatory forms of learning …
Life two years after a game programming course: longitudinal viewpoints on K-12 outreach
2012
In our faculty we have run week-long K-12 game programming courses now for three summers. In this paper we investigate what programming-related activities students do after they take a course, and what factors in the students' background relate to post-course programming. We also investigate a possible change in the students' interest towards higher education science studies. We find that most students continue programming after the course and that their interest towards science studies keeps increasing. In student background we observed some indicative trends, but did not find reliable explaining factors related to post-course programming or increased interest towards science studies.