4,205 research outputs found
Preview of a reading from A Good Enough Daughter by author Alix Kates Shulman,
No full textPreview of a reading from A Good Enough Daughter by author Alix Kates Shulman, which will be presented at the Maine Festival in Brunswick on Aug. 7, and at Bookland in Souith Portland on Aug. 9. Shulman, a part-time resident of Casco Bay\u27s Long Island, will also present How to Structure a Book, a lecture and workshop, a the Portland Public Library on Aug. 10
Doc Hollywood
No full textIn “Doc Hollywood” (1991), Dr. Benjamin Stone (portrayed by Michael J. Fox in the film) is an emergency room doctor eager to begin a lucrative career as a plastic surgeon in Beverly Hills. Lost during his cross-country drive, Stone crashes into the fence of the local judge in a small town and is sentenced to community service providing medical services to the town. Upon completing his service, will he realize where he truly belongs?
Author, producer and the real “Doc Hollywood,” Dr. Neil Shulman shares scenes from the film and discusses clinical ethics, stereotypes, and the challenges of providing rural health care
Is the Posner Reaction Time Test More Accurate Than Clinical Tests in Detecting Left Neglect in Acute and Chronic Stroke?
No full textRengachary J, d' Avossa G, Sapir A, Shulman GL, Corbetta M. Is the Posner Reaction Time Test more accurate than clinical tests in detecting left neglect in acute and chronic stroke? Arch Phys Med Rehabil 2009;90:2081-8. Objective: To compare the accuracy of common clinical tests for left neglect with that of a computerized reaction time Posner test in a stroke population. Design: Neglect measures were collected longitudinally in patients with stroke at the acute (approximate to 2wk) and chronic (approximate to 9mo) stages. Identical measures were collected in a healthy control group. Setting: Inpatient and outpatient rehabilitation. Participants: Patients with acute stroke (n=59) with left neglect, 30 of whom were tested longitudinally; healthy agematched controls (n=30). Interventions: Not applicable. Main Outcome Measures: A receiver operating characteristic analysis ranking the measures' sensitivity and specificity using a single summary statistic. Results: Most clinical tests were adequately accurate at the acute stage, but many were near chance at the chronic stage. The Posner test was the most sensitive test at both stages. The most sensitive variable was the reaction time difference for detecting targets appearing on the left compared with the right side. Conclusions: Computerized reaction time tests can be used to screen for subtle but potentially clinically relevant left neglect, which may not be detectable by conventional clinical tests, especially at the chronic stage. Such tests may be useful to assess the severity of the patients' deficits and provide more accurate measures of the degree of recovery in clinical trials than established clinical measures
A Behavioral Analysis of Spatial Neglect and Its Recovery after Stroke
No full textIn a longitudinal study of recovery of left neglect following stroke using reaction time computerized assessment, we find that lateralized spatial deficits of attention and perception to be more severe than disturbance of action. Perceptual-attention deficits also show the most variability in the course of recovery, making them prime candidates for intervention. In an anatomical analysis of MRI findings, ventral frontal cortex damage was correlated with the most severe neglect, reflecting impaired fronto-parietal communication
"Conocimiento didáctico del contenido" y formación del profesorado: el programa de L. Shulman
No full textThe author make a review of scientific literature on the Research Proyect of Shulman about 'Development of knowledge in teaching', focusing his review on the study of the relationship between 'Subject matter knowledge' and 'Pedagogical content knowledge', in order to analyse the implications on a professional curriculum of teacher educationEl autor hace una revisión de la literatura científica del Programa de insvestigación de Shulman sobre 'Desarrollo del conocimiento en la enseñanza', centrándose en la relación entre 'conocimiento de la materia' y 'conocimiento didáctico del contenido', para analizar las implicaciones en un curriculum profesional de Formación del Profesorado
Mapping correlated neurological deficits after stroke to distributed brain networks
No full textUnderstanding the relationships between brain organization and behavior is a central goal of neuroscience. Traditional teaching emphasizes that the human cerebrum includes many distinct areas for which damage or dysfunction would lead to a unique and specific behavioral syndrome. This teaching implies that brain areas correspond to encapsulated modules that are specialized for specific cognitive operations. However, empirically, local damage from stroke more often produces one of a small number of clusters of deficits and disrupts brain-wide connectivity in a small number of predictable ways (relative to the vast complexity of behavior and brain connectivity). Behaviors that involve shared operations show correlated deficits following a stroke, consistent with a low-dimensional behavioral space. Because of the networked organization of the brain, local damage from a stroke can result in widespread functional abnormalities, matching the low dimensionality of behavioral deficit. In alignment with this, neurological disease, psychiatric disease, and altered brain states produce behavioral changes that are highly correlated across a range of behaviors. We discuss how known structural and functional network priors in addition to graph theoretical concepts such as modularity and entropy have provided inroads to understanding this more complex relationship between brain and behavior. This model for brain disease has important implications for normal brain-behavior relationships and the treatment of neurological and psychiatric diseases
Professionalism of teachers and strategies for strengthening it : interview with Lee Shulman
No full textA entrevista com Lee Shulman, professor emérito da Faculdade de Educação de Stanford, aborda as ideais centrais da carreira desse pesquisador no campo da formação docente. Diante da necessidade de repensar os processos formativos de futuros professores, a entrevista oferece um mergulho nas pesquisas realizadas por Shulman que investigam a necessária centralidade da escola e da prática durante a formação, a relação entre universidade, políticas públicas e a docência, além do profissionalismo docente. O ponto inicial da conversa é definição que o autor faz de docência e os desafios do profissionalismo docente. Outra ideia central explorada é a categoria de conhecimento pedagógico do conteúdo, conceito cunhado pelo autor, em 1984, para definir os saberes específicos da docência, que a diferenciam das outras carreiras, e que até hoje influenciam as pesquisas no campo. Shulman enfatiza em diversos momentos da entrevista que para ensinar é necessário saber mais do que o conteúdo. O professor precisa compreender as diferentes maneiras de representar o conteúdo, as formas pelas quais alunos com diferentes repertórios podem interpretá-lo, bem como as diversas estratégias de ensino que podem ser utilizadas nos vários contextos. Discutem-se, ainda, a responsabilidade da universidade na preparação profissional docente, bem como fundamentos e estratégias para assegurar que essa formação esteja centrada na prática, focada na preparação para o ensino para a equidade e tenha qualidade elevada. Por fim, Shulman apresenta seus conselhos a três grupos de atores: pesquisadores e formadores de professores nas universidades, formuladores de políticas públicas e professores.The interview with Lee Shulman, professor emeritus at the Stanford Graduate School of Education, addresses the fundamental ideals of his career in the field of teacher education. Considering the need to rethink how pre-service teacher education is organized, this interview offers a deep immersion into Shulman’s scholarship, particularly those pieces that tackle the centrality of schools and practice during pre-service training, the relationship between universities, public policies, and teaching, and also the professionalism involved in teaching. The starting point of this conversation is how this author defines teaching and which are the challenges of professionalism in this trade. Another core idea explored in the interview is the category of pedagogical content knowledge, a concept developed by Shulman in 1984 to define the knowledge grounds of teaching and how they make this profession different from other careers. Such a concept was profoundly influential in the field of teacher education. Throughout the conversation, Professor Shulman emphasizes that teaching requires more than only mastering the contents. A teacher needs to understand different ways of representing the content, a plethora of different interpretations that students can have of such content, as well as discrete teaching strategies that fit a variety of contexts. Besides, Shulman talks about the responsibilities of the universities in preparing professional teachers, as well as the foundations and strategies to make sure that teachers’ learning experience is grounded in practice, focused on developing the novices to teach for equity, ensuring high-quality education. Finally, Shulman provides advices to three groups of core actors in this context: researchers and university-based teacher educators, policymakers, and teachers
Profissionalismo docente e estratégias para o seu fortalecimento: entrevista com Lee Shulman
No full textThe interview with Lee Shulman, professor emeritus at the Stanford Graduate School of
Education, addresses the fundamental ideals of his career in the field of teacher education.
Considering the need to rethink how pre-service teacher education is organized, this interview
offers a deep immersion into Shulman’s scholarship, particularly those pieces that tackle
the centrality of schools and practice during pre-service training, the relationship between
universities, public policies, and teaching, and also the professionalism involved in teaching.
The starting point of this conversation is how this author defines teaching and which are the
challenges of professionalism in this trade. Another core idea explored in the interview is
the category of pedagogical content knowledge, a concept developed by Shulman in 1984 to
define the knowledge grounds of teaching and how they make this profession different from
other careers. Such a concept was profoundly influential in the field of teacher education.
Throughout the conversation, Professor Shulman emphasizes that teaching requires more
than only mastering the contents. A teacher needs to understand different ways of representing
the content, a plethora of different interpretations that students can have of such content,
as well as discrete teaching strategies that fit a variety of contexts. Besides, Shulman talks
about the responsibilities of the universities in preparing professional teachers, as well as
the foundations and strategies to make sure that teachers’ learning experience is grounded
in practice, focused on developing the novices to teach for equity, ensuring high-quality
education. Finally, Shulman provides advices to three groups of core actors in this context:
researchers and university-based teacher educators, policymakers, and teachers.A entrevista com Lee Shulman, professor emérito da Faculdade de Educação de Stanford,
aborda as ideais centrais da carreira desse pesquisador no campo da formação docente.
Diante da necessidade de repensar os processos formativos de futuros professores, a entrevista
oferece um mergulho nas pesquisas realizadas por Shulman que investigam a necessária
centralidade da escola e da prática durante a formação, a relação entre universidade, políticas
públicas e a docência, além do profissionalismo docente. O ponto inicial da conversa é
definição que o autor faz de docência e os desafios do profissionalismo docente. Outra ideia
central explorada é a categoria de conhecimento pedagógico do conteúdo, conceito cunhado
pelo autor, em 1984, para definir os saberes específicos da docência, que a diferenciam
das outras carreiras, e que até hoje influenciam as pesquisas no campo. Shulman enfatiza
em diversos momentos da entrevista que para ensinar é necessário saber mais do que o
conteúdo. O professor precisa compreender as diferentes maneiras de representar o conteúdo,
as formas pelas quais alunos com diferentes repertórios podem interpretá-lo, bem como as
diversas estratégias de ensino que podem ser utilizadas nos vários contextos. Discutem-se,
ainda, a responsabilidade da universidade na preparação profissional docente, bem como
fundamentos e estratégias para assegurar que essa formação esteja centrada na prática,
focada na preparação para o ensino para a equidade e tenha qualidade elevada. Por fim,
Shulman apresenta seus conselhos a três grupos de atores: pesquisadores e formadores de
professores nas universidades, formuladores de políticas públicas e professores
The role of Plasmodium falciparum var genes in malaria in pregnancy
No full textSequestration of Plasmodium falciparum-infected erythrocytes in the placenta is responsible for many of the harmful effects of malaria during pregnancy. Sequestration occurs as a result of parasite adhesion molecules expressed on the surface of infected erythrocytes binding to host receptors in the placenta such as chondroitin sulphate A (CSA). Identification of the parasite ligand(s) responsible for placental adhesion could lead to the development of a vaccine to induce antibodies to prevent placental sequestration. Such a vaccine would reduce the maternal anaemia and infant deaths that are associated with malaria in pregnancy. Current research indicates that the parasite ligands mediating placental adhesion may be members of the P. falciparum variant surface antigen family PfEMP1, encoded by var genes. Two relatively well-conserved subfamilies of var genes have been implicated in placental adhesion, however, their role remains controversial. This review examines the evidence for and against the involvement of var genes in placental adhesion, and considers whether the most appropriate vaccine candidates have yet been identified
Preparo do enfermeiro para a docência na educação profissional técnica de nível médio sob a ótica de Lee Shulman
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Saúde, Programa de Pós-Graduação em Enfermagem, Florianópolis, 2013.O objetivo deste estudo foi o de compreender como o enfermeiro desenvolve o preparo pedagógico para docência na educação profissional técnica de nível médio à luz do Conhecimento Pedagógico do Conteúdo de Lee S. Shulman. Trata-se de uma pesquisa com abordagem qualitativa, tendo a pesquisa ação como referencial metodológico e Lee S. Shulman como referencial teórico. Os participantes do estudo foram seis docentes do Curso Técnico em Enfermagem, de duas Escolas de Educação Profissional Técnica de Nível Médio, de um município de Santa Catarina. Foram realizadas três oficinas pedagógicas nos meses de abril e maio de 2013. Os dados foram analisados a partir da análise temática de Minayo, seguindo as etapas de pré-análise, análise e a interpretação dos achados. O projeto de pesquisa foi aprovado em 18 de fevereiro de 2013 pelo Comitê de Ética em Pesquisa da Universidade Federal de Santa Catarina CEP/UFSC sob parecer nº 216.408, CAAE 12622613.2.0000.0121. Entre as necessidades apontadas pelos enfermeiros, no início de sua prática docente, os participantes apontam a ausência do preparo pedagógico prévio para a inserção na docência, a promoção da reflexão discente e a utilização de metodologias ativas de ensino e aprendizagem. Seu preparo para o exercício docente aponta prioritariamente a aprendizagem com colegas e o conhecimento do conteúdo. Relatam a importância da formação pedagógica e a utilização das experiências discentes vivenciadas em seus processos formativos. E acreditam que o conhecimento base para o ensino deveria estar pautado no conhecimento pedagógico geral, no conhecimento do currículo, no conhecimento do contexto educacional e na possibilidade da graduação auxiliar nos processos de formação docente, porém, cônscios da necessidade da busca pessoal e da própria responsabilidade em qualificar-se. As estratégias utilizadas para aperfeiçoar a prática docente, relacionam-se à participação em encontros de capacitação pedagógica, da reflexão e a criatividade advinda do erro e do acerto e da experiência em sala de aula. Além disto, alimentam-se ainda da aprendizagem com os colegas, da realização de leitura e do feedback dos alunos. Há a consciência da necessidade de contínua formação docente, para renovar e aprimorar a própria práxis pedagógica e acreditam que o coordenador de curso deveria estar preparado pedagogicamente para orientar suas práticas pedagógicas, sendo que a responsabilidade pela capacitação e desenvolvimento profissional é compartilhada. Espera-se que com a construção do conhecimento desenvolvido nesta pesquisa, espaços de diálogos sejam proporcionados entre docentes e coordenadores de curso, proporcionando a reflexão de sua práxis e que a capacitação e o acompanhamento pedagógico sejam práticas rotineiras nas Instituições de ensino, tornando coparticipes no processo de ensino aprendizagem, todos os atores envolvidos.Abstract : This study is aimed at understanding how nurses develop the pedagogical preparation for teaching in technical education unveiling this with the Pedagogical Content Knowledge of Lee S. Shulman. This is a qualitative research that used the action research as a methodological approach and Lee S. Shulman as theoretical framework. The study participants were six teachers of the Technical Course in nursing from two Technical Schools a city of Santa Catarina. Were conducted three educational workshops in April and May of 2013. Data were analyzed using the thematic analysis of Minayo, following the steps of pre-analysis, analysis and interpretation of the findings. The Ethics Committee of the Federal University of Santa Catarina EC/ UFSC approved the research project on February 18, 2013, according to No. 216 408, CAAE 12622613.2.0000.0121. Among the needs identified by nurses early in their teaching practice, participants indicate the absence of prior educational preparation for entering teaching, promoting student reflection and the use of active methods of teaching and learning. Their preparation for teaching exercise primarily points at the learning with colleagues and the content knowledge. They highlight the importance of pedagogical training and the use of experiences of the students in their formative processes. And they believe that the knowledge base for teaching should be founded on general pedagogical knowledge, curriculum knowledge, knowledge of educational context and the possibility of assisting in the processes of teacher training graduation, however, they are aware of the necessity of personal search and the responsibility for the auto-qualification. The strategies used to improve teaching practice, relate to participation on meetings of pedagogical training and reflection and creativity arising from error and accuracy and experience in the classroom. Moreover, they feed still learning with colleagues, the reading achievement and student feedback. There is an awareness of the need for continuous teacher training; to renew and improve their own teaching practice and also they believe that the course coordinator should be pedagogically prepared in order to guide their teaching practices, being that the responsibility for training and professional development is shared. It is hoped that with the construction of the knowledge developed by this research, dialogue spaces will be provide among teachers and course coordinators, in order to offer reflection about the practice, training and educational support in the educational institutions that participated of the study, involving all actors as co-participants
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