bluuebunny/crossref_metadata_2025_split huggingface dataset:
Online Self-Determination Toolkit for Youth With Disabilities: Protocol for a Mixed Methods Evaluation Study
Authors: Lindsay Sally , Kosareva Polina , Sukhai Mahadeo , Thomson Nicole , Stinson Jennifer 
Published: January 2021

Background
Youth with disabilities encounter many challenges during their transition to adulthood including finding employment. Jobs are often inaccessible, and youth often face a lack of support, discriminatory attitudes, and sometimes low self-confidence. Therefore, it is critical to help youth enhance their self-determination skills to advocate for their needs in the workplace.

Objective
The aim of this paper is to describe how an online toolkit aimed to improve self-determination in advocating for needs, including disability disclosure and accommodation requests to employers, was co-created with youth with disabilities.

Methods
We will use a mixed method design in which qualitative data (ie, focus groups and mentored discussion forum) are collected to understand the contextual factors during the intervention that could affect outcomes or explain results through the pre-post questionnaires. Fifty youths with disabilities aged 15 to 24 years will be recruited.

Results
Data collection is in progress. Planned analyses include focus groups and pre-post surveys to determine the impact of the intervention on self-determination. A qualitative content analysis of the focus groups and all open-ended survey questions will be conducted to understand the impact of the toolkit.

Conclusions
Our online toolkit includes evidence-informed content that was co-created with youth who have a disability. It has potential for educational and vocational programming for youth with disabilities.

International Registered Report Identifier (IRRID)
PRR1-10.2196/20463
Electronic Health Record–Based Prediction of 1-Year Risk of Incident Cardiac Dysrhythmia: Prospective Case-Finding Algorithm Development and Validation Study
Authors: Zhang Yaqi , Han Yongxia , Gao Peng , Mo Yifu , Hao Shiying , Huang Jia , Ye Fangfan , Li Zhen , Zheng Le , Yao Xiaoming , Li Zhen , Li Xiaodong , Wang Xiaofang , Huang Chao-Jung , Jin Bo , Zhang Yani , Yang Gabriel , Alfreds Shaun T , Kanov Laura , Sylvester Karl G , Widen Eric , Li Licheng , Ling Xuefeng 
Published: January 2021

Background
Cardiac dysrhythmia is currently an extremely common disease. Severe arrhythmias often cause a series of complications, including congestive heart failure, fainting or syncope, stroke, and sudden death.

Objective
The aim of this study was to predict incident arrhythmia prospectively within a 1-year period to provide early warning of impending arrhythmia.

Methods
Retrospective (1,033,856 individuals enrolled between October 1, 2016, and October 1, 2017) and prospective (1,040,767 individuals enrolled between October 1, 2017, and October 1, 2018) cohorts were constructed from integrated electronic health records in Maine, United States. An ensemble learning workflow was built through multiple machine learning algorithms. Differentiating features, including acute and chronic diseases, procedures, health status, laboratory tests, prescriptions, clinical utilization indicators, and socioeconomic determinants, were compiled for incident arrhythmia assessment. The predictive model was retrospectively trained and calibrated using an isotonic regression method and was prospectively validated. Model performance was evaluated using the area under the receiver operating characteristic curve (AUROC).

Results
The cardiac dysrhythmia case-finding algorithm (retrospective: AUROC 0.854; prospective: AUROC 0.827) stratified the population into 5 risk groups: 53.35% (555,233/1,040,767), 44.83% (466,594/1,040,767), 1.76% (18,290/1,040,767), 0.06% (623/1,040,767), and 0.003% (27/1,040,767) were in the very low-risk, low-risk, medium-risk, high-risk, and very high-risk groups, respectively; 51.85% (14/27) patients in the very high-risk subgroup were confirmed to have incident cardiac dysrhythmia within the subsequent 1 year.

Conclusions
Our case-finding algorithm is promising for prospectively predicting 1-year incident cardiac dysrhythmias in a general population, and we believe that our case-finding algorithm can serve as an early warning system to allow statewide population-level screening and surveillance to improve cardiac dysrhythmia care.
Using Information Technology to Assess Patient Risk Factors in Primary Care Clinics: Pragmatic Evaluation
Authors: Kosowan Leanne , Katz Alan , Halas Gayle , LaBine Lisa , Singer Alexander 
Published: January 2021

Background
Tobacco use, physical inactivity, and poor diet are associated with morbidity and premature death. Health promotion and primary prevention counseling, advice, and support by a primary care provider lead to behavior change attempts among patients. However, although physicians consider preventative health important, there is often a larger focus on symptom presentation, acute care, and medication review.

Objective
This study evaluated the feasibility, adoption, and integration of the tablet-based Risk Factor Identification Tool (RFIT) that uses algorithmic information technology to support obtainment of patient risk factor information in primary care clinics.

Methods
This is a pragmatic developmental evaluation. Each clinic developed a site-specific implementation plan adapted to their workflow. The RFIT was implemented in 2 primary care clinics located in Manitoba. Perceptions of 10 clinic staff and 8 primary care clinicians informed this evaluation.

Results
Clinicians reported a smooth and fast transfer of RFIT responses to an electronic medical record encounter note. The RFIT was used by 207 patients, with a completion rate of 86%. Clinic staff reported that approximately 3%-5% of patients declined the use of the RFIT or required assistance to use the tablet. Among the 207 patients that used the RFIT, 22 (12.1%) smoked, 39 (21.2%) felt their diet could be improved, 20 (12.0%) reported high alcohol consumption, 103 (56.9%) reported less than 150 minutes of physical activity a week, and 6 (8.2%) patients lived in poverty. Clinicians suggested that although a wide variety of patients were able to use the tablet-based RFIT, implemented surveys should be tailored to patient subgroups.

Conclusions
Clinicians and clinic staff positively reviewed the use of information technology in primary care. Algorithmic information technology can collect, organize, and synthesize individual health information to inform and tailor primary care counseling to the patients’ context and readiness to change. The RFIT is a user-friendly tool that provides an effective method for obtaining risk factor information from patients. It is particularly useful for subsets of patients lacking continuity in the care they receive. When implemented within a context that can support practical interventions to address identified risk factors, the RFIT can inform brief interventions within primary care.
Clinical Traits of SARS-CoV-2 Infection
Authors: Zolnikova O. Yu. , Dzhakhaya N. L. , Potskherashvili N. D. , Puzakov K. B. , Кiseleva O. Yu. , Kokina N. I. , Buklis E. R. , Roshchina T. V. , Коmkova I. I. 
Published: January 2021

Aim. Analysis of clinical manifestations, laboratory and instrumental examination data in SARS-CoV-2 patients with taking into account the disease severity and outcome.Materials and methods. The study included 92 patients with conﬁrmed coronavirus infection, including 15 lethal cases, hospitalised at the Vasilenko Clinic of Internal Disease Propaedeutics, Gastroenterology and Hepatology of the Sechenov University in April 2020. The analysis included demographic data, the presence of concomitant diseases, chest computed tomography (CT) results, laboratory tests (including SARS-CoV-2-diagnostic PCR, general and metabolic blood panels, coagulogram) and the duration of disease.Results. Patients infected with SARS-CoV-2 usually exhibit lymphopenia (p ≤ 0.001), leucocytosis, the elevated neutrophils (p ≤ 0.05), neutrophil-lymphocyte ratio (p ≤0,05), C-reactive protein (p ≤ 0.05), ferritin (p ≤ 0.05), D-dimer (p ≤ 0.05) and ﬁbrinogen (p ≤ 0.05), altered prothrombin time (p ≤ 0.05) and INR (p ≤ 0.05). In a critical coronavirus infection, the pulmonary lesion exceeds 50% (corresponds to CT3 — CT4). The risk of critical SARS-CoV-2 infection increases with elder age (p ≤ 0.001), associates with the male gender and presence of concomitant diseases, such as obesity (p < 0.01), diabetes mellitus (p < 0.001), hypertension (p ≤ 0.001), CHD (p ≤ 0.001) and atrial ﬁbrillation (p <0.05).Conclusion. The risk of severe and adverse coronavirus infection is signiﬁcantly higher in elder comorbid patients.
FASB's Not-for-Profit Financial Reporting Project: Analysis of Letters to ASU 2016-14 Exposure Draft
Authors: Deis Donald R. , Shroff Arpita 
Published: January 2021

ABSTRACT
In 2015, the Financial Accounting Standards Board (FASB) issued an Exposure Draft (ED) as part of its first significant project in over 20 years on financial reporting by Not-for-Profit organizations (NFP). In this study, we categorize the 264 letters received on the ED by the type of respondent and analyze the responses using ANOVA, multiple comparisons tests, and multidimensional scaling. Ultimately, as Phase 1 of its NFP project, FASB issued accounting standards update (ASU) 2016-14 containing proposed changes supported by a majority of the respondents to the ED. The Board deferred recommended changes with less support from respondents to Phase 2 of the project. Although constituents often accuse accounting standard setters of standards-overload and for being unresponsive to their comments (Herz 2003), our findings indicate otherwise.
Data Availability: Data are available from the public sources cited in the text.
JEL Classifications: G00; L31; M40.
Considerações Sobre o Conceito de Ambiente e os Desafios Tecnológicos para Reflexões em Educação Ambiental
Authors: Lopes Pinheiro Samuel 
Published: January 2021

O trabalho a seguir trata de uma reflexão a partir do encontro de horizontes, o da Educação Ambiental e o de se pensar os desafios das sociedades tecnológicas. Para isso, parte da pergunta sobre quais os diferentes entendimentos de ambiente, para o tratamento do conceito de “ambiente” em Sociologia Ambiental e se aventura na aproximação com a literatura de Henry Thoreau como forma de contextualizar o surgimento dos significados que ambiente pôde representar ao longo do século XX e após o seu consequente encontro com o ambiente tecnológico do início do século XXI. A partir disso, discute-se sobre discursos tecnológicos, como a questão de uma possível convergência entre tecnologia e ecologia e os seus desafios culturais e educativos. Embora valha-se da literatura e ilustrações do século XIX para refletir sobre o ambiente, não deixa de dissociar-se do tempo presente ao pontuar aspectos de crises civilizatórias da atualidade, ao destacar as injustiças ambientais que muitas vezes são exacerbadas com a aceleração tecnológica. Os aspectos interdisciplinar e a inspiração da metodologia transdisciplinar, de buscar ir além das próprias disciplinas são fundamentais na constituição desse diálogo de saberes que não pretende se esgotar aqui, mas apenas ser um ponto de partida para outras reflexões.
Epistemologias e Metodologias em Entrevistas com Crianças sobre Conhecimentos Matemáticos: uma Perspectiva Construtivista<br>Epistemologies and methodologies in interviews with children on mathematical knowledge: a constructivist perspective
Authors: Da Silva João Alberto , Bertolucci Cristina Cavalli 
Published: January 2021

ResumoDada a importância das entrevistas com crianças para investigação do conhecimento matemático, aqui temos um ensaio para discutir e analisar relações entre epistemologia e metodologia no exercício dessa produção de dados para pesquisas. Nosso objetivo é evidenciar relações entre fundamentos epistemológicos e modos de se elaborar questões, perguntar e interpretar as respostas das crianças. Discorremos sobre nuances, percalços e particularidades das entrevistas com crianças e apresentamos como abordagem qualificada a entrevista clínica e o Método Clínico de base piagetiana. As sínteses indicam a importância da utilização de instrumentos adequados para investigação do objeto matemático, além de se considerar as particularidades do universo infantil e da coerência epistêmico-metodológica adotada pelo pesquisador.Palavras-chave: Entrevistas com crianças, Método Clínico-crítico, Educação Matemática, Alfabetização Matemática AbstractConsidering the importance of interviews with children to investigate mathematical knowledge, here we have an essay to discuss and analyze the relationships between epistemology and methodology in the process of production of data for research. In this article, our goal is to highlight the relationships between epistemological foundations and ways to elaborate questions, asking and interpreting children's answers. We discuss about nuances, mishaps and particularities of the interviews with children and presented as a qualified approach the clinical interview and the Piagetian clinical method. The syntheses indicate the importance of using appropriate tools to investigate the mathematical object, as well as considering the particularities of the children's universe and the epistemic-methodological coherence adopted by the researcher.Keywords: Interviews with Children, Clinical-Critical Method, Mathematical Education, Mathematical Literacy. ResumenDebido a la importancia de las entrevistas con niños para investigar el conocimiento matemático, aquí tenemos un ensayo para discutir y analizar las relaciones entre epistemología y metodología en el ejercicio de producción de datos para la investigación. Nuestro objetivo es resaltar las relaciones entre los fundamentos epistemológicos y las formas de elaborar preguntas, preguntar e interpretar las respuestas de los niños. Hablamos de los matices, percances y particularidades de las entrevistas con niños y presentamos como un enfoque calificado la entrevista clínica y el Método Clínico de Piaget. Las síntesis indican la importancia de utilizar instrumentos adecuados para investigar el objeto matemático, así como considerar las particularidades del universo infantil y la coherencia epistémico-metodológica adoptada por el investigador.Palabras clave: Entrevistas con niños, Método Clínico-Crítico, Educación Matemática, Alfabetización Matemática
Ciclo de estudo e desenho de tarefas<br>Study and Task Design Cycle
Authors: Gusmão Tânia Cristina Rocha Silva , Font Vicenç 
Published: January 2021

ResumoEste artigo apresenta o Ciclo de Estudo e Desenho de Tarefas (CEDT) como um método de pesquisa dirigido ao estudo e desenho de tarefas matemáticas para orientar, sobretudo, o trabalho do professor em sala de aula. Fundamentado na junção de ferramentas teóricas da perspectiva do Desenho de Tarefas e dos Critérios de Idoneidade Didática, o CEDT resulta em uma ferramenta potente e interessante para orientar o trabalho com tarefas matemáticas e tem se configurado como um espaço privilegiado para estudos e discussões em torno do conhecimento didático e matemático; aquisição de experiências e conhecimentos e reflexões para mudanças na prática pedagógica. Subjaz a esse artigo a intenção de divulgar os resultados das pesquisas desenvolvidas com o CEDT, a fim de fomentar discussões sobre a temática.Palavras-chave: tarefas, desenho de tarefas, critério de idoneidade didática, ensino de matemática, aprendizagem de matemática.AbstractThis article presents the of Study and Task Design Cycle (STDC) as a research method aimed at the study and design of mathematical tasks to guide, above all, the work of the teacher in the classroom. Based on the combination of theoretical tools from the perspective of Task Design and Didactic Suitability Criteria, the STDC results in a powerful and interesting tool to guide working with mathematical tasks and has been configured as a privileged space for studies and discussions around didactic and mathematical knowledge; acquisition of experiences and knowledges and reflections for changes in pedagogical practice. This article is based on the intention of disseminating the results of the research developed with the STDC, in order to foster discussions on the issue in question.Keywords: tasks, task design, didactic suitability criterion, mathematics teaching, mathematics learning. ResumenEste artículo presenta el Ciclo de Estudio y Diseño de Tareas (CEDT) como un método de investigación orientado al estudio y diseño de tareas matemáticas para guiar, sobre todo, el trabajo del profesor en el aula. Basado en la combinación de herramientas teóricas desde la perspectiva del Diseño de Tareas y Criterios de Adecuación Didáctica, el CEDT da como resultado una poderosa e interesante herramienta para guiar el trabajo con tareas matemáticas y ha sido un espacio privilegiado para estudios y discusiones en torno al conocimiento didáctico y matemático; adquisición de experiencias; conocimientos y reflexiones para los cambios en la práctica pedagógica. También tiene la intención de este artículo difundir los resultados de la investigación trabajando con el CEDT con el fin de fomentar los debates sobre la temática.Palabras clave: tareas, diseño de tareas, criterio de adecuación didáctica, enseñanza de matemáticas, aprendizaje matemático.
Les besoins praxéologiques du professeur<br>The praxeological needs of the teacher
Authors: Wozniak Floriane 
Published: January 2021

RésuméLa problématique primordiale (Chevallard, 2011) considère l’équipement praxéologique indispensable ou utile pour qu’une institution ou une personne réalise son projet. Un problème méthodologique se pose alors : comment identifier cet équipement ? Ce texte envisage les pistes que peut explorer le didacticien afin d’identifier les besoins praxéologiques – mathématiques et didactiques – des professeurs.Mot-clé : Théorie anthropologique du didactiqueAbstractThe primordial issue (Chevallard, 2011) studies the praxeological equipment need or useful for an institution or a person to perform a project. In this case, a methodologic problem appears: How identify this equipment? This text studies how a researcher in didactics can explore the mathematical and didactical praxeologies that are required to teach mathematics.Keyword: Anthropological theory of didactics
Describing researchers’ ways of seeing a lesson: As the first work of the cross-cultural study on lesson study between Japan and Thailand<br>Décrire la manière dont les chercheurs voient une leçon: premier travail de l’étude interculturelle sur l’étude des leçons entre le Japon et la Thaïlande
Authors: Mizoguchi Tatsuya , Inprasitha Maitree , Changsri Narumon , Shinno Yusuke 
Published: January 2021

AbstractThis research is the first work of the project of cross-cultural study on lesson study between Japan and Thailand. Lesson study is currently an international topic, and we use “lesson study” as a common word. However, are the meanings of each terminology in diverse languages as same completely? Our initial concern is in this point. For this, we observe lesson on video and make comment-reports on it in each. In analyzing these comments, it is required a meta theory for descriptions. In this research, we describe the researchers ways of seeing a lesson using the Anthropological Theory of the Didactic [ATD or TAD in French and Spanish]. In conclusion, we discuss similarities and discrepancies between researchers’ comments of both countries in terms of a) praxis and logos blocks, b) mathematical and didactic organization, and c) the perspective of scale of levels of didactic co-determinacy [LDC].Keywords: Lesson study; Cross-cultural study; Japan and ThailandRésuméCette recherche est le premier travail du projet d’étude interculturelle sur l’étude de la leçon entre le Japon et la Thaïlande. L’étude de la leçon est actuellement un sujet international, et nous utilisons la « lesson study » comme un mot commun. Cependant, les significations de chaque terminologie dans diverses langues sont-elles identiques? Notre préoccupation initiale concerne ce point. Pour cela, nous observons une leçon sur la vidéo et faisons des commentaires sur chacune d’elles. En analysant ces commentaires, il faut une méta-théorie pour les descriptions. Dans cette recherche, nous décrivons les chercheurs pour voir une leçon en utilisant TAD. En conclusion, nous discutons des similitudes et des divergences entre les commentaires des chercheurs des deux pays en termes de blocs de praxis et logos, b) l’organisation mathématique et didactique, et c) la perspective des niveaux de la codétermination didactique.Mots-clés: Étude de cours, Étude interculturelle, Japon et Thaïlande
O discurso coletivo dos licenciados em matemática sobre o uso das tecnologias digitais
Authors: Ragoni Victor Ferreira , Figueiredo Tiago Dziekaniak 
Published: January 2021

O texto apresenta os resultados oriundos de uma pesquisa oriunda do Programa de Pesquisa na Licenciatura, com o título do projeto “Que cultura é essa? As tecnologias digitais e a constituição da identidade professoral”. Esta pesquisa buscou olhar para a formação de professores e identificar elementos que constituem a identidade professoral na formação inicial e continuada. Além disso, tentamos identificar metodologias diferenciadas para o ensino de matemática no contexto das tecnologias digitais. Para o estudo enviamos um questionário através do Google Formulários contendo 5 questões a 5 professores formados em Licenciatura em Matemática na Universidade Federal da Grande Dourados nos anos de 2015 e 2016 e que, além disso, trabalham na rede pública de ensino da cidade de Dourados – MS. Para análise de dados, utilizamos o processo metodológico do Discurso do Sujeito Coletivo (DSC). Com a pesquisa mostrou-se necessário olharmos para a nossa própria formação, olhar a cultura que se estabelece nos cursos de formação de professores de matemática. Por fim, ficou notório que a cultura professoral é modificada no seu centro, ou seja, no ato de educar, quando há a presença das tecnologias e quando há o seu uso para a potencialização do ensino.
ENSINO-APRENDIZAGEM-AVALIAÇÃO DE MATEMÁTICA ATRAVÉS DA RESOLUÇÃO DE PROBLEMAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
Authors: Andreatta Cidimar , Gomes Allevato Norma Suely 
Published: January 2021

Este artigo apresenta resultados de uma pesquisa de doutorado realizada com estudantes do 5.º ano do ensino fundamental de uma Escola Municipal Comunitária Rural, para investigar como ocorre a aprendizagem com a Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas – RP. Os dados, com abordagem qualitativa, foram construídos por meio de pesquisa-ação e análise documental e registrados por audiogravações, fotos e diário de campo. Referem-se a situações envolvendo problemas, levando em consideração o plano de estudo da escola, cuja organização didático-pedagógica adota a Pedagogia da Alternância. A análise textual discursiva valeu-se dos registros escritos das resoluções dos problemas. Os resultados indicam que a aprendizagem dos estudantes ocorreu em um ambiente de diálogo e participação coletiva, principalmente quando expressaram o pensamento e compartilharam e discutiram as resoluções que construíram para os problemas.