Workers with disabilities in sheltered employment centres: a training needs analysis

The work presented is part of a study that the research group CIFO (Research Team in Training for the Labour Market, Autonomous University of Barcelona, Barcelona) has carried out, relating to the training needs analysis and basic competences and skills in the environment of sheltered employment centres (SECs) in Catalonia (this study was undertaken in collaboration with the Coordination of Workshops for People with Mental Disabilities in Catalonia). The analysis and assessment of needs is useful from the perspective of training, as a starting point for planning adapted to the reality of disabled workers in SECs. To do this, various elements such as skills, knowledge and attitudes of individual and social nature have been considered from a systemic approach. By placing ourselves in clearly defined contexts (SECs), we bear in mind the characteristics of workers, the features of the job context, the types of activities performed, the skills related to work activities carried out, the definition of competence profiles required on the basis of the essential skills and the real training needs, through the characteristics of workers and those skills related to the labour activities that are performed as well as the needs for training perceived by workers. Identifying training needs in relation to basic skills and job requirements allows us to meet the challenge, as a trend that supports a competence basis for any worker, of raising general actions that may govern and underlie the training proposals, yet without undermining the specific competences. The importance acquired by what workers themselves have considered about their positioning is understood from the standpoint of its validity, so as to assume conclusions through triangulation processes.     

The viralization of online education: Learning beyond the time of the coronavirus

PROSPECTS - In response to the global crisis resulted from the spread of the coronavirus in Brazil, many schools and universities suspended face-to-face classes and began to offer remote classes...     

Collaboration in ePortfolios with Web 2.0 tools in initial teacher training / La colaboración en eportafolios con herramientas de la Web 2.0 en la formación docente inicial

Collaboration is a specific process in the construction of portfolios. In the case of electronic portfolios, Web 2.0 tools make collaboration a key process. The process known as networking refers to the online connection and collaboration with others, which the social web contributes to the literature of electronic portfolios. This research describes and analyses the pilot implementation of an ePortfolio in the Early Childhood degree programme at the Ibiza Campus of the University of the Balearic Islands. The paper presents a qualitative research study which aims to understand collaborative students’ activity from multiple points of view. In view of this, the data collection techniques used are diverse: analysis of work done by students, Likert scale and group discussion. Atlas.ti software has been used to obtain a qualitative analysis of the students’ discourse. In general, the results show positive attitudes, with a gradual increase noticed in the students’ use of the tools and, finally, with collaboration being expressed in peer work, especially in relation to technology. The analysis carried out enables us to observe tensions between open tools, collaboration and assessment. The research has important implications for practice as it allows us to deduce how to improve the collaboration process in ePortfolios thanks to the introduction of Web 2.0 tools.     

The role of word recognition,oral reading fluency and listening comprehension in the simple view of reading: a study in an intermediate depth orthography

Empirical research has provided evidence for the simple view of reading across a variety of orthographies, but the role of oral reading fluency in the model is unclear. Moreover, the relative weight of listening comprehension, oral reading fluency and word recognition in reading comprehension seems to vary across orthographies and schooling years. This study aims to examine the direct effects of these three variables on reading comprehension and to test for the existence of indirect effects of word recognition and listening comprehension on reading comprehension via oral reading fluency in European Portuguese, an orthography of intermediate depth. A sample of 264 students was assessed at the end of grades 2 and 4. Structural equation modeling analyses indicated that listening comprehension, word recognition and oral reading fluency predicted reading comprehension in both grade 2 and grade 4. Moreover, the three variables measured in grade 2 predicted later reading comprehension in grade 4. Listening comprehension was always the strongest predictor. Oral reading fluency mediated the relationship between word recognition and reading comprehension, but it was not a mediator variable in the relationship between listening comprehension and reading comprehension. These findings indicate that, similarly to what has been found for other orthographies, the simple view of reading is a valid framework to account for reading comprehension variability in European Portuguese and that interventions to increase reading comprehension levels should focus on word recognition, fluency, and, especially, listening comprehension.     

The scientometric world of Keith Pavitt: A tribute to his contributions to research policy and patent analysis

Keith Pavitt has made pioneering contributions to the study of science, technology and innovation. This paper aims to examine some of them on the basis of a bibliometric analysis of Keith Pavitt's work and the impact that he has had. First the paper follows how Pavitt's publication profile develops over time. Then we trace his most cited works and explore the sets of references in his papers. Author and journal co-citation maps illustrate the intellectual environment associated with Pavitt and the central role Research Policy played in this context. An analysis of the most frequently cited authors in Research Policy and Scientometrics underlines Keith Pavitt's role as both a shaper of, and a bridge between, science and technology policy and bibliometric analysis.     

For Better or Worse? System-Justifying Beliefs in Sixth-Grade Predict Trajectories of Self-Esteem and Behavior Across Early Adolescence

Scholars call for more attention to how marginalization influences the development of low-income and racial/ethnic minority youth and emphasize the importance of youth's subjective perceptions of contexts. This study examines how beliefs about the fairness of the American system (system justification) in sixth grade influence trajectories of self-esteem and behavior among 257 early adolescents (average age 11.4) from a diverse, low-income, middle school in an urban southwestern city. System justification was associated with higher self-esteem, less delinquent behavior, and better classroom behavior in sixth grade but worse trajectories of these outcomes from sixth to eighth grade. These findings provide novel evidence that system-justifying beliefs undermine the well-being of marginalized youth and that early adolescence is a critical developmental period for this process.     

The effect of authentic project-based learning on attitudes and career aspirations in STEM

Can engaging college students in client-centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project-based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy-value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project-based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi-experimental study with a sample of (N = 492) natural science and engineering students. STEM self-efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project-based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project-based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project-based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.     

The fatigue effect of a simulated futsal match protocol on isokinetic knee torque production

The objective of this study was to investigate the effects of a simulated futsal match protocol on isokinetic knee torque production. Twenty-one young futsal players participated in this study and performed a futsal-specific protocol comprising two blocks of 20-minute activities to simulate the match demands. At pre-protocol, half-time, and post-protocol, the concentric and eccentric isokinetic peak torque of the knee flexor and extensor muscles, the angle of peak torque, and the conventional and functional torque ratios were assessed. ANOVA was used to compare the variables (significance level p < 0.05). A decrease of knee flexor and extensor eccentric torque and knee flexor concentric torque was found, in which the pre-protocol levels were higher than those at half-time, with both being larger than those at post-protocol. The knee extensor concentric torque reduced at half-time. The angle of eccentric torque of knee flexors increased, and the conventional and functional torque ratios decreased at post-protocol. In conclusion, the protocol produced a time-dependent reduction of knee flexor and extensor torque in both concentric and eccentric actions. These findings suggested a possible impairment of performance and the emergence of risk factors for hamstring strains during a futsal match.     

Stiffness,intralimb coordination,and joint modulation during a continuous vertical jump test

This study analysed the modulation of jump performance, vertical stiffness as well as joint and intralimb coordination throughout a 30-s vertical jump test. Twenty male athletes performed the test on a force plate while undergoing kinematic analysis. Jump height, power output, ground contact time, vertical stiffness, maximum knee and hip flexion angles, and coordination by continuous relative phase (CRP) were analysed. Analysis of variance was used to compare variables within deciles, and t-tests were used to compare CRP data between the initial and final jumps. Results showed reduction in jump height, power output, and vertical stiffness, with an increase in contact time found during the test. Maximum knee and hip flexion angles declined, but hip angle decreased earlier (10–20% of the test) than knee angle (90–100%). No changes were observed in CRP for thigh–leg coupling when comparing initial and final jumps, but the trunk–thigh coupling was more in-phase near the end of the test. We conclude that fatigue causes reduction in jump performance, as well as changes in stiffness and joint angles. Furthermore, changes in intralimb coordination appear at the last 10% of the test, suggesting a neuromotor mechanism to counterbalance the loss of muscle strength.