bluuebunny/crossref_metadata_2025 huggingface dataset:
Цивилизационные контуры и эффекты российских революций XX столетия
Authors: Козловский Владимир Вячеславович
Published: September 2017

Владимир Вячеславович Козловский – доктор философских наук, профессор, заведующий кафедрой социологии культуры и коммуникации, Санкт-Петербургский государственный университета (СПбГУ); директор, Социологический институт РАН. Адрес: 190005, Санкт-Петербург, ул. 7-я Красноармейская, д. 25/14. E-mail: vvk_soc@mail.ru

Цитирование: Козловский В.В. (2017) Цивилизационные контуры и эффекты российских революций XX столетия // Мир России. Т. 26. № 4. С. 7–29. DOI: 10.17323/1811-038X-2017-26-4-7-29

 

В статье рассматриваются цивилизационные контуры, эффекты и последствия российских революций ХХ столетия. Это необходимо для понимания проекта множественных модерностей российского общества в начале ХХI столетия. Февральская и Октябрьская революции 1917 года стали переломным моментом современной мировой истории. Через сто лет мы подводим итоги свершившейся масштабной постреволюционной трансформации в истории новейшей России. Теоретико-методологическим основанием исследования является цивилизационный анализ, разработанный в трудах зарубежных авторов  – Н. Элиаса, П. Сорокина, Б. Нельсона, В. Каволиса, Ш. Эйзенштадта, Й. Арнасоан, и российских исследователей – О.И. Шкаратана, Н.И. Лапина, Н.С. Розова, И.Г. Яковенко. Логика цивилизационного анализа российских революций определяется взаимоотношением четырех базовых социологических категорий, среди которых социальная структура, институты, культура, субъектность (или агентность). Соотношение социальной структуры и культуры представляется стержневым, так как социальные условия, причины, ресурсы, группы, их мотивация, поведение и действия осуществляются в формах культуры, ключевых символических кодах, нормах и правилах. Это означает, что динамика взаимосвязи социальной структуры и культуры функционально, структурно, поведенчески закрепляется и воспроизводится многообразными социальными институтами, которые, в свою очередь, вариативно исполняются и видоизменяются различными общественными акторами (агентами). В рамках данной категориальной схемы дается картина цивилизационных контуров и следствий российских революций. Предлагается целый ряд сопоставлений деструктивных и конструктивных цивилизационных эффектов российских революций. Академический разворот в оценке прошлого революционного столетия в России нацелен на обнаружение неизбежности тектонических сдвигов социально-структурного, культурного, институционального, субъектного характера. Обновление общественного устройства в результате радикальных переворотов 1917 г. означало утверждение ускоренного проекта модернизации и построения ориентированного на широкие массы населения нового цивилизационного порядка.
Питирим Сорокин и его теория революции
Authors: Черныш Михаил Федорович
Published: September 2017

Михаил Федорович Черныш – доктор социологических наук, заместитель директора, Институт социологии РАН. Адрес: 117218, Москва, ул. Кржижановского, д. 24/35, к. 5. E-mail: che@isras.ru

Цитирование: Черныш М.Ф. (2017) Питирим Сорокин и его теория революции // Мир России. Т. 26. № 4. С. 71–96. DOI: 10.17323/1811-038X-2017-26-4-71-96

 

Российско-американский социолог Питирим Сорокин обобщил свои мысли о Февральской и Октябрьской революциях в нескольких работах. В автобиографии «Длинная дорога» собраны воспоминания о том, как он присоединился к революционному движению, вступил в партию эсеров, агитировал рабочих и крестьян за свержение царского режима. После победы Февральской революции Сорокин стал одним из активных сторонников Временного правительства, секретарем Александра Керенского. Живые впечатления той эпохи он объединил не только в автобиографии, но и записках, в которых отражены развитие событий, стихия революционного хаоса, постепенно захвативших Россию в 1917 году. В  работе «Социология революции» Сорокин сделал попытку (возможно, одну из первых) создать на основе российских событий собственную теорию революции. В ней он опирается на новейшую, с его точки зрения, теорию условных и безусловных рефлексов. В период революции, полагал он, общество входит в состояние, когда обеспечивающие социальный порядок условные рефлексы перестают оказывать свое сдерживающее влияние. Социальный порядок, который поддерживается условными рефлексами, распадается, уступая месту стихийным, деструктивным, животным по своей природе рефлексам. Теория революции Сорокина получила благоприятные отзывы среди его американских коллег, однако в Европе, а также в среде российской эмиграции она рассматривалась, скорее, как антибольшевистский манифест, не имеющий серьезной научной ценности. В сорокинской теории революция представала событием, вырванным из истории и не имеющим ни предпосылок, которые создавались политикой предыдущей власти, и ни последствий не только негативного, но и позитивного свойства. Тем не менее при всех своих недостатках теория революции Сорокина сохраняет свою ценность для российской социологии и как свидетельство эпохи, и как критика российской склонности к «историзму», заключающемуся в попытке отыскать ответ на сложные вопросы в стихии насильственной смены власти.
Children out of Parental Care in Russia: What We Can Learn from the Statistics
Authors: Biryukova Svetlana , Sinyavskaya Oxana
Published: September 2017

Svetlana Biryukova – Kandidat nauk (PhD) in Economics, Leading Researcher, Centre for Comprehensive Social Policy Studies at ISP NRU HSE, Moscow, Russia. Email: sbiryukova@hse.ru

Oxana Sinyavskaya – Kandidat nauk (PhD) in Economics, Director of Centre for Comprehensive Social Policy Studies at ISP NRU HSE, Moscow, Russia. Email: osinyavskaya@hse.ru

 

The paper presents a detailed analysis of the Russian official statistics for orphans and children placed out of parental care. Employing a wide range of data sources, the authors show that in Russia, the primary risk of orphanhood remains high. Although it has declined over the last fifteen years, in 2015, the share of children taken out of parental care exceeded two percent of the total number of children under eighteen. At the same time, statistical data confirms the ongoing deinstitualisation of the Russian care system, a trend that has continued since the mid‑2000s. Thus, 11.5 % of children out of parental care were institutionalised in 2014, whereas in 2000 this share amounted to as much as 27 %. However, the authors argue that the current childcare system reproduces a number of serious systemic problems. Firstly, despite the fact that over 80 % of children entering the Russian care system per year have living parents, reuniting the children with the birth family is not yet recognised as a primary objective of the policy; according to the official statistics, only one out of ten children goes back home after being taken out of parental care. Secondly, for particular groups of children it is often hard to arrange family placements. Until now, the higher risks of long-term institutionalisation are noticeable in children placed out of parental care at the age of three years or older. This problem is particularly serious for teenagers, as well as for children with physical or mental disabilities. Thirdly, the prevalence and dynamics in children returning to institutions from foster placements highlight the importance of professional training for foster parents and the need for consistent guidance for foster families, aspects that are still underdeveloped in Russia. In the last section of the paper, authors discuss one possible outcome of this analysis with reference to policies aimed at children left out of parental care.
Russian SOS Children’s Villages and Deinstitutionalisation Reform: Balancing between Institutional and Family Care
Authors: Bogdanova Elena
Published: September 2017

Elena Bogdanova – PhD (Kandidat Nauk) in Sociology, Research Fellow, Centre for Independent Social Research; Visiting Lecturer, University of Eastern Finland, European University at St. Petersburg, Russian Federation. Email: bogdanova.nova@gmail.com

 

This article examines how Russian SOS Villages are undergoing foster reform, which prescribes a transition from institutional care for children deprived of parental care to family care model. The article analyses the problems and transformations experienced by SOS Villages, outlining the aims, instruments, and priorities of the reform. Empirically, the article is based on qualitative investigation of two Russian SOS Villages. Officially, SOS villages have the status of non-state children’s homes. However, they were originally conceptualised as a means to implement family care by specially arranged SOS families (headed by SOS mothers). Comparing the activities of SOS Villages with the theoretical concepts of development, resilience, and attachment shows that children raised in SOS Villages avoid the typical problems associated with institutional care. SOS families provide favourable conditions for socialisation, protection, overcoming of social isolation, while maintaining sustainable contact with a significant adult. The normative context created by Decree 481, which changed the status of children’s homes, alongside innovations in family policy and the general upsurge of traditionalist discourse, has made SOS Villages vulnerable. As a result, they are forced to protect both forms of their existence: institutional and family. Despite their conceptual adherence to the goals of the reform, in the eyes of the state the SOS Villages remain institutional entities targeted for closure or transformation into temporary residences for children. My research shows that under these new conditions SOS Villages have developed various strategies of involuntary mimicry. The most significant is the re-registration of SOS families as foster families. This helps keep children with their SOS families but significantly increases the level of responsibility and risks for SOS mothers. SOS Villages have also developed new activities, which may be useful in these new conditions. The establishment of consulting service platforms is one of these. The transformations taking place with the SOS Villages show that the reform is directed mainly, or solely, towards correcting the institutional level of the system. Due to multiple formal conflicts with newly emerging conditions, one of the most successful and experienced providers of family care for children without parental care has been left in a vulnerable position.
Этнографический взгляд на роль эмоций в российском детском доме
Authors: Дисней Том
Published: September 2017

Том Дисней – PhD, научный сотрудник, Департамент социальной работы и социальной защиты, Университет Бирмингема, Великобритания. Электронная почта: t.n.disney@bham.ac.uk

 

Со второй половины XX в. на Западе широкое распространение получила политика деинституциализации ухода за детьми-сиротами, в контексте которой детские дома рассматриваются как места эмоциональной депривации, способные причинить значительный вред проживающим в них детям. Тем не менее масштабная институциализация детей-сирот по-прежнему сохраняется во многих странах мира, в том числе в России. Рассматривая роль эмоций в системе ухода за детьми-сиротами, автор статьи вносит вклад в научную дискуссию по двум направлениям. Во-первых, в работе с опорой на психологические теории социальной привязанности прослежено, как макроинституциальная картина социальной поддержки детей-сирот и детей, оставшихся без попечения родителей, (де)конструируется в Европе и России. Во-вторых, основываясь на материалах этнографического исследования, проведенного в детском доме для детей с интеллектуальной инвалидностью, автор статьи исследует значение эмоций в жизни трех групп индивидов, а именно персонала, волонтеров и детей-сирот, а также влияние межличностных отношений на детей, живущих в детском доме. Рассматривая детский дом как гибридное пространство, совмещающее домашнюю и рабочую среды, и опираясь на социальные исследования детства, автор изучает влияние эмоций на жизнь уязвимой категории детей и показывает, как эмоциональные конфликты между персоналом и волонтерами могут воздействовать на организацию ухода за детьми и его качество. Этнографический метод дополняет научную дискуссию о детских домах, в настоящее время локализованную в поле количественных и биопсихологических исследований, в части понимания рутины этой жизни. Собранные в ходе исследования материалы позволяют заглянуть в закрытый мир учреждений для детей-сирот с инвалидностью и в то же время обрисовывают задачу переустройства подобных пространств, поставленную перед российским правительством в рамках законодательных изменений последних лет.
Семья для среднедоходных слоев населения: тыл или риск?
Authors: Лежнина Юлия
Published: September 2017

Юлия Павловна Лежнина – к. c. н., старший научный сотрудник, Институт социальной политики, Национальный исследовательский университет «Высшая школа экономики», Институт социологии ФНИСЦ РАН, Москва, Россия. Электронная почта: lezhnina@list.ru

 

В статье на данных мониторинга Института социологии РАН 2016 г., репрезентативных для населения России в целом, рассмотрены социально-демографические особенности среднедоходных слоев населения в целом и отдельных их подгрупп в частности. Особое внимание уделено характеристикам домохозяйств, выступающим факторами потенциальных рисков материального неблагополучия. Выделение среднедоходных слоев осуществлено в рамках относительного подхода к социальной стратификации – через сопоставление среднедушевых доходов индивидов со страновой медианой этого показателя. Продемонстрировано, что среднедоходные слои неоднородны по своему положению и «распадаются» на разные по уязвимости социальные группы. При этом именно между ними пролегает граница условного материального благополучия населения в целом. Нижний сегмент этих слоев, несмотря на то, что его представители обладают доходами, соответствующими условному «среднероссийскому» уровню, скорее балансирует на грани малообеспеченности, и чувствителен к социально-экономической нестабильности. Именно для этой группы социально-демографические характеристики, в первую очередь, высокая иждивенческая нагрузка и большая доля пенсионеров в составе домохозяйства оказываются дополнительными факторами риска. Верхний сегмент среднедоходных слоев населения заметно более благополучен не только в части доходов, но и характеристик, обеспечивающих относительно устойчивые позиции на рынке труда, что позволяет представителям этой группы наращивать ресурс прочности. Показано, что для обеих подгрупп среднедоходных слоев семья влечет дополнительный риск низкого материального статуса, в основном за счет иждивенческой нагрузки. Степень этого риска несколько сглаживается для нижней части группы за счет интегрированности в систему мер государственной социальной политики, а для верхней – общими ресурсами семьи, уровень которых в целом позволяет смягчать социально-экономическую нестабильность. При этом расширенная семья хотя и выступает ресурсом поддержки для среднедоходных слоев, но масштаб этой поддержки ограничен объективными возможностями родственных сетей и характером отношений. В этой связи потенциал соответствующей поддержки для нижнего сегмента среднедоходных слоев заметно ниже, чем для верхнего, что усиливает дифференциацию их положения в кризисных условиях.
Gamborg's B5 Media w/Vitamins, 1/2 strength; liquid or plates v3
Authors: Sauret-Gueto Susana
Published: September 2017

Gamborg's B5 Media is a plant growth medium used in the laboratories for plant tissue culture. Developed by Gamborg, et. al. (1968). Source: Gamborg Medium (B5)
Achieving Child Friendly Justice through Child Friendly Methods: Let’s Start with the Right to Information
Authors: Stalford Helen , Cairns Liam , Marshall Jeremy
Published: September 2017

Making the justice process ‘child friendly’ is a key priority for the children’s rights community. An abundance of commentary has been produced by the UN Committee on the Rights of the Child to highlight how justice proceedings can be made more accessible for children and, in 2010, the Council of Europe issued its comprehensive ‘Guidelines on Child Friendly Justice’. Despite these efforts, children remain ill-informed, not just about the nature of justice proceedings in which they may be implicated, but about the very existence and scope of their rights and how to enforce them. Despite unequivocal acknowledgement that the availability and accessibility of information is the crucial starting point in a children’s rights-based approach to dispensing justice, there has been surprisingly little attempt to scrutinise the availability, quality and accessibility of information about laws and policies affecting children. This article takes a closer look at what, exactly, ‘child friendly’ information means in practice. In doing so, we argue that attempts to develop child friendly information have yet to progress beyond adult-driven, largely tokenistic and superficial re-branding exercises. As such, efforts to develop child friendly resources are often of limited value in empowering young people to develop their legal literacy and realise their rights in practice. We reflect on our attempt to develop an explicitly children’s rights-based approach to the development of child friendly resources with a view to enhancing their purchase. This took place in the context of a pilot project, commissioned by the Council of Europe in June 2014, to create a child friendly version of their Child Friendly Justice Guidelines.
A Political Space for Children? The Age Order and Children’s Right to Participation
Authors: Sundhall Jeanette
Published: September 2017

This article discusses how adulthood is naturalized and how adulthood norms set limits on the possibilities of including children in democratic processes and understanding them as political subjects. The article examines the kind of resistance children and youth can meet when participating in democratic processes, with examples of speech acts from the Gothenburg Youth Council. It also discusses the theoretic concept of childism (Wall, 2008, 2010) and how childism can be a way to escape the dominance of adulthood norms. The concept of childism means addressing children’s experiences by transforming understandings and practices for all humans, not only for non-adults. How is it possible to create a political space for children and involve children in defining what should count as politically important?
The Meaning and Function of the Pause in Chekhov's “The Seagull”
Authors: Costello J.B.
Published: September 2017

This article examines the phenomenon of the pause in A. P. Chekhov’s play “The Seagull.” What does the instruction “pause” mean, and why did Chekhov think it was so important that he wrote the word into the text of the play? In exploration of these questions, this article analyzes the text of “The Seagull,” as well as three stage productions. Such analysis reveals three functions of the pause: 1. Dramatic Function. The pause highlights the characters’ words or attracts the attention of the audience. In other words, the pause gives the characters’ speech additional dramatic significance. 2. Musical Function. The pause controls the dynamic unfolding of the play, thereby controlling the audience’s reaction and, ultimately, the success of the play. 3. Negative Function. The pause acts in a fashion similar to Iuriy Lotman’s “minus-device.” That is, by making a lacuna in the scene the pause adds some meaning that cannot be expressed in words. In this way, the pause serves to highlight the limits of communication, and draw attention to those moments which cannot be captured by language.
Improvement of additional education withthe account forprofilization of schools
Authors: Epifantsev S.V.
Published: September 2017

The article considers the growing urgency of the problem of profile teaching, which assumes further study of the issues of the allocation of organizational and pedagogical conditions for its effective implementation in the educational process, the development of flexible technological models and pedagogical strategies for the gradual transition from profile education to vocational education of students.
Teaching Trauma: A Model for Introducing Traumatic Materials in the Classroom
Authors: Cless Jessica D. , Nelson Goff Briana S.
Published: September 2017

niversity courses in disciplines such as social work, family studies, humanities, and other areas often use classroom materials that contain traumatic material (Barlow & Becker-Blease, 2012). While many recommendations based on trauma theory exist for instructors at the university level, these are often made in the context of clinical training programs, rather than at the undergraduate level across disciplines. Furthermore, no organized model exists to aid instructors in developing a trauma-informed pedagogy for teaching courses on traumatic stress, violence, and other topics that may pose a risk for secondary traumatic stress in the classroom (Kostouros, 2008). This paper seeks to bridge the gap between trauma theory and implementation of sensitive content in classrooms of higher education, and presents a model of trauma-informed teaching that was developed in the context of an undergraduate trauma studies program. Implications and future directions for research in the area of trauma-informed university classrooms are discussed.
A Multi-Systems Life Course Perspective of Economic Abuse
Authors: Christy Kameri , Valandra Dr.
Published: September 2017

Intimate partner violence (IPV) against women slowly moved out of the private sphere and into the public realm in the United States in the early 1970’s. While progress has been made regarding psychological, physical, and sexual trauma related to IPV, it has been only in the last decade that attention about IPV has included an examination of the impact of economic abuse (EA). This is disturbing given that EA is one of the eight spokes on the Power and Control wheel (PCW) and many women state that they are not able to leave or get away from the abusive relationship due to financial reasons. Using a multi-systems life course (MSLC) perspective, this paper considers the importance of elevating EA as a form of IPV-related trauma. We examine EA’s differential impact among women, review current practices and policies, and conclude with implications for micro, mezzo, and macro levels of trauma-informed practice with survivors of EA.
Evaluation of a Multi-Phase Trauma-Focused Intervention with Latino Youth
Authors: Farina Anne S. J. , Mancini Michael
Published: September 2017

This pilot study examined the effectiveness of a multi-phase trauma-informed intervention with 24 trauma-exposed Latino youth. Treatment included a somatic-based intervention to target physiological hyperarousal symptoms and a sensory/cognitive-based trauma-focused intervention targeting stabilization of the trauma experience. Twenty-four participants completed several measures for mental health symptomatology and psychosocial functioning at baseline, at the conclusion of treatment, and at 3-month follow-up. Results of paired sample t-test analyses showed significant improvements in scores on measures for trauma, anxiety, depression, psychosocial functioning, and emotional dysregulation following 12 weeks of treatment when compared to baseline. Improvements were maintained at 3-month follow-up. This community-based intervention shows promise in helping Latino children who have experienced trauma. Research using randomized controlled designs with larger samples is suggested to further test the efficacy of this intervention.
Deciphering and Embodying Contemporary Piano Scores: A Commentary on Huisman, Gingras, Dhondt, and Leman (2017)
Authors: MacRitchie Jennifer
Published: September 2017

Rehearsing a new contemporary notated piano score often requires the performer to dedicate a large amount of time to translating the notation: tasks may include interpreting new symbols, or old symbols in new contexts, learning new extended techniques, and learning the link between symbol and physical gesture. Huisman et al's article details an experiment that studies the use of various types of music editions and their effect on the practice and performance of contemporary piano music scores. This commentary considers the following issues when discussing the interpretation of unfamiliar piano scores: 1) issues in reading notation that arise from performance practice challenges, 2) cultivating an interpretive platform, and 3) embodiment in the rehearsal of a new, contemporary score.
A study on immunization coverage of 12-23 months children in urban areas of Kanchipuram district, Tamil Nadu
Authors: Murugesan Duraimurugan , R. Ramasubramanian
Published: September 2017

Background: Immunization forms the major focus of child survival program throughout the world. Roughly 3 million children die each year of Vaccine Preventable Diseases (VPDs) with a disproportionate number of these children residing in developing countries. Majority of the population in rural areas depend mainly on Govt. agencies for health care, including immunization. Whereas, in urban areas in spite of multiple agencies providing health care. Hence, the present study was carried out in urban areas of Kanchipuram district to know the current level of immunization status and also the reasons for failure in immunization. The objectives of the study were to assess the immunization coverage among children 12-23 months in municipality areas of Kanchipuram district, to find out the reasons for non immunization or partial immunization and to recommend measures to improve the immunization coverageMethods: 30/7 cluster technique by using immunization program coverage survey household form. Results: Out of 210 study population, 130 (61.5%) were boys and 80 (38.5%) were girls. 115(55%) children were from Hindu community, 47 (22%) Muslims and 48 (23%) Christians. The mothers who were able to show the card to the investigator was 122 (58%), whereas the rest (88) 42% of the mothers were not able to produce the card during the day of survey. The percentage of fully immunized was 160 (76%), partially immunized was 50 (24%). Conclusions: As immunization forms a critical component of primary health care, at most importance needs to be given to the same so that child will not be deprived of the precious drop or prick. Every opportunity should be used to vaccinate eligible children by overcoming the hurdles, to achieve the goal of 100% immunization coverage.
Intervenção pedagógica no ensino de matemática numa perspectiva de construção de habilidades e competências
Authors: Siqueira Lustosa José Ivelton Siqueira Lustosa Ivelton Siqueira , Martins Orminda Heloana Martins Heloana , Dantas da Costa Fabiana Dantas da Costa Dantas
Published: September 2017

O presente trabalho é um relato de experiência das atividades de extensão desenvolvidas na Escola Municipal de Ensino Fundamental Francisco Sales Gadelha de Oliveira, no Município de São Francisco – PB, no período de maio á dezembro de 2016, onde buscamos superar as dificuldades que os alunos têm em conteúdos de matemática do ensino Fundamental II. Para isso, trabalhamos alguns conteúdos utilizando metodologias diversas, começando com a apresentação conceitual seguidas de aplicações no cotidiano e resolução de problemas bem contextualizados, pois dessa forma, acreditamos desenvolver a capacidade de interpretação que é essencial para a resolução de problema em Matemática. Por último, desenvolvemos algumas oficinas, focando a construção de jogos em que, trabalhando em grupos, construímos vários tipos de jogos que abordavam conceitos e propriedades dos conteúdos estudados e a seguir fizemos várias atividades práticas, utilizando o material construído. Os conteúdos trabalhados foram: Teoria e problemas envolvendo divisibilidade, Mínimo Múltiplo Comum (MMC), Máximo Divisor Comum (MDC), números inteiros e racionais. Os participantes foram discentes do 9º ano do Ensino Fundamental e de acordo com os dois testes diagnósticos realizados, respectivamente no inicio e no fim do desenvolvimento projeto, concluímos como mostra os resultados esperados, que os objetivos foram atingidos. 
Rethinking Marx for Today: A Response to Paul Kellogg’s and Ian Angus’s reviews of Marx’s Concept of the Alternative to Capitalism
Authors: Hudis Peter
Published: September 2017

Rethinking Marx for Today: A Response to Paul Kellogg’s and Ian Angus’s reviews of Marx’s Concept of the Alternative to Capitalism
The role of suPAR in kidney diseases
Authors: Śnit Mirosław , Łącka-Gaździk Beata , Żak-Lenart Magdalena , Grzeszczak Władysław
Published: September 2017

Przewlekła choroba nerek (PChN) to niewątpliwie problem o znaczeniu społecznym, dotyczy bowiem około 10% populacji. Poszukiwane są biomarkery, dzięki którym spośród tak dużej liczby pacjentów udałoby się wyselekcjonować osoby z dużym ryzykiem progresji choroby i jej powikłań. Główną przyczyną zgonów u pacjentów ze schyłkową niewydolnością nerek są choroby układu sercowo-naczyniowego. Przyspieszony rozwój miażdżycy w tej grupie chorych wiąże się z przewlekłym stanem zapalnym. Przedmiotem zainteresowania autorów pracy jest nowy biomarker stanu zapalnego suPAR (soluble urokinase-type plazminogen activator receptor – rozpuszczalna forma receptora aktywatora plazminogenu typu urokinazy). Z klinicznego punktu widzenia interesujący jest również związek suPAR z zakażeniami układu moczowego oraz ogniskowym segmentalnym stwardnieniem kłębuszków nerkowych (focal segmental glomerulosclerosis – FSGS). Identyfikacja suPAR, jako krążącego we krwi czynnika wywołującego FSGS, rzuca nowe światło na patomechanizm choroby i stwarza obiecujące możliwości lecznicze. Lepsze zrozumienie patogenezy omawianych schorzeń pomogłoby zredukować nieakceptowalnie wysoką śmiertelność pacjentów z PChN. Na dzień dzisiejszy nie można zlecać powszechnego oznaczania suPAR w kontekście omawianych zagadnień. Niemniej trwają badania, które pozwolą wyjaśnić niejasne kwestie dotyczące związku biomarkera z omawianymi schorzeniami nerek. Być może na podstawie ich wyników w najbliższych latach oznaczanie suPAR w wybranych chorobach nerek będzie rutynowe.
Characteristics of three biochar types with different pyrolysis time as ameliorant of peat soil
Authors: Indrawati Urai Suci Yulies Vitri , Ma’as Azwar , Utami Nuryani Hidayah , Hanuddin Eko
Published: September 2017

Biochar is a pyrolysis product resulted from biomass burning in oxygen limited conditions and is expected to serve as soil ameliorant.In this paper a laboratory study was conducted using three types of biochar ( palm empty fruit bunches (tankos), rice husk and peat from Bengkalis). The study was aimed at identifying the characteristics of each biochar burned at a temperature of 350oC with different pyrolysis time (3, 4 and5 hours). The analysis of lignin content showed that the peat from Bengkalis has higher lignin (50.23%) followed by tankos (41.96%) and rice husk (18.40%). The results of Fourier Transform Infrared Spectrometer (FTIR) show lower-layer Bengkalis peat (A2) has more functional group than husk burned for three hours and four hours (12 types, 10 types and 10 types). The appearance of rice husk biochar surface pores pyrolyzed for 3 hours, with 1000x magnification is sturdy and orderly arranged, smaller macro and micro pore size (1.612 ìm; 1.800 ìm; 2.593 ìm) than that of husk biochar pyrolyzed for four hours (6.956 ìm; 9.402 ìm ; 5.012 µm). In Bengkalis peat (A2), the macro and micro pores are sturdy and orderly arranged, the size of the pores is partially collapsed so that it is smaller and cannot be measured. Large and orderly arranged structure and form of pores will increase the role of biochar as ameliorant in the soil. The formation of intact pore makes biochar better in terms of bulk density, particle density, and aeration.
Optimization of organic nutrient sources for green gram (Vigna radiata L. Welczek) under rainfed conditions.
Authors: . Rambuatsaiha , Gohain T. , Kikon Noyingthung
Published: September 2017

A field investigation was conducted during the kharif season of 2012 at the experimental farm of School of Agricultural Sciences and Rural Development, Nagaland University, Medziphema Campus, Nagaland. Sole and combined applications of different organic nutrient sources viz., FYM, vermicompost, pig manure, rhizobium and PSB (Phosphate Solubilizing Bacteria) were evaluated in order to optimize organic nutrient management for green gram under rainfed conditions. Results showed that the combined application of rhizobium + PSB + vermicompost @ 0.7 t/ha was found to be the most responsive nutrient management practice recording significantly higher crop growth and yield attributes and ultimately recording the highest seed and stover yields of 369 and 989 kg/ha respectively. Soil available N and K status after harvest as well as seed and stover NPK uptake was found to be significantly higher with combined application of organic manures viz., vermicompost and FYM along with biofertilizers rhizobium and PSB.
Choice of Suture Pattern for Linea Alba Closure
Authors: Roberts Chrissy
Published: September 2017

Clinical bottom line

Incidence of complications using either a simple continuous or a simple interrupted suture pattern in the linea alba is low if appropriate suture material is chosen and appropriate surgical technique is used.  More, well-planned studies with higher power are required before an evidence-based recommendation for one pattern over the other can be made.

  
The role of subgroup analyses: results from the NOVA trial
Authors: Di Maio Massimo , Bergamini Alice
Published: September 2017

The clinical efficacy of poly-adenosine diphosphate (ADP) ribose polymerase (PARP) inhibitors in BRCA-mutated ovarian cancer patients has been widely reported. However, novel challenges are currently aimed at broadening the benefit of PARP inhibitors to patients with wild-type BRCA and homologous recombination deficiency (HRD) and identifying a test able to select those patients who might benefit most from this therapy. The recently published ENGOT-OV16/NOVA trial reported an advantage in progression-free survival (PFS) for patients receiving the PARP1/2 inhibitor niraparib, as maintenance treatment for platinum-sensitive ovarian cancer compared to placebo, regardless of their germline BRCA or HRD status. This suggests that niraparib could potentially represent a valuable maintenance option for virtually all patients with platinum-sensitive relapsed ovarian cancer and that the HRD assay used in this trial is not able to reliably identify those patients who benefit the most from niraparib maintenance. These provocative considerations are the result of subgroup analyses that should be interpreted with caution but are useful to show the consistency of the effect of niraparib across the whole population.
The role of laparoscopy in evaluating cytoreduction in advanced ovarian cancer
Authors: Fagotti Anna , Scambia Giovanni , Pignata Sandro , Pisano Carmela , Lorusso Domenica
Published: September 2017

No abstract available
A Co-Design Process Microanalysis: Stages and Facilitators of an Inquiry-Based and Technology-Enhanced Learning Scenario
Authors: Barbera Elena , Garcia Iolanda , Fuertes-Alpiste Marc
Published: September 2017

This paper presents a case study of the co-design process for an online course on Sustainable Development (Degree in Tourism) involving the teacher, two students, and the project researchers. The co-design process was founded on an inquiry-based and technology-enhanced model that takes shape in a set of design principles. The research had two main objectives. Firstly, to identify the moments of change that occur during the co-design process and secondly, to describe the causes and agents that motivate them. This study applied design-based research methodology and used a qualitative approach to collect, analyse, and interpret data. The results show that the co-design methodology led to moderate changes consisting of the progressive construction and refinement of the activities, seeking a sense of continuum throughout by including students’ collaboration. The findings also reveal the main role of each of the actors involved. Thus, the teacher focused on basic instructional design related aspects while students focused on improving the use of resources and learning aids. Researchers helped them to embody and achieve the proposed changes and also acted as mediators of pedagogical concepts and vocabulary. CompendiumLD software was a helpful tool to graphically represent and share the prototyping of the activities and to help analyse the design process.
The Effect of Universal Design for Learning (UDL) Application on E-learning Acceptance: A Structural Equation Model
Authors: Al-Azawei Ahmed , Parslow Patrick , Lundqvist Karsten
Published: September 2017

Standardising learning content and teaching approaches is not considered to be the best practice in contemporary education. This approach does not differentiate learners based on their individual abilities and preferences. The present research integrates a pedagogical theory Universal Design for Learning (UDL) with an information system (IS) theory Technology Acceptance Model (TAM). It aims to examine the effectiveness of a technology-enhanced traditional web design course on blended e-learning acceptance and learner satisfaction in which UDL principles (multiple means of representation, action and expression, and engagement) were implemented. This casts some light on the role of addressing curricula limitations on learner perceptions and e-learning adoption. A mixed research design combining survey and action methods was followed. Overall, 92 undergraduate students took part in the study. The research instrument was validated first. Subsequently, partial least squares-structural equation modelling (PLS-SEM) was applied to identify the path associated among constructs used in the proposed framework. The extended model accounted for 45.4% and 41.6% of the variance of perceived satisfaction and behavioural intention respectively. The findings suggest that using educational technologies to address curricula limitations is a bridge to enhancing learner willingness to accept e-learning. 
Institutional Collaboration on MOOCs in Education—A Literature Review
Authors: Nortvig Anne-Mette , Christiansen René B
Published: September 2017

This literature review seeks to outline the state of the art regarding collaboration between educational institutions on Massive Open Online Courses (MOOCs) launched in Europe and in the US for the past 10 years. The review explores enablers and barriers that influence national institutional MOOC collaboration, and looks into how existing knowledge about institutional collaboration on e-learning can be used in MOOC collaboration. The review is based on a literature search in databases and on snowballing techniques. It concludes that collaboration on MOOCs can be advantageous in terms of ensuring quality and innovation in the common learning designs, and that—in order to succeed—such projects need strategic and institutional support from all partners involved. Moreover, the review points out barriers concerning the reluctance of individual institutions to engage in national collaboration due to fear of potential loss of their own national branding and the teachers’ hesitancy or passive resistance to new educational platforms and formats.
Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines
Authors: Najafi Hedieh , Rolheiser Carol , Håklev Stian , Harrison Laurie
Published: September 2017

Given that few studies have formally examined pedagogical design considerations of Massive Online Open Courses (MOOCs), this study explored variations in the pedagogical design of six MOOCs offered at the University of Toronto, while considering disciplinary characteristics andexpectations of each MOOC. Using a framework (Neumann et al., 2002) characterizing teaching and learning across categories of disciplines, three of the MOOCs represented social sciences and humanities, or “soft” MOOCs, while another three represented sciences, or “hard” MOOCS. We utilized a multicase study design for understanding differences and similarities across MOOCs regarding learning outcomes, assessment methods, interaction design, and curricular content. MOOC instructor interviews, MOOC curricular documents, and discussion forum data comprised the data set. Learning outcomes of the six MOOCs reflected broad cognitive competencies promoted in each MOOC, with the structure of curricular content following disciplinary expectations. The instructors of soft MOOCs adopted a spiral curriculum and created new content in response to learner contributions. Assessment methods in each MOOC aligned well with stated learning outcomes. In soft MOOCs, discussion and exposure to diverse perspectives were promoted while in hard MOOCs there was more emphasis on question and answer. This study shows disciplinary-informed variations in MOOC pedagogy, and highlights instructors’ strategies to foster disciplinary ways of knowing, skills, and practices within the parameters of a generic MOOC platform. Pedagogical approaches such as peer assessment bridged the disciplines. Suggestions for advancing research and practice related to MOOC pedagogy are also included.
Editorial
Authors: Santos Gildenir Carolino
Published: September 2017

A edição especial desta revista intitulada ―Tecnologias na Educação‖ traz em sua capa, elaborada por um profissional da área de design, a representação simbólica na figura do giz na sala de aula mixada, a tecnologia avançada por meio do computador, Internet e TV Digital, entre outros aparatos tecnológicos, vislumbrando numa única imagem, os anseios de educadores e outros profissionais sobre a perspectiva do desenvolvimento educacional nos dias atuais.
O TelEduc na Amazônia: a experiência a Universidade Federal de Rondônia
Authors: Brasileiro Tania Suely Azevedo , Ribeiro Marcello Batista
Published: September 2017

Este artigo tem como objetivo relatar a experiência da Universidade Federal de Rondônia – UNIR com o ambiente AVA TelEduc, destacando sua história, bem como a aceitação por alunos e professores das mais variadas disciplinas e cursos desta IFES, além de analisar questões de ordem mais técnica que a Plataforma TelEduc nos apresentou durante os anos em que o ambiente foi adotado como recurso didático-tecnológico nas atividades docentes desde a sala de aula universitária. Nossa experiência com este ambiente data de 2004 e, devido a problemas técnicos, somente volta a funcionar em nossa universidade em 2008, agora como parte de um projeto do Laboratório Didático-Pedagógico Multimídia – Labmídia. Em 2009/2010 o destaque foi a mudança de versão da 3.3.8 para 4.2.1 e adesão dos cursos do PARFOR. Alguns aspectos foram tomados como considerações desta experiência com o TelEduc: boa aceitação do ambiente como recurso tecnológico ao ensino presencial; mostrou-se um ambiente de fácil utilização e robusto; têm ferramentas de aprendizagem interativa que proporcionam aos alunos uma aprendizagem prazerosa; a ferramenta bate-papo pode ser melhorada quanto a inserção de recursos de áudio; o código fonte do TelEduc deve ser reescrito para substituir tags em desuso. Entretanto, o nosso maior desafio continua sendo vencer as dificuldades próprias de viver e trabalhar numa região como a Amazônia, distante de quase tudo, mas, ao mesmo tempo, grandiosa em suas possibilidades, e a adoção de ferramentas da Educação a Distância é estratégica para o desenvolvimento sustentável da região.
Tornando visíveis práticas invisíveis de professores de arte: narrativas autobiográficas
Authors: Kolb Rosvita
Published: September 2017

A disciplina de Prática de Ensino de Arte toma a atividade artística do licenciando como fonte de reflexão para a docência. Essa ação leva às seguintes questões: o processo de criação alimenta a prática docente? A prática docente influencia o processo de criação do artista-professor? Neste artigo, são apresentados resultados de uma pesquisa que tem como proposta analisar a prática artística e a prática docente de um grupo de professoras da educação básica. Buscamos indícios que revelam os caminhos que essas professoras têm construído ao longo de suas práticas como educadoras, artistas e pesquisadoras.
Editorial
Authors: Santos Gildenir Carolino
Published: September 2017

Ao iniciarmos mais uma edição da ETD – Educação Temática Digital, informamos que após 12 anos de existência, encaminhamos a ETD para análise nas principais bases de dados de indexação, consideradas pelas agências de fomentos como essenciais para a longevidade dos periódicos científicos. As bases destacadas são: Scopus (Elsevier) e ISI (Thomson); e reenviamos para a SciELO. Em relação à RedALYC, o processo está sendo finalizado e ainda no primeiro semestre de 2012 teremos uma posição para divulgar aos leitores e usuários da ETD – Educação Temática Digital.
Tecnologias e letramento digital: navegando rumo aos desafios
Authors: Silva Ivanda Martins
Published: September 2017

Computadores, celulares, redes sociais, ferramentas de pesquisa e interação on-line são recursos utilizados pelos alunos no mundo dinâmico da cibercultura. As tecnologias da informação e comunicação estão exigindo leitores e produtores de textos ainda mais participativos. Aos textos impressos, somam-se os hipertextos e os suportes eletrônicos, que demandam diferentes estratégias de leitura e escrita. Será que a escola consegue criar espaços para as práticas de letramento digital dos alunos? Os professores precisam aprender a gerenciar as tecnologias da informação e comunicação. Ensinar com e para o uso crítico das tecnologias é função primordial da escola no processo de inclusão digital. Nesse sentido, não basta apenas usar aleatoriamente as tecnologias, sem planejamentos ou objetivos claros, mas sim transformar as relações dos sujeitos com os suportes tecnológicos. O presente trabalho discute a inserção das tecnologias na escola e apresenta contribuições para repensar o planejamento didático, considerando a diversidade de recursos tecnológicos que os professores podem utilizar na organização de situações de aprendizagem que levem o aluno a aprimorar as práticas de letramento digital.
As tecnologias da informação e comunicação na educação: reprodução ou transformação?
Authors: Ramos Daniela Karine
Published: September 2017

A incorporação das tecnologias da informação e comunicação nos processos de ensinar e aprender requer um constante movimento de reflexões, questionamentos e discussões, pois seu potencial emancipador e de transformação implica repensar aspectos didáticos, dimensionar seus potenciais e suas fragilidades. Nesse sentido, este artigo apresenta a concepção das tecnologias aplicadas à educação, propõe reflexões sobre o papel das TIC na educação, problematiza as dimensões de espaço e tempo pedagógico, para então discutir o papel e a importância do planejamento na modalidade presencial e a distância.
Ambientes virtuais e redes: estética e socialidade
Authors: Hoffmann Daniela Stevanin
Published: September 2017

Este artigo propõe-se a apresentar dois ambientes virtuais, o AMADIS e o Orkut, a fim de estabelecer relações entre eles, tendo como apoio teórico os conceitos de estética e socialidade. O primeiro é um ambiente virtual de aprendizagem desenvolvido para fins pedagógicos; o segundo é um ambiente virtual que tem alcance mundial e agrega indivíduos por suas redes de interesses e amizades. O objetivo deste artigo é analisar o entrelaçamento entre teoria e algumas das características dos ambientes, suas semelhanças e distinções, a partir do estudo da formação de redes digitais suscitadas por influências estéticas. Foi realizado um estudo qualitativo comparativo estrutural entre os ambientes, colocando-os em paralelo, traçando analogias entre suas áreas, funcionalidades e possibilidades de ações dos usuários. Ao final do estudo e da argumentação, conclui-se que as redes de relações entre os conceitos-chave do estudo da correlação estética-socialidade (neotribalismo, corpo coletivo, ator-persona, espacialidade e pertença, de acordo com Maffesoli), estruturadas a partir do confronto entre as subdivisões dos ambientes, são rearranjáveis e recriáveis.