bluuebunny/crossref_metadata_2025 huggingface dataset:
What Twitter Will and Will Not Do: Theorizing About Teachers’ Online Professional Communities
Authors: Cho Vincent , Ro Jina , Littenberg-Tobias Josh
Published: November 2019

A growing hope is that Twitter and similar technologies will enhance teachers’ professional growth by allowing them to collaborate and support each other online. In this conceptual paper, we evaluate the potential of such claims, theorizing about the relationships among technologies, practice, and communities of practice. Specifically, we demonstrate how the concepts of materiality and sociomateriality can be applied toward understanding and researching teachers’ professional communities on Twitter. Materiality refers to the physical or digital components of a technology. Sociomateriality refers the social practices and contexts shaping one’s sense of a technology.
License to Drive, License to Learn. Promoting Policy for Safe and Innovative Social Networking Use Schools
Authors: Foulger Teresa S. , Ewbank Ann D. , Carter Heather L. , Reicks Pamela , Darby Sunshine
Published: November 2019

This article advocates for the use of social networking tools as a way for teachers and students to enrich learning possibilities. While some school systems resist the use of social networking tools for learning purposes, others are moving forward with this idea. There is clearly a need for policy that will guide the decision-making and pedagogical orientations of school administrators and teachers. The authors suggest that policy surrounding the use of social networking tools such as Facebook, Twitter, and Instagram take into account two equally important objectives: innovation and safety. They propose that educational institutions create policies that empower learners to strengthen their communication skills, expand global perspectives, and create unlimited networking capacity.
Teaching With Electronic Portfolios to Develop 21st Century Literacies
Authors: Meyer Elizabeth J. , Wade Anne , Abrami Philip C.
Published: November 2019

This article introduces an electronic portfolio, ePEARL, and how it has been used in classrooms to promote 21st century literacies. Using NCTE’s 21st Century Literacies framework, the authors provide examples of student work and classroom assignments to demonstrate how an electronic portfolio can support teachers integrating this framework and developing these skills in pedagogically meaningful ways.
Text-to-Speech Technology as Inclusive Reading Practice: Changing Perspectives, Overcoming Barriers
Authors: Parr Michelann
Published: November 2019

Many students struggle to read well enough to support learning in various areas of the curriculum. Drawing on an eight-month inquiry, with 28 grade five students, this article discusses text-to-speech technology as an inclusive reading practice that allows students entry into their literacy communities, access to a variety of texts, and enhanced meaning making. It seeks to illuminate concerns and questions teachers, students, and parents might have with regard to the use of text-to-speech technology.
Teaching With Portals: the Intersection of Video Games and Physics Education
Authors: Pittman Cameron
Published: November 2019

The author, a high school physics teacher, describes the process of teaching with the commercial video game Portal 2. He gives his story from inception, through setbacks, to eventually teaching a semester of laboratories using the Portal 2 Puzzle Maker, a tool which allows for the easy conception and construction of levels. He describes how his students used the Puzzle Maker as a laboratory tool to build and analyze virtual experiments that followed real-world laws of physics. Finally, he concludes with a discussion on the current and future status of video games in education.
Lest We Forget: Mixing Traditional and Digital Learning in the History Classroom
Authors: Russell Matthew
Published: November 2019

This paper presents an experience of integrating digital technology with traditional historical research in a grade 11 history classroom. Students researched First World War soldiers from western Quebec using online databases and archival sources and presented their research using a Wordpress blog and Google Earth. Students built their sense of historical consciousness by connecting to the past of their community and developing disciplinary skills such as using primary sources. Throughout the project, students were engaged in the authentic task. The success of the project indicates that teachers should be encouraged to use more digital technology in the history classroom.
Knowledge Building and Knowledge Forum: Getting Started With Pedagogy and Technology
Authors: Tarchi Christian , Chuy Maria , Donoahue Zoe , Stephenson Carol , Messina Richard , Scardamalia Marlene
Published: November 2019

Knowledge Building provides a model of education for a knowledge age—a model of collective responsibility for idea improvement. This article provides two examples of getting started with the pedagogy and the technology, one from Senior Kindergarten, with students working together to understand why leaves change color in the fall, and the other from Grade 1, featuring explorations of the water cycle. In addition to the classroom work that is reported, commentary on school practices from a Librarian-Technology coordinator and Vice Principal are included to provide a broader school perspective on the work presented in this article.
Portraits of Home: Working in Community Daycare Homes in New Brunswick
Authors: Scheffel Tara-Lynn
Published: November 2019

Part of a larger project involving the design and implementation of a first-time curriculum framework for early childhood care and learning in New Brunswick, this paper highlights the stories of Canadian early childhood educators working in home-based daycares. In particular, a common theme of "sense of place" is discussed in relation to four portraits that are presented in this article: (1) Home as Survival, (2) Transition to Home, (3) Home as Transition, and (4) Coming Home. Through each portrait, the role of life changes and transitioning towards new beginnings is discussed, along with possibilities and constraints for ongoing discussion and reflection.
Regulating Early Childhood Mathematical Provision: An Exploration Across the Sectors
Authors: Walshaw Margaret
Published: November 2019

Effective mathematics provision is a central goal within Early Childhood Education. However, the choices that teachers make within Centers and new entrant classrooms are influenced by deeper understandings about the kinds of arrangements that allow young students to enhance their learning. This paper explores similarities and differences with respect to the practices and processes in Early Childhood Centers and in new entrant classrooms. Drawing on Foucauldian concepts, the analysis reports that practices and processes were at odds across the two sectors. The challenge is to offer young learners a more seamless mathematical experience.
Commentary: Reflections on a Career Devoted to the Integration of Handicapped Children
Authors: Hulme Karen
Published: November 2019

In this interview, retired educator Karen Hulme recounts how her interest in working with disabled children began at age six, a passion that led her to become a camp counsellor in her late teens at the School for Crippled Children. Next, she discusses her 42-year career at the Mackay Centre School, and some of the early initiatives that were in place to not only help integrate handicapped children into regular schools, but also introduce regular kids into the Mackay Centre—a process called "reverse integration." She talks about the "Circle of Friends," a school program that promotes social interactions, facilitates awareness, and breaks down barriers between students with and without disabilities. Lastly, she discusses the importance of educators in leadership positions to "… know who these kids are, what their needs are, and what their parents’ needs are …"
Using Universal Design for Learning to Construct Inclusive Science Classrooms for Diverse Learners
Authors: Baurhoo Neerusha , Asghar Anila
Published: November 2019

This article illuminates academic barriers that students with learning disabilities (LD) face in their science classrooms and the ways in which the Universal Design for Learning (UDL) framework can offer practical ways to promote cognitive access to science education. This article also examines current research on intervention-based practices for students with LD in science classrooms. Drawing on the UDL model, the authors offer a framework for science teachers and practitioners to integrate inclusive practices in their teaching for diverse learners.
A Whisper of True Learning
Authors: Daniels Belinda C.
Published: November 2019

In this article, I describe my journey to develop my Indigenous teacher identity, and I explore constructs that either diminished or enhanced my identity development within the experiences of formal and non-formal learning. I narrate a pivotal moment in my teaching career that made me question what kind of teacher I was going to be. It was a "whisper of true learning" that awakened the depths of my nêhiyâw identity. It made me realize that I had forgotten who I was and, at the same time, that it was my responsibility to remember where I came from for the benefit of my students.
Project Capabilities and Adults With Intellectual Disabilities: Towards Effective Interviewing for a Better Social Participation
Authors: Corona Stefanie , Hannum Christina , Davidson Ann-Louise
Published: November 2019

This practice-based paper presents a series of tips and techniques for interviewing for a better social participation. While we worked on Project Capabilities, we learned valuable lessons we wished to share with practitioners and researchers who work within an inclusive perspective. We argue that qualitative interviewing requires skillful means that are not always an integral part of research preparation, and we share tips and techniques that we developed throughout the process. As we collected the qualitative data through one-on-one interviews, and taught participants to selffilm using iPads, we found that traditional interviewing techniques were too rigid to engage with people living with an intellectual disability. Instead, we used a blend of motivational interviewing and collaborative inquiry techniques, and built rapport with the participants through online social networking. Mobile technologies were also used to build rapport, empowering participants and allowing non-intrusive filming of interviews.
Attending to Highly Sensitive Children in the Classroom
Authors: Hollands Mandy
Published: November 2019

Through the storied experiences of a Highly Sensitive Child (HSC), the author creates a picture of what High Sensitivity is and how it impacts children in the classroom. Discussion focuses on attending to the needs of highly sensitive children, specifically addressing friendship, environment, discipline, stimulation, and reciprocal learning relationships. The author makes visible why it is important to create a classroom life that meets the needs of highly sensitive children and theorizes that, in doing so, the bar for attending to the wellness of all children will be raised. This article begins a conversation about highly sensitive children in the classroom, something not currently being addressed in educational literature.
Literacies, Leadership, and Inclusive Education: Socially Just Arts-Informed Eco-Justice Pedagogy
Authors: Kulnieks Andrejs , Young Kelly
Published: November 2019

In this article we outline the primary tasks of eco-justice education with a focus on identifying diverse cultural methods for understanding inclusion both theoretically and in educational practices. Eco-justice education involves a critical cultural and linguistic analysis of the interrelatedness of the social and ecological crises. It is through artsinformed eco-justice education practices that we are able to outline the importance of the benefits of dwelling in a learning garden. We offer specific examples of how to enact an eco-justice education curriculum in order to foster the development of eco-social inclusive habits of mind in teacher education.
Unbundling Stories: Encountering Tensions Between the Familial and School Curriculum-Making Worlds
Authors: Swanson Cindy
Published: November 2019

This paper is an autobiographical narrative inquiry into lived experiences in home and school places. Drawing on Huber, Murphy, and Clandinin’s (2011) reconceptualization of curriculum making as occurring in two worlds (Lugones, 1987), the author explores the tensions that existed between her early familial curriculum-making world and her school curriculum-making worlds. Inquiring into the embodied tensions she carries, the author recognizes how she privileges school curriculum making over familial curriculum making in schools, and wonders of the costs to the children she teaches, as well to herself in doing so.
Commentary: Looking Back at a Landmark Study About Why Teachers Matter
Authors: Pedersen Eigil
Published: November 2019

A researcher in education usually asks questions, selects a random sample, conducts an experiment, and publishes the findings. However, my questions arose from my actual experiences, first as a pupil, and later as a teacher in an elementary school located in a Montreal slum. Examination of the pupils’ permanent record cards indicated that their IQs typically changed between grades three and six. Moreover, the records showed that the efforts of Miss A had not only resulted in the significantly higher IQs of her pupils compared to those of other grade one teachers, but years later, interviews of the same individuals also indicated higher rankings with respect to their subsequent adult status.
Commentary: Are You Experienced?
Authors: Pinar William F.
Published: November 2019

Educational experience, I suggest, depends on having embodied experience from which one can learn. What can one learn from virtual experience? One can acquire information online, but can one craft that personal practical knowledge that derives from being experienced? That ongoing project requires that information be worked through—idiosyncratically—incorporating the new into one’s prior knowledge and emotional-intellectual gestalt, thereby cultivating the capacity for (situation-specific) judgment. Despite policymakers’ insistence that technology structure almost every classroom experience, many educators appreciate that their subjective presence is prerequisite to social learning. These facts and convictions inform this brief commentary on "experience."
Commentary: The Key to Arts Education: First Inspire the Teachers
Authors: Wilson Michael
Published: November 2019

In this interview, Michael Wilson describes the focus of his work with generalist teacher candidates as motivating them to want to teach the arts. He does this by creating situations where the candidates can experience their creative or aesthetic nature. Dr. Wilson explains that the teachers have to believe that the experience itself is important, before they will want to have those kinds of experiences with their students. Another important concept he discusses is the idea that students have to be emotionally ready to learn and that part of the teacher’s role is to nourish that emotional readiness. He goes on to explain that many approaches that have been used in arts education for some time are now becoming more recognized in education in general.
What Lies Beneath: Exploring Experiences of Faculty Learning From Informal Relationships
Authors: Benoit Anne
Published: November 2019

Programming to enhance teaching on college campuses often aligns with learning models that privilege formal and structured learning activities. This qualitative study explores the informal relational learning experiences of a small sample of faculty members in the Northeast United States. Participants’ stories emphasize the relational nature of informal learning interactions which have the potential to result in perspective change. The findings highlight the value of trusting, ongoing interpersonal interaction and dialogue for meaningful faculty learning.
Taking Action in Teacher Education: Social Studies as a Means of Cultivating Engaged Citizenship
Authors: Christou Theodore Michael
Published: November 2019

Social Studies was introduced into the Ontario curriculum in 1937, integrating history and geography, but also various matters pertaining to law, government, and civics, as a means of focusing students’ attention on the world around them thoughtfully and critically. Informed by the past, students were directed to gaze upon the future and to take action within their communities. Civic engagement and Social Studies were very closely linked. This essay argues that Social Studies education has a particular role to play in teacher education, as a medium of cultivating meaningful experiences relating to contemporary life and as a means of exploring the disciplinary roots of the subject. Teacher education is explored as a site for "take action" projects, which relate citizenship, historical thinking, and social action.
The Ups and Downs of a French Immersion Kindergarten Teacher: My Journey Toward an Inquiry-Based Approach to Teaching
Authors: Fortier Paula
Published: November 2019

Drawing on her lived experiences, and using the metaphor of a Snakes and Ladders game, the author reflects on her teacher practice related to using an inquiry approach in her French Immersion Kindergarten classroom. Looking backward while moving forward in time, she makes visible her process of change, foregrounding how her beliefs about children, teaching, and learning—her educational philosophy—paired with a new understanding of learning theories—in particular, constructivism—shape a pedagogical approach centered in inquiry-based learning. She stories her move from being structured and teacher-directed in her pedagogical approach to embracing an emergent curriculum and a student-centered pedagogy.
A Belizean Education: Learning From an International Field Experience
Authors: Robinson Daniel B. , Bell Rebecca
Published: November 2019

Although field experiences may be staple features of teacher education programs, international field experiences are still growing in popularity. This is particularly true at our university, where international field experiences are still very much in their infancy. As such, this article describes a recently completed international field experience. More specifically, a selection of a pre-service teacher’s reflections—focused upon preconceptions, observations, professional change/growth, and personal change/ growth—are shared and explored. Given that international field experiences are still relatively new within many teacher education programs, and are irregularly offered or altogether absent within others, we hope that our account of learning through such an experience will prove informative and educative to others.
Commentary: Living Your Values in Your Practice
Authors: McBride Judith
Published: November 2019

In this interview, Judith McBride describes how she first became interested in teacher research as a graduate student and how a summer school course with influential educator Jack Whitehead propelled her through a "huge transformation" that changed the way she taught and the way she thought about teaching. She was involved in teacher research during her career as a high school teacher and was instrumental in guiding other teachers in action research and narrative inquiry. Now retired from teaching, she continues to contribute to this field in a variety of projects and shares her advice to teachers who wish to research their own practice.
Commentary: A Candid Look at Teacher Research and Teacher Education Today
Authors: Zeichner Ken
Published: November 2019

In this interview, Ken Zeichner describes the current changes and trends in teacher education and examines the university’s role in providing teachers with the necessary skills and knowledge. He advocates a model where the university, community, and school work together as partners to give teachers a more diversified set of knowledge and skills. This type of teacher education can be situated in the university, but it may be more effective if it takes place "outside of the bureaucracy and budget of both the university and the school system." Dr. Zeichner sees teacher research as a critical part of teacher development and firmly believes that each teacher should adopt an inquiry stance, where research is part of the practice rather than a separate activity. In conclusion, he states that, "…the old traditional forms of university-based teacher education…are not going to survive."
Do Not Go Gentle Into Practitioner Inquiry
Authors: Currin Elizabeth
Published: November 2019

Teacher researchers live at the overlap of theory and practice, consciously inhabiting dual worlds of thought and action. Using a poetic form, the author reflects on her roles as both teacher and student to comment on the pleasurably paradoxical structure and freedom involved in the inquiry process. By explaining the creation of her ode to practitioner inquiry within the parameters of the villanelle form, she embraces the significance of the process alongside the product, valuing both elements as vital for truly reflective practice.
Utilizing Retrospective Miscue Analysis Strategies With Fifth Grade Readers: Focus on Comprehension
Authors: Haling Linda , Spears Rebecca
Published: November 2019

The purpose of this action research endeavor was to change the culture of an accuracy view of reading to one of comprehension in a fifth grade classroom. The goal was to establish a common vocabulary and to revalue the process of reading. A constant comparative method of data analysis was used throughout the study to observe changes in students’ view of reading and use of miscue vocabulary. By the end of this study, students actively monitored comprehension, rather than trying to produce an oral reading event with 100% word accuracy.
Teachers and Parents: Learning From Each Other Through Home Visits
Authors: Heinrichs Jennifer
Published: November 2019

Using a narrative inquiry approach, the author examines how children, teachers, and parents benefit from the practice of conducting home visits. The author reflects on her own research and practice and imagines possibilities for enhancing parent engagement through home visiting. Central to this paper is how the knowledge gained from families through home visits can be used to enrich curriculum and create an inclusive learning environment in the classroom. Suggestions on how to help break down the barriers teachers and administrators face in planning for and conducting home visits are discussed.
Empathy in the English Classroom: Broadening Perspectives Through Literature
Authors: Jamieson Alanna
Published: November 2019

This paper investigates a novel study of Dickens’ Oliver Twist, used as a platform through which to discuss empathy and to promote deeper understanding with 18 grade eleven students in an English Language Arts classroom. Students’ experiences, perceptions, emotions, and relationships as they read, discuss, and write about the novel were explored through the use of narrative inquiry. The data, gathered through interviews, classroom writing samples, and field notes, provided rich examples of empathetic responses and insightful thinking by students.
Opening Up to Student Voice: Supporting Teacher Learning Through Collaborative Action Research
Authors: Nelson Emily
Published: November 2019

Student voice is promoted increasingly as a vehicle to enhance student learning and improve schools. Whilst the need for amplifying neglected student perspectives in learning and improvement processes is well established, supporting teachers to learn from students has received less attention. The author argues that collaborative action research supports teachers to engage with their students as decision-making partners in the classroom and to learn from them about effective pedagogy at the same time. The approach provides reflective spaces for teachers to notice and challenge takenfor-granted roles and practices, and to address expectations on their work sometimes contradictory to their student voice goals.
Twitter in a Bachelor of Education Course: Student Experiences
Authors: Preston Jane P. , Jakubiec Brittany A. E. , Jones Julie , Earl Rachel
Published: November 2019

The purpose of this article is to describe student experiences when incorporating Twitter into a Bachelor of Education (BEd) course. Data for this participatory action research were gathered from eight first-year BEd students who provided written answers to 16 open-ended questions and participated in two focus group interviews. Findings indicated that, after participants completed a Twitter assignment, their views of Twitter and its applicability in educational realms changed. Analyzed through the emerging concept of new pedagogy, the Twitter experience enhanced collaboration and communication between student and the instructor. An implication is that if BEd students are to effectively incorporate technology into future kindergarten to grade 12 classrooms, they need to experience digital literacy during undergraduate courses.
Con Aprecio / With Appreciation: Pushing Beyond the Boundaries of Possibility in Educational Professional Development
Authors: Connery M. Cathrene
Published: November 2019

The need for relevant, continuous, and restorative professional development is evident at all levels of teacher education. As teachers teaching teachers and educators educating educators, we aspire to implement meaningful, sustaining, learning experiences that make a difference in the lives of children, families, educators, and communities. This reflective testimony calls us to consider the funds of knowledge and example of our colleagues in the tireless quest to embody and enact civil rights law, and move beyond the boundaries of possibility in educational professional development to actualize educational equity and social justice.
A Narrative Conception of Professional Development as a Nested Community
Authors: Kubota Hiroko , Menon Jinny , Redlich-Amirav Dorit , Saleh Muna
Published: November 2019

Thinking narratively (Clandinin, 2013), we inquire into our ongoing personal and professional development within the shaping of a nested community. By traveling to diverse worlds (Lugones, 1987), we attend to some of our stories to live by (Connelly & Clandinin, 1999) and illuminate how living and telling stories within our community shapes and reshapes who we are and are becoming as narrative inquirers. Holding tensions and possibilities close, we create(d) a space where we can be ourselves and can personally and professionally learn alongside one another. It is both a safe space of coming home and starting new journeys.
Commentary: Urban Arts Pedagogy at James Lyng High School
Authors: Proietti Melissa
Published: November 2019

Melissa Proietti is a PhD student at McGill University as well as a youth worker and street art coordinator at James Lyng High School in Montreal. In this interview, she describes an urban arts pedagogy project at the school. In its rst year, the students, in collaboration with McGill and various community groups, created a gallery space in the school and held their rst exhibit. Ms Proietti talks about the advantages of incorporating urban arts in the school curriculum and the lessons she learned from working with students on the project.
"Designerly" Ways of Reading: Insights From Reader Response in Drama for Enriching the "A" in Language Arts
Authors: Bogard Treavor
Published: November 2019

In this interpretive case study of reader response in drama, a drama troupe is the context for illuminating how young actors read in "designerly" ways; that is, how their reading processes facilitated constructive, solution-focused thinking in their development of characterizations. By examining the nature of reader response in the drama troupe, I hope to help educators understand how design thinking occurred as an aesthetic reading practice and consider ways in which design thinking can be cultivated in the language arts classroom. I argue that design thinking inspires the young to engage the imagination, practice teamwork, and take risks as they work to make their visions real. Perhaps most importantly, I contend that design thinking can help prepare the young for facing complex and highly ambiguous problems characteristic of 21st century participatory cultures.
Transition From Primary to Secondary School Through Visual Arts Education
Authors: Christopoulou Martha
Published: November 2019

Moving from primary to secondary school is a major challenge. This article presents the concept of educational transition, makes a case for its relationship with identity formation, and discusses its e ects on students’ academic achievement, social adjustment, and self-concepts. It explores the role of art and creativity to foster resilience and presents an example of how visual arts were used to help students negotiate and reframe transition. It concludes with further practical considerations for art education with the hope that visual arts can play a critical role in ensuring that students successfully meet the challenges along the way to secondary school.
Performing Leadership: John Cage’s 4’33" Reprise
Authors: Fels Lynn
Published: November 2019

This narrative article describes key moments of meaningful encounters and learning through performative inquiry as university students and their professor engage in creative play and inquiry. What emerges is an understanding of how leadership might be performed, by students, by teacher within the classroom, within our lives. The rst performative inquiry experienced by the class and teacher occurs within the opening minutes of the rst day of class. Learning arrives through creative engagement and re ection, as students engage in creating one-act plays. An understanding and practice of reciprocal leadership, as conceptualized and experienced by author and students through their work together, invites us to reimagine ourselves in relationship and action with each other. Who we are in leadership, and how we come to understand performative inquiry as an emergent journey of collaborative learning through embodied creative action, dialogue, and re ection, is the heart of our exploration.
Re-locating the Self: Portraiture for Teacher Professional Growth
Authors: Hancheruk Heather , McBride Judith , Witczak Kristen
Published: November 2019

In this article, three teachers at various career-stages describe the process and share evidence of artful exploration and engagement through self-portraiture (Lawrence- Lightfoot & Ho mann Davis, 1997). The development of performance, poetic, and visual renderings of self proves empowering and transformative. Insights are gained through public presentation of portraits and involvement with colleagues as they create their own portrayals. Using literary métissage (Hasebe-Ludt, Chambers, & Leggo, 2009) to braid voices across locations, emergent issues of vulnerability, community, and the possible contribution of teacher inquiry to knowledge of teachers, teaching, and learning are discussed.
Hubungan Dukungan Keluarga Dan Aktifitas Sosial Terhadap Kemandirian Dalam Pemenuhan Activity Daily Living Pada Lansia Yang Menderita Diabetes Militus Tipe Ii Di Puskesmas Rawat Inap Mariat
Authors: Logaritma Ryan Y.Z , Lopulalan Oktovianus
Published: November 2019

Abstrak: Hubungan Dukungan Keluarga Dan Aktifitas Sosial Terhadap Kemandirian Dalam Pemenuhan Activity Daily Living Pada Lansia Yang Menderita Diabetes Militus Tipe II Di Puskesmas Rawat Inap Mariat.Diabetes Mellitus (DM) adalah penyakit degeneratif yang terus meningkat prevalensinya di seluruh dunia dan sebagian besar tergolong DM tipe 2. Peningkatan kasus DM tersebut sebagai akibat perubahan gaya hidup dan pola makan masyarakat. Pada penelitian ini diteliti hubungan antara dukungan keluarga dan aktifitas sosial dengan kejadian DM tipe 2. Penelitian ini menggunakan pendekatan kuantitatif dengan desain cross sectional. Penelitian ini dilakukan pada para lansia di Puskesmas Rawat Inap Mariat. Tujuan Penelitian : untuk mengetahui hubungan dukungan keluarga dan aktifitas sosial dengan kemandirian dalam pemenuhan activity daily living (ADL) pada lansia yang menderita Diabetes Militus. Penelitian ini menggunakan metode cross sectional. Teknik pengambilan sampel yang digunakan adalah total sampling dengan sample sebesar 31 orang. Di analisis menggunakan uji chi squard dengan α= 0,05. Hasil uji statistic menggunakan chi squard diperoleh p value= 0.000 untuk dukungan keluarga dan p value= 0.014 untuk aktifitas social. Ada hubungan antara dukungan keluarga dan aktifitas sosial terhadap kemandirian dalam pemenuhan activity daily living pada lansia yang menderita Diabetes Militus.

 

Kata Kunci : Lansia, dukungan keluarga, aktifitas sosial, kemandirian, Diabetes Militus
FAKTOR- FAKTOR YANG BERHUBUNGAN DENGAN KEJADIAN ANEMIA PADA REMAJA PUTRI
Authors: Harahap Novy Ramini
Published: November 2019

Pendahuluan; Anemia adalah kondisi dimana jumlah sel darah merah atau hemoglobin kurang dari normal atau turunya kadar sel darah merah/hemoglobin dalam darah. Tujuan; untuk mengetahui faktor-faktor yang berhubungan dengan kejadian anemia pada remaja putri di SMP Negeri 8 Percut Sei Tuan Kabupaten Deli Serdang Tahun 2018.  Metode; jenis penelitian ini bersifat survei analitik dengan pendekatan Cross sectional.Populasi yang digunakan dalam penelitian ini sebagai subjek kasus adalah remaja putri SMP Negeri 8 Percut Sei Tuan Kabupaten Deli Serdang tahun 2018 berjumlah 188 orang dan sampel dalam penelitian  berjumlah 65 sampel. Hasil; penelitian menunjukkan bahwa terdapat hubungan yang signifikan dengan kejadian anemia pada remaja putri di SMP Negeri 8Percut Sei Tuan adalah pengetahuan (p=0,037), pendapatan orangtua (p=0,017), status gizi (p=0.009) dan menstruasi (p=0,000). Sedangkan variabel yang tidak berhubungan secara signifikan adalah tingkat pendidikan orangtua (p=0,339).Kesimpulan; dari hasil penelitian, saran yang dapat diajukan adalah hendaknya hasil penelitian ini dapat dijadikan salah satu pertimbangan dalam upaya penanggulangan dan pencegahan anemia pada remaja putri.
Karakteristik Kejadian Pengabaian Lansia Pada Keluarga Di Puskesmas Harapan Raya Kecamatan Bukit Raya Kota Pekanbaru
Authors: Ezalina Ezalina
Published: November 2019

Saat ini jumlah lansia di Indonesia mencapai 22,6 juta jiwa atau 8,75%, melebihi angka 7% dari indikator wilayah berstruktur tua yang ditetapka WHO. Meningkatnya populasi lansia di Indonesia perlu diperhatikan bagaimana pengasuhan lansia oleh oleh keluarga, hal ini karena meningkatnya junlah lansia berpacu dengan penyakit dan masalah yang menyertai lansia sehingga diperlukan kepedulian keluarga sebagai pelaku rawat (care giver) dalam menjalankan proses care giving agar lansia tidak terabaikan.

Tujuan penelitian adalah untuk mengetahui karakteristik lansia ditinjau dari segi umur, pendidikan, jenis kelamin, kepemilikan asuransi dan tempat tinggal, dan angka kejadian kasus pengabaian lansia ditinjau dari pengabaian fisik, pengabaian psikologis, dan pengabaian finansial.

Metode penelitian: rancangan penelitian menggunakan metode deskriptif. Data dikumpulkan melalui wawacara lansung kepada lansia dengan menggunakan kuesioner yang terdiri dari umur, pendidikan, jenis kelamin, pekerjaan, kepemilikan asuransi dan tempat tinggal. Populasi adalah seluruh lansia berusia 60 tahun yang berkunjung ke Puskesmas Harapan Raya dengan jumlah 100 orang melalui teknik accidental sampling. Pengolahan data menggunakan computer. Analisis yang digunakan adalah univariat melalui distribusi frekwensi.

Hasil penelitian didapatkan 60% lansia berusia 60-74 tahun, 63% berjenis kelamin perempuan, 63% lansia tidak bekerja, 51% lansia tinggal bersama anak, dan 60% lansia mempunyai asuransi. Ditinjau dari pengabaian lansia didapatkan 39% lansia mengalami pengabaian fisik, 46% lansia mengalami pengabaian psikologis, dan 29% lansia mengalami pengabain financial.

Rekomensi penelitian yaitu perlu dilakukan penelitian lanjutan untuk mencari faktor faktor yang menyebabkan lansia terabaikan di keluarga serta pemberian pelatihan kepada keluarga untuk mencegah pengabaian lansia melalui model caring elderly.
Hypertension Relationship with The Incidence of Cataract in The Elderly in The Eye of dr. M. Yunus Bengkulu Hospital
Authors: Rahmawati Ida , Juksen Loren , Ishan Putra Jopi
Published: November 2019

Cataract is eye disease which can cause low vision and blindness. Blindness cases are highest in Indonesia and in the World due to cataract. Cataract could be happened because of degenerative factors that can be influenced by aging. Hypertension is either degenerative disease due to free radicals and decrease in antioxidant so that, can increase of lens opacity.This research aims to know the relationship between hypertension on elderly in Outpatient Eye Care Dr. M Yunus Hospital, Bengkulu Province, years 2018. This technic research used cross sectional. The subject in this research is all of elderly with cataract who getting  treatment in Outpatient Eye Care Dr. M. Yunus Bengkulu. The sampling technique uses proportional systematic sampling, obtained 90 respondents. Statistical tests using chi-square (X2). To determine the closeness of the relationship using Contingency Coefficient (C). The result of this research obtained; a) there were 29 respondents (32.2%) with hypertension and 61 respondents or 67.8% without hypertension; b) there were 27 respondents (30.0%) with mature cataract and 63 respondents or 70.0% with immature cataract. The result of Chi Square Analysis obtained p= 0.279 < α = 0.05 meaning there is no relationship between hypertention and cataract
The Interstellar Object ’Oumuamua as a Fractal Dust Aggregate
Authors: Flekkøy Eirik G. , Luu Jane , Toussaint Renaud
Published: November 2019

The first known interstellar object ’Oumuamua exhibited a nongravitational acceleration that appeared inconsistent with cometary outgassing, leaving radiation pressure as the most likely force. Barring the alien lightsail hypothesis, an ultra-low density due to a fractal structure might also explain the acceleration of ’Oumuamua by radiation pressure. In this Letter we report a decrease in ’Oumuamua’s rotation period based on ground-based observations, and show that this spin-down can be explained by the YORP effect if ’Oumuamua is indeed a fractal body with the ultra-low density of 10−2 kg m−3. We also investigate the mechanical consequences of ’Oumuamua as a fractal body subjected to rotational and tidal forces, and show that a fractal structure can survive these mechanical forces.
SMILE, Topography-Guided LASIK, and Wavefront-Guided LASIK: Review of Clinical Outcomes in Premarket Approval FDA Studies
Authors: Schallhorn Julie M. , Seifert Stefanie , Schallhorn Steven C.
Published: November 2019

PURPOSE:

To review clinical outcomes of the U.S. Food and Drug Administration premarket approval (PMA) studies of the three recently approved refractive surgery platforms for the correction of spherocylindrical myopia.

METHODS:

Clinical outcomes and vector analysis of astigmatism were reviewed and compared between wavefront-guided laser in situ keratomileusis (LASIK) (WFG group) (STAR S4 IR with iDesign aberrometer; Johnson & Johnson Vision Care, Inc., Santa Ana, CA), topography-guided LASIK (TOPO group) (Allegretto Wave Eye-Q laser; Alcon Laboratories, Inc., Fort Worth, TX), and small incision lenticule extraction (SMILE group) (VisuMax laser; Carl Zeiss Meditec AG, Jena, Germany).

RESULTS:

The number of eyes included was 304, 249, and 334 for the SMILE, TOPO, and WFG groups, respectively. The WFG group had the highest preoperative spherical equivalent refraction (−6.21 ± 2.78 diopters [D]), followed by the SMILE (−5.39 ± 2.30 D) and TOPO (−4.61 ± 2.43 D) groups. At 6 months postoperatively, 83.7%, 88.9%, and 82.6% of eyes in the SMILE, TOPO, and WFG groups, respectively, had uncorrected distance visual acuity (UDVA) of 20/20 or better. SMILE showed slower visual recovery at early postoperative examinations, whereas the WFG group had a decrease in UDVA over time due to refractive regression. The mean refractive cylinder changed from −1.53 ± 0.70 D preoperatively to −0.22 ± 0.33 D at 6 months postoperatively in the SMILE group, −1.19 ± 1.23 to −0.19 ± 0.30 D in the TOPO group, and −1.77 ± 1.65 to −0.33 ± 0.36 D in the WFG group. With all three procedures, undercorrection of refractive cylinder was seen with increasing attempted correction.

CONCLUSIONS:

All three procedures demonstrated excellent outcomes, considering differences in attempted correction between studies. No obvious superiority of one technique over the others was found in astigmatic correction.

[
J Refract Surg
. 2019;35(11):690–698.]
Complications and Explantation Reasons in Intracorneal Ring Segments (ICRS) Implantation: A Systematic Review
Authors: Bautista-Llamas María-José , Sánchez-González María Carmen , López-Izquierdo Inmaculada , López-Muñoz Alfredo , Gargallo-Martínez Beatriz , De-Hita-Cantalejo Concepción , Sánchez-González José-María
Published: November 2019

PURPOSE:

To review the intraoperative and postoperative complications after intracorneal ring segment implantation and to report the explantation rate among the available scientific literature.

METHODS:

Three different databases (PubMed, Web of Science, and Scopus) were assessed from January 1995 to June 2019. The keywords used were: ring, rings, ICRS (intracorneal ring segments), segment, segments or Intacs, complication, explantation, explanted, retired, and removal.

RESULTS:

The selection process of this systematic review study is described in a flow diagram. A total of 39 studies published between 1995 and 2019 were included. Sixteen studies were case reports, 21 were case series studies, and 2 were chart analysis works. This study enrolled 1,946 participants, and 2,590 eyes were included. The postoperative complications described in most studies included migration, ring extrusion, corneal thinning, corneal melting, and some type of infective keratitis. These complications together with glare, halos, fluctuating vision, neovascularization, foreign body sensation, or pain represented most of the causes. The percentage rate of explantation ranged from 0.5% up to 83.3%. If we analyze those articles with a high number of implantations (2,124 eyes), an explantation rate between 0% and 1.4% was obtained.

CONCLUSIONS:

The complication rate and explantation ratio in segments of the intracorneal ring segments analyzed in the available scientific literature are minimal. Therefore, patient selection, surgery planning, and postoperative follow-up are critical to the success of surgery.

[
J Refract Surg
. 2019;35(11):740–747.]
A New Approach to Comprehensive Growth and Nutrition Assessment in Children
Authors: Sentongo Timothy
Published: November 2019

A new approach to comprehensive growth and nutrition assessment of infants, children, and adolescents that is etiology based and relatively simple to implement is now available. It encompasses five domains: anthropometry (growth measurements), assessment of change in growth (growth dynamism), duration of the growth abnormalities, etiology of the nutritional imbalance, and impact of the nutritional state on functional outcomes. Its increased use will help to standardize the screening, diagnosis, and documentation of malnutrition in both ambulatory and hospitalized patients.

[
Pediatr Ann
. 2019;48(11):e425–e433.]
Du lac Tchad à la Mecque
Authors: Dewière Rémi
Published: November 2019

Rebattons les cartes. Le Sahara est au Nord. Son rivage, le Sahel, coupe l’Afrique en deux, de l’Atlantique à la mer Rouge. En son centre, le lac Tchad est le lieu de rencontre de migrants, transhumants, marchands et pèlerins venus des quatre coins du continent. Cette région, plus connue aujourd’hui pour les exactions de Boko Haram, fut à l’époque moderne un carrefour majeur dans les échanges économiques, humains et culturels du Sahel et du Sahara, jusqu’à la Méditerranée. C’est là que, à la croisée du Niger, du Nigeria, du Tchad et du Cameroun actuels, la dynastie des Sefuwa pose les bases d’un État islamique puissant : le sultanat du Borno. Parcourant et organisant leur territoire, entreprenant au péril de leur vie le pèlerinage à La Mecque, les sultans du Borno s’affirment aux xvie et xviie siècles comme des interlocuteurs essentiels dans le monde musulman.

Un imam de la cour, Aḥmad b. Furṭū, nous a livré un témoignage exceptionnel de ce chapitre de l’histoire de l’Afrique, à travers le récit des quinze premières années du règne du sultan Idrīs b. ‘Alī (1564-1596), plus connu sous le nom d’Idrīs Alawma. Loin des idées reçues, son témoignage donne un éclairage saisissant sur le fonctionnement d’un état sahélien à l’époque moderne et sur ses relations avec le monde qui l’entoure. C’est en embrassant son regard et en prenant en compte les dynamiques environnementales, sociales et politiques que cet ouvrage cherche à redonner au sultanat du Borno sa place dans le monde, du lac Tchad à La Mecque.
L'invention du cadi
Authors: Tillier Mathieu
Published: November 2019

Le cadi est une figure emblématique des sociétés musulmanes prémodernes. Savant, juge, administrateur de biens, il incarnait plus que toute autre institution le règne d’un ordre social fondé sur les préceptes de l’islam. Les anciens développements de la judicature musulmane, aux VIIe et VIIIe siècles, demeurent pourtant empreints de mystère. Comment rendait-on la justice aux premiers temps de l’Islam, avant que le droit musulman n’acquière les structures pérennes offertes par les écoles juridiques classiques ? Est-il possible de retracer les étapes de développements régionaux ? Quel rôle le pouvoir et les savants jouèrent-ils dans la formation de l’institution ? En quoi la judicature musulmane est-elle liée aux autres systèmes judiciaires de l’Antiquité tardive ou des débuts de l’Islam ?

Mathieu Tillier livre ici les résultats d’une plongée au cœur des sources les plus anciennes du Proche-Orient islamique, croisant papyrus arabes, droit musulman archaïque et textes canoniques syriaques. Cette quête des dynamiques qui présidèrent à l’épanouissement de la judicature musulmane fait apparaître une image nouvelle des tribunaux qui se partageaient le jeune empire islamique. Elle met par ailleurs en lumière le processus dialectique de formation des pensées juridiques proche-orientales, qui s’élaborèrent non seulement au gré d’interactions entre savants d’une même confession, mais également en lien avec le droit des communautés dont ils tentaient de se distinguer.
Développement des villes moyennes. Chartres, Dreux, Evreux
Authors: Michel Michel
Published: November 2019

Le rapide développement récent des villes moyennes est, ici, analysé dans le contexte géographique très particulier de la périphérie de la région parisienne et, principalement, au travers des exemples de Chartres, Dreux et Évreux.

Il est interprété comme l'expression de l'incorporation de ces villes au système urbano-industriel et comme le résultat de la diffusion, à partir du centre d’impulsion parisien, de deux processus majeurs et intimement liés : processus d’industralisation, processus d’urbanisation.

Trois interrogations majeures guident la recherche et déterminent la matière de cet ouvrage.

Les formes et les modalités de la croissance contemporaine sont-elles réellement spécifiques et originales ? Ou, les villes n'ont-elles toujours été que les instruments et que les relais de pouvoirs externes ?

La division spatiale du travail transforme les villes en espaces productifs et leur attribue des tâches d'exécution. Quels sont les raisons, les mécanismes et les effets d'une telle mutation ? Quelle logique nouvelle gouverne l'organisation et le fonctionnement de l'espace urbain ?

Mettre les villes au service des stratégies des grandes organisations bouleverse leur rapport à l'espace et l'échelle de leurs relations géographiques. Entre l'échelle -locale - de la constitution des bassins d'habitat et de main-d’œuvre, qui engluent la ville dans le milieu urbain, et celle de son branchement sur divers réseaux nationaux ou internationaux, quelle réalité ; quelle intensité ; quelle valeur conservent les solidarités régionales ?