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knowledge production, technology, learner identity, solidarity, social practices, bottom-up pedagogies, producción de conocimiento, tecnología, identidad, solidaridad, prácticas sociales, pedagogías emergentes, producció de coneixement, tecnologia, identitat, solidaritat, pràctiques socials, and pedagogies emergents

This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop. We consider how people may express different levels of solidarity and commitment to these trends and models in their information consumption and distribution processes. We discuss how educators are now engaging in profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production and educational projects through professional and personal interactions. These interactions are producing pedagogical models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities.
En este artículo, se identificarán algunos modelos y tendencias emergentes en la producción de conocimiento. Se hará hincapié especialmente en cómo los individuos implicados en los procesos de consumo y de distribución de la información expresan diferentes niveles de solidaridad y de compromiso, y se sugerirá que es crucial que las personas no solo conozcan estos procesos, sino que también estén abiertas a otros modelos, oportunidades y posibilidades que, dadas las condiciones sociotecnológicas y comunicativas actuales, aún deben desarrollarse. Se abordará con especial interés el ámbito de la educación, puesto que se entiende que los educadores están participando de forma comprometida en una profunda renovación pedagógica a través de proyectos compartidos cimentados en interacciones profesionales y personales facilitadas por las redes. Estas interacciones favorecen la emergencia de modelos pedagógicos que permiten a profesores y a alumnos convertirse en expertos al mismo tiempo que rompen con muchas convenciones epistemológicas clásicas. Estas pedagogías generadas de abajo arriba no solo fomentan la creatividad y la colaboración, y se sustentan en el uso de nuevas herramientas digitales, sino que las promueven e impulsan los intereses del alumnado, y por ello, tienen el potencial suficiente para devolverle la alegría al proceso de aprendizaje. Por último, se argumentará que los modelos emergentes en la construcción del conocimiento a través de las TIC ofrecen nuevos paisajes culturales y ecologías de aprendizaje que trastocan las inscripciones tradicionales de las identidades individuales y las afinidades raciales y culturales.
En aquest article, s’identificaran alguns models i tendències emergents en la producció de coneixement. Es farà èmfasi especialment en com els individus implicats en els processos de consum i de distribució de la informació expressen diferents nivells de solidaritat i de compromís, i se suggerirà que és crucial que les persones no només coneguin aquests processos, sinó que també estiguin obertes a altres models, oportunitats i possibilitats que, donades les condicions sociotecnològiques i comunicatives actuals, encara s’han de desenvolupar. S’abordarà amb especial interès l’àmbit de l’educació, ja que s’entén que els educadors estan participant de forma compromesa en una profunda renovació pedagògica a través de projectes compartits cimentats en interaccions professionals i personals facilitades per les xarxes. Aquestes interaccions afavoreixen l’emergència de models pedagògics que permeten a professors i a alumnes convertir-se en experts al mateix temps que trenquen amb moltes convencions epistemològiques clàssiques. Aquestes pedagogies generades d’avall cap amunt no només fomenten la creativitat i la col·laboració i se sustenten en l’ús de noves eines digitals, sinó que les promouen i impulsen els interessos de l’alumnat, i per això, tenen el potencial suficient per tornar l’alegria al procés d’aprenentatge. Per acabar, s’argumentarà que els models emergents en la construcció del coneixement a través de les TIC ofereixen nous paisatges culturals i ecologies d’aprenentatge que trastoquen les inscripcions tradicionals de les identitats individuals i les afinitats racials i culturals.

Polycystic ovary syndrome (PCOS) is the most common endocrinal disorder, and the greatest cause of infertility in women. Despite availability of individual data on impact of multiple endocrinal, reproductive and even metabolic factors in PCOS individuals, the data on the co-existence of BED and depression in PCOS patients with its relationship on the quality of life in Saudi Arabian females is not found. Hence this study is aimed to elucidate the implication of PCOS on eating behaviour, induction of depression and general health quality in Saudi Arabian population of Riyadh. This is a cross-sectional study carried out in multiple health facilities of Riyadh from January to March 2019. The study samples (494) were recruited by convenience sampling and administered validated questionnaire by trained research participants. The data obtained was analysed by binary logistic regression using SPSS-IBM 25. Of the total 494 women participated in the study, 23.48% (116) were PCOS individuals. The odds of developing abnormal health related quality of (HRQ) in patients with PCOS was significantly (P = 0.000, OR = 3.472) high when compared to non-PCOS participants. The odds of showing high binge eating disorder (BED, P = 0.007, OR = 2.856) and depression (P = 0.000, OR = 2.497) scores in PCOS participants were significantly more than patients who were not having PCOS. Out of the three parameters studied, abnormal health related quality of life possessed a higher influence of PCOS compared to depression and abnormal eating behavior. In conclusion, the present study shows that women with PCOS are at a significant risk for depressive disorders, disorganized eating behavior and impaired quality of life. Therefore, necessary care and screening is required to minimize the impact of PCOS on already burdened individuals. [ABSTRACT FROM AUTHOR]

PLASTIC crystals, SOLID state batteries, LITHIUM cells, ANIONS, ELECTROLYTES, POSITRON annihilation, and SULFONYL compounds

Organic ionic plastic crystals (OIPCs) are increasingly promising as a class of solid-state electrolyte for developing safer lithium batteries. However, their advancement relies on expanding the range of well-characterised cation/anion combinations. Here, we report the synthesis and characterization of OIPCs utilising small ammonium cations tetramethylammonium ([N1111]+), triethylmethylammonium ([N1222]+) and tetraethylammonium ([N2222]+), chosen to encourage significant rotational and translational motion, with the charge-diffuse and electrochemically stable bis(fluorosulfonyl)imide ([FSI]) and bis(trifluoromethanesulfonyl) imide ([NTf2]) anions. To investigate the physico-chemical properties of the OIPCs, the free volume was measured by positron annihilation spectroscopy (PALS) and correlated with the ionic conductivity and thermal analysis (DSC). Solid-state NMR analysis of the salts, is also reported. The salts with the less symmetric cation, [N1222][FSI] and [N1222][NTf2], were identified as the most promising electrolyte materials, and thus the electrochemical properties after mixing with 10 and 90 mol% lithium bis(fluorosulfonyl)imide (LiFSI) or lithium bis(trifluoromethanesulfonyl)imide (LiNTf2), respectively, were investigated. This study demonstrates the efficacy of these OIPC materials as new quasi-solid state electrolytes with advantageous properties such as high conductivity, good thermal and electrochemical properties, the ability to incorporate high lithium salt concentrations and support efficient lithium electrochemistry. [ABSTRACT FROM AUTHOR]

TEACHER educators, COVID-19, ONLINE education, VIDEOCONFERENCING, VIRTUAL classrooms, SELF-contained classrooms, and MOBILE learning

In the COVID-19 shift to online education, many teacher educators have sought out video conference technologies (such as Zoom) aiming to replicate traditional classrooms online. At face value, synchronous video appears to offer more immediate replicability of existing f2f synchronous teaching. However, moving pedagogically from one medium to another is not always a smooth transition. The COVID-19 situation has forced urgent transitions, and without adequate opportunities to design for a new medium, some instructors have struggled. We propose that Bruner's concept of folk pedagogies is a useful theoretical position for understanding pedagogical change in this new environment. We highlight issues and offer possible approaches and implications for teacher educators who deploy video conferencing technologies, using a rejuvenated view on folk pedagogies. [ABSTRACT FROM AUTHOR]

Homme, Human, Hombre, Interaction sociale, Social interaction, Interacción social, Adolescent, Adolescente, Communication médiatisée ordinateur, Computer mediated communication, Communicación mediatizada computador, Comportement rendez vous, Dating behavior, Conducta cita, Messagerie instantanée, Instant messaging, Mensajería instantánea, Trouble du comportement social, Social behavior disorder, Trastorno comportamiento social, Violence, Violencia, Sciences exactes et technologie, Exact sciences and technology, Sciences appliquees, Applied sciences, Informatique, automatique theorique, systemes, Computer science, control theory, systems, Logiciel, Software, Systèmes informatiques et systèmes répartis. Interface utilisateur, Computer systems and distributed systems. User interface, Sciences biologiques et medicales, Biological and medical sciences, Sciences medicales, Medical sciences, Psychopathologie. Psychiatrie, Psychopathology. Psychiatry, Etude clinique de l'adulte et de l'adolescent, Adult and adolescent clinical studies, Troubles du comportement social. Comportement criminel. Délinquance, Social behavior disorders. Criminal behavior. Delinquency, Psychologie. Psychanalyse. Psychiatrie, Psychology. Psychoanalysis. Psychiatry, PSYCHOPATHOLOGIE. PSYCHIATRIE, Psychology, psychopathology, psychiatry, and Psychologie, psychopathologie, psychiatrie

Teen dating violence (TDV) is a serious form of youth violence that youth fairly commonly experience. Although youth extensively use computer-mediated communication (CMC), the epidemiology of CMC-based TDV is largely unknown. This study examined how perpetration of psychological TDV using CMC compares and relates to perpetration using longer-standing modes of communication (LSMC; e.g., face-to-face). Data from the national Growing up with Media study involving adolescents aged 14―19 collected from October 2010 to February 2011 and analyzed May 2012 are reported. Analyses focused on adolescents with a history of dating (n = 615). Forty-six percent of youth daters had perpetrated psychological TDV. Of those who perpetrated in the past 12 months, 58% used only LSMC, 17% used only CMC, and 24% used both. Use of both CMC and LSMC was more likely among perpetrators who used CMC than among perpetrators who used LSMC. In addition, communication mode and type of psychological TDV behavior were separately related to frequency of perpetration. Finally, history of sexual intercourse was the only characteristic that discriminated between youth who perpetrated using different communication modes. Results suggest that perpetration of psychological TDV using CMC is prevalent and is an extension of perpetration using LSMC. Prevention should focus on preventing perpetration of LSMC-based TDV as doing so would prevent LSMC as well as CMC-based TDV.