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Physical Therapists affiliated with Intrepid Spirit Centers evaluate and treat Active Duty Service Members (ADSM) who have duty-limiting post-concussion symptoms to improve the ability to perform challenging tasks associated with military service. The Complex Assessment of Military Performance (CAMP) is a test battery that more closely approximates the occupational demands of ADSM without specific adherence to a particular branch of service or military occupational specialty. Subtasks were developed with military collaborators to include high level skills that all service members must be able to perform such as reacting quickly, maintaining visual stability while moving and changing positions, and scanning for, noting, and/or remembering operationally relevant information under conditions of physical exertion.ObjectiveThe purpose of this observational longitudinal study is to: 1- validate each component of the 3-task CAMP test battery; 2- examine responsivenss of the measures to change after participation in Physical Therapy; 3- develop reference values for clinical interpretation; and 4 - develop materials for clinical dissemination. This ongoing multi-site study is currently funded through the CDMRP and has been approved by the Naval Medical Center Portsmouth IRB.MethodsADSM undergoing post-concussion rehabilitation at the Intrepid Spirit Centers will be tested within one week of their initial Physical Therapy evaluation and after completing Physical Therapy. Control participants will include males, females, and ADSM from the Special Operations community. Participants will complete an intake form that includes questions about demographics, military service, deployment and concussion history, and profile and duty status. Other measures include those that explore concussion symptoms, sleep quality, post-traumatic stress, and perceptions of resilience.The CAMP includes three separate 10-15 minute tasks. Movement is recorded by wearable inertial sensors and heart rate variability is recorded with a POLAR10 monitor. The “Run-Roll” task requires rapid position changes, combat rolls and quick running forwards and backwards while carrying a simulated weapon. Visual stability before and after the task is also performed. The “Dual-Task Agility” task includes rapid running with and without a weighted vest and a working memory task. The “Patrol Exertion” task requires repeated stepping onto an exercise step while watching a virtual patrol video. Additional tasks include monitoring direction of travel, observing for signs of enemy presence, and reacting to multiple auditory signals embedded in the video.DiscussionMeasures that evaluate relevant skills are vital to support safe return to duty for ADSM who may be exposed to imminent danger as part of training or mission demands. The CAMP is designed to be an ecologically valid and clinically feasible assessment that may be more sensitive to capturing subtle impairments that impact duty performance as test skills are integrated into dual and multi-tasks that reflect occupational demands. Assessment results may serve as a more robust indicator of readiness for full return to duty after concussion.

Inequities among people all around the world as well as indifference towards the environment continue to be a constant reality despite the efforts of some organizations worldwide for a better future. We consider that these efforts need to be amplified by many other organizations, therefore, the role of managers as practitioners who conduct organizations' actions need to be explored in the sense of their contribution for improving our reality. Hence, for a better future, a sustainable world that could be more fair, honest and concerned towards nature. To us, this calls into question the role of management education to this regard. Our research studies indicate that one way to contribute to this aim is by means of introducing in contents and pedagogical practices of our courses, the appropriateness of human values in students, as they are the future managers. In this chapter, we present some of these human values, sometimes considered by many religious traditions as spiritual values, which are: wholeness, forethought, solidarity and compassion. We conceptualize these values, and throughout critical reflections, we show how they are taken into account, or simply disregarded, in various courses and domains of Business Schools. At the end, we present some suggestions for pedagogical practices.

Scrupulosity is one of the most common of the variations of obsessive-compulsive disorder (OCD). This includes obsessions and compulsions related to religiously and morality, and the Pennsylvania Inventory of Scrupulosity – Revised (PIOS-R) appears to be the only validated measure designed specifically to assess this construct. The purpose of the current study was to examine the psychometric properties of the first known Spanish version of the PIOS-R (PIOS-R-SV). In particular, the PIOS-R-SV in Spanish and its psychometric properties were examined with a sample of 361 participants from mixed religious backgrounds. Results showed good psychometric properties for the PIOS-R-SV and suggested a single-factor solution. The PIOS-R-SV was a significant predictor of OCD symptoms as measured by the Yale-Brown Obsessive-Compulsive Scale – Self-Report Version. In addition, it reported good convergent validity with the Thought-Action Fusion Scale Moral subscale and religiously assessed by the Santa Clara Stre...

Contents: Introduction, Ana Maria Davila Gomez and David Crowther Psychological violence at work: where does human dignity lie?, Ana Maria Davila Gomez and David Crowther Organizational change, human condition and the moral contract, Emmanuelle Avon Preventing alcohol consumption during pregnancy: do time orientation perspective and skepticism matter?, Yaromir Munoz Molina Reflection about the structuration of organizations: the capacity of responsibility of human agents and conditions of absence, Jacques-Bernard Gauthier Suffering as a quest for adaptation, Pierre-Paul Morin Psychoanalysis and the myths of corporate communication, David Crowther and Ana Maria Davila Gomez Caring principle and practices in corporate social responsibility, Jelena Debeljak, Mirna Korican, Kristijan Krkac and Andrijana Musura Critical pedagogy as a strategy for management development: introducing intersubjectivity as a practical application tool, Ana Maria Davila Gomez and Jair Nascimento Santos Index.

In the context of the present, most organizations are developing towards a so‐called efficacy proposed by a world of economic and scientific predominance. As a consequence, organizations have become the target of insignificant actions by human beings, reducing the individuals to automatons. It is necessary to rescue the real nature of organizations and to make changes inside them, in order to attend to the individual diversity and the needs of the community. Thus, only a reflexive and critical look at the articulation of tangible things may help us. Certainly, those are the intentions of our paper, when we propose actions to reach a relation between the individuals and the organizations, using elements extracted from theoretical currents whose authors analyze those subjects as recurrent ones (structuralism, critical theory and post‐modernism). Initially, the paper makes a reflection on the nature of current organizational reality and the theoretical basis often present nowadays. Hereby, we present some propositions and put in question our responsibility as students, professors, researchers and managers, for having in our hands the power to decide if we want continuity or change. Finally, we propose some methodological guidelines for research oriented to elucidate the reality of the reflections afore mentioned. Hence, we argue the need to conduct critical‐action research, by illustrating and questioning the social responsibility of one type of Latin‐American company, petroleum companies, for which we show the social‐environmental impacts of their strategic decisions. Our critical reflections and propositions come from two sources: one is our biographical experience from almost twelve years in Latin‐American countries, either as managers or professors, and the second one is some results of our current research interest regarding social responsibility in the themes of equity and organizational objectives.

Technologists typically give little thought to the negative impacts of technology upon society at large, preferring instead to argue that there is no alternative, and to label those raising social concerns as ‘Luddites’. In any responsible society however it is essential that thought is given to how technological innovation can be managed, and this calls for some government planning – a bete noir of contemporary political thought. It seems that so far all governments have largely failed both to appreciate the significance and pace of developments and have failed to develop a stance in respect to it. They have significantly failed to develop a policy which ensures that society as a whole, and individual members of that society benefit from the future developments in this area. This can be contrasted with many individuals who have readily grasped the power of information technology and have combined into groups who have been able to exert significant influence on those governments. Indeed it can be considered that the entire anti-globalisation movement could not exist without the availability of that information technology. As Barnett and Crowther (1998) point out, the internet removes the need for geographical proximity in order for people to combine in achieving a purpose.

International audience; Former research showed that bicyclists particularly valued secure parking and good cycle paths to use the bicycle as an access mode to trains. In spring 2010, in the Paris region, a stated preference survey was designed and conducted to investigate the preferred types of intermodal bicycle facilities at stations. For that, 18 situations were simulated with photographs and short texts. Each situation combined the values of six attributes: access route (cycle path, none), site protection (open air, shelter, warden, smart card control, lockers), securing provision (nothing, pole, stand, grip), distance to platforms (50 meters, 200 meters), operation time (24 hours, 20 hours, peak hours only), user fee (free, 10 euro per month, 20 euro per month). The respondents were asked to rate their satisfaction level with the situation on a six-level scale. Respondents were recruited among cyclists by e-mail, on cycling forums and on a bicycle second-hand market. Despite a limited number of respondents, a cumulative logit model could estimate the effects of most attribute items. Respondents were most satisfied with lockers, then simple shelters, and most dissatisfied with fees and lack of cycle paths. Moreover, qualitative comments by respondents helped at understanding how the general quality of the facilities was valued. In particular, despite the relatively low estimation for stands, many comments confirm that they are essential theft-proof devices.

Why do organizations exist? Which is their true nature? Why are the majority of our actual organizations exclusively aiming at financial growth and disregarding the needs of social and human nature? How and why are most of the management practices answering to this financial expectation? Why do we as members of a society that conceives organizations to answer our collective needs, allow some of its members to not answer the prerogatives invested in them? How do we as members of the collective, as well as members of organizations, consider these issues within our knowledge of organizational and management practices and theory? Are we objectives in our own right or just a means of financial productivity?

The aim of this study was to detect chromosomal and molecular abnormalities in 16 Argentine families with retinoblastoma (RB). Chromosomes were analyzed by G-banding, DNA from leukocytes and tumors was studied by segregation of polymorphisms within RB gene (RB1) and the DNA from chorionic villus by sequencing. The karyotype of an Rb236 bilateral patient with dismorphic signs revealed a deletion in 13q13–21. Polymorphism and exon analyses showed a deletion in the 3′ end of RB1 in an Rb72 patient. The mutant RB1 allele, detected by loss of heterozygosity (LOH) in the tumor, was identified in 14 out of 18 tumors. The analysis of chorionic villus revealed a mutation, a C-to-T transition in exon 18. Molecular and cytogenetic analyses in families with RB offer valuable information on how to assess the risk of tumor development.

Esta tese tem o objetivo de investigar as trajetórias formativas de aprendizagem da docência do professor que leciona em cursos de licenciatura de instituições privado-mercantis de Educação Superior, considerando a influência de suas condições de trabalho. Essa temática se justifica pela escassez de estudos sobre formadores de professores para a Educação Básica, sobretudo no setor privado. Pouco se sabe sobre esse profissional, como, por exemplo, como foi sua inserção na docência, onde foi formado, quais foram suas experiências docentes anteriores, qual seu regime de trabalho, sua remuneração, dentre outros aspectos. Além disso, inexistem políticas educacionais específicas para a formação de professores para esse nível de ensino, e a legislação atual é omissa quanto à especificidade da preparação para esse tipo de docência. Nossos sujeitos de pesquisa são 46 professores formadores que atuam em cursos de licenciatura distribuídos em 12 instituições privadas de Educação Superior do Estado de São Paulo, que fazem parte de um grande conglomerado educacional. A maioria leciona nos cursos de Pedagogia, Letras e Educação Física. Para levantamento do perfil desses professores, foi elaborado um questionário, via Google Forms, com perguntas abertas e fechadas, subdividido em quatro seções: informações pessoais; perfil acadêmico; perfil profissional e condições de trabalho. As respostas contribuíram para melhor conhecer os professores formadores que atuam na Educação Superior privada, agregando conhecimento sobre suas experiências formativas, suas experiências docentes na Educação Básica e na Educação Superior, sua remuneração, a quantidade de aulas que ministram, se receberam ou recebem algum tipo de formação na Instituição de Ensino Superior (IES) onde trabalham, dentre outras informações relevantes. Para aprofundamento de questões tratadas no questionário, foram realizadas entrevistas semiestruturadas, com nove docentes, selecionados segundo o critério de variação de tempo de atuação na Educação Superior. O roteiro, composto de 12 questões, foi subdividido nos seguintes temas: ser professor, saberes da docência, dificuldades no exercício da docência, relação com a instituição onde leciona e papel como formador. A análise da fala dos sujeitos, materializada nas entrevistas, foi feita com o apoio de instrumental teórico relativo a duas abordagens, a pedagógica e a análise do discurso de vertente francesa, a qual evidenciou processos de silenciamento e paráfrases nos depoimentos, como formas de resguardo da imagem e da posição que cada sujeito ocupa na IES. No âmbito da abordagem pedagógica, foram mobilizados referenciais que permitiram discutir sobre processos de construção da identidade docente e da professoralidade; sobre as especificidades da docência na Educação Superior; sobre os saberes necessários à prática educativa. As análises realizadas fortaleceram a hipótese inicial desta tese de que as trajetórias de aprendizagem da docência do professor, no contexto atual de mercantilização da educação, são profundamente influenciadas pelas condições de trabalho nas IES privado-mercantis, as quais afetam, de forma prejudicial, sua constituição plena como profissional autônomo e crítico de sua prática. This thesis aims to investigate the learning formative trajectories of professors working in undergraduate teaching courses in for-profit Higher Education institutions (HEI), considering the influence of their work conditions. This theme is justified by the lack of studies on teacher educator for Basic Education, especially in the private context. Little is known about these professionals, for instance, how they became professors, where they graduated, which were their previous experiences on teaching, their work status, salaries, among other aspects. Besides this, there are no specific educational policies to train professors in this educational level and the current legislation does not specify the training for this type of teaching. Our subjects are 46 professors who teach teachers in undergraduate teacher training courses in 12 private Higher education institutions, which are part of an educational conglomerate, in the state of São Paulo. Most of them work in the Pedagogy undergraduate course, and part of them in Letters and Physical Education. To have a profile of these professors, we created a questionnaire, via Google Forms, with closed and open questions, subdivided into four sections: personal information; academic profile; professional profile; and work conditions. The answers helped to better know the professors who work in private HEI, adding knowledge on their formative experiences, teaching experiences in Basic and Higher Education, salaries, number of classes taught, if they received any type of training on the HEI they teach, amongst other relevant information. To deepen the issues dealt with in the questionnaires, we also conducted semistructured interviews, with 9 professors, selected based on the criteria of variation of time working in Higher Education. The interview script had 12 questions, subdivided in the following themes: to be a teacher, teaching knowledge, difficulties to teach, relation with the institution, and role as a teacher educator. The analysis of the answers was done with the support of theoretical tools of two approaches: the pedagogical one and the French-based discourse analysis which has showed processes of silencing and paraphrases in the testimonies, as ways to protect the image and the position they hold in the HEI. In the scope of the pedagogical approach, we used references that allowed us to discuss the processes of building a teaching identity and professability; about the specificities of Higher Education teaching; and the necessary knowledge to the educational practice. The analysis strengthens the initial hypothesis that the learning formative trajectories of professors, in the current context of education financialization, are deeply influenced by their work conditions in the for-profit HEI, which harmfully affect their full establishment as professionals who are autonomous and critical of their own practices.

Este trabalho se propõe a refletir historicamente sobre jogos de tabuleiro de percurso, mais especificamente, dois jogos denominados Jogo da Vida. O primeiro Jogo localizado no MEB/FEUSP, concebido pela Congregação das Missionárias Reparadoras do Sagrado Coração de Jesus, de 1945. O segundo, comercializado pela indústria nacional de brinquedos Estrela, de 1980. Tomando-se tais jogos como objetos da história, discutiu-se a concepção de jogo, de jogo educativo, de cultura lúdica e sua relação com a educação, a materialidade e a imaterialidade destes objetos, e a sua presença ao longo da história. O Jogo da Vida da Congregação Católica gerou a busca por informações sobre a sua origem, criação e usos junto aos acervos do LABRIMP/MEB FEUSP, Real Gabinete Português de Leitura, Arquivo Escolar Caetano de Campos, Instituto Teológico Pio XI. Outro caminho adotado para compor esta história foi a localização da doadora do Jogo da Vida Católica ao MEB, professora Heloisa Prestes Monzoni. Nesse percurso dois outros objetos, utilizados na educação protestante foram incorporados à pesquisa: o quadro dos Dois Caminhos e o livro O Peregrino. Estes objetos nos levaram ao acervo da Igreja Metodista de Guaratinguetá com o objetivo de recuperar brevemente a origem, a presença e o uso dos mesmos na educação de crianças, tendo como pano de fundo a discussão sobre a possibilidade de terem inspirado a criação de jogos educativos. Os objetos lúdicos estudados abriram o diálogo com a educação religiosa da primeira metade do século XX e a adoção do brincar, do brinquedo e do jogo como estratégias pedagógicas neste contexto. O jogo da Vida da Estrela se apresenta como um ramo secundário para contrapor as práticas e a produção que envolvem os jogos educativos no século XX.. Foram nossos companheiros no percurso deste jogo/pesquisa: Kishimoto, Brougère, Rabecq-Mallaird, Pennick, Bell, Mehl, Ginzburg, Hilsdorf, Callois, Huizinga, Manson, Baktin e outros. O percurso deste trabalho nos fez refletir sobre a relação do adulto, da criança com os jogos educativos, a cultura lúdica e a aprendizagem desta pelas crianças, o papel do adulto de inserir e implementar a ludicidade infantil. This dissertation proposes a historical reflection on board games, more specifically two games named \"Game of Life\". The first game is located in the MEB/FEUSP (Museum of Education and Toys / College of Education at the University of São Paulo) and was conceived by the Congregação das Missionárias Reparadoras do Sagrado Coração de Jesus (Catholic Congregation of the Repairing Missionary Sister of the Sacred Heart of Jesus) in 1945. The second was commercialized by the national toy factory Estrela in 1980. Taking both games as objects of history, the conception of game, educational game, ludic culture and their relation with education, materiality and immateriality of these objects and their presence along the history were discussed. The Game of Life of the Catholic Congregation led to the search of its origin, creation and usage, by the heritage of LABRIMP/MEB FEUSP (Toy Laboratory at the University of São Paulo), the Royal Portuguese Cabinet of Reading, the School Archive Caetano de Campos and the Theological Institute Pio XI. Another way to compose this story was to find the donor of the Catholic Game of Life to MEB, the teacher Heloisa Prestes Monzonni. On this way, two further objects used in the protestant education were incorporated to the research: the picture The Broad and the Narrow Way and the book The Pilgrim. These objects led us to the heritage of the Methodist Church of Guaratinguetá with the purpose of recovering briefly their origin, presence and usage in the children education. The background is the discussion about the possibility that they inspired the creation of the educational games. The ludic objects studied opened the dialog with the religious education of the first half of the XX century and the adoption of playing, of toys and games as pedagogical strategies in this context. The Game of Life of Estrela is a secondary branch to contrapose the practices and production that involve the educational games in the XX century. Our partners on the way of this game/research were: Kishimoto, Brougère, Rabecq-Mallaird, Pennick, Bell, Mehl, Ginzburg, Hilsdorf, Callois, Huizinga, Manson, Bakhtin, among others. The journey through this work made us reflect about the relationship of adults and children with the educational games, the ludic culture, the learning of the referred culture by the children, and about the role of adults in inserting and implementing the children ludicity.

Esta pesquisa de doutorado tem como objetivo principal analisar o papel da pedagogia universitária em projetos inovadores de universidades públicas brasileiras. Analisar a pedagogia universitária em propostas inovadoras no ensino superior não é uma escolha aleatória. Há uma política de expansão da universidade pública, mas há uma política de formação pedagógica dos professores para essa universidade? Determinados autores (SANTOS, 2008; CHAUÍ, 2001, 2003; BUARQUE, 2003) apontam a crise da universidade e a urgência de mudança para que essa instituição não perca sua função e significância social. Dessa maneira, será avaliado em que medida projetos que, a princípio, podem ser classificados como inovadores cooperam para a transformação do ensino superior na direção do que é esperado para o cumprimento de sua função social e de que forma interagem com as discussões no campo da pedagogia universitária, em especial no que se refere à formação pedagógica do professor universitário. Pimenta e Anastasiou (2005) ressaltam a importância da constituição da identidade docente do professor de ensino superior, que também se daria em um processo de formação continuada. As universidades selecionadas foram a USP Leste e a UFPR Litoral. Tal seleção baseou-se no critério dessas universidades afirmarem constituir propostas inovadoras. Como metodologia, em um processo qualitativo de pesquisa, foram avaliados os projetos político pedagógico da instituição ou outros documentos que possibilitavam a compreensão da proposta inovadora e foram feitas entrevistas com coordenadores de curso, professores, presidente de comissão de graduação e diretor institucional. Por meio de análise dos dados coletados, foi possível constatar que ambas as universidades estão inovando e trabalhando a pedagogia universitária. No entanto, o trabalho com a pedagogia universitária e a formação pedagógica é muito mais presente na instituição que tem no ensino sua atividade fundante, do que naquela em que este fica subsumido na atividade de pesquisador do docente. Como resultado, é possível analisar duas realidades diferentes: a instauração de uma cultura da docência capaz de promover a construção da identidade docente de seus professores, e uma cultura mais voltada à pesquisa, desvinculada do eixo ensino. Por fim, a conclusão desse estudo revela que é necessária uma aproximação da teoria/prática no que se refere à inovação proposta e, para isso, a área da pedagogia universitária pode contribuir de maneira fundamental, principalmente no tocante à formação docente para lidar com o aspecto inovador do projeto. This doctoral research study aims at analyzing the role of university pedagogy in innovating projects in higher education in Brazilian universities. The choice to analyze innovating projects in higher education pedagogy contexts is not at random. There is a university expansion policy in Brazil, but is there a policy for teaching education in the universities? Authors such as Santos (2008), Chauí (2001, 2003) and Buarque (2003) point out to the crisis at university level and the urgent need for change so that universities do not lose their social meaning. Taking these discussions into consideration, the research will evaluate if university projects, which in an initial analysis can be classified as innovating, cooperate to change the university context so that this institution maintains its social meaning. In addition, the research will analyze how these projects interact with the discussion proposed by higher education pedagogy studies. The interaction with higher education pedagogy will be evaluated from the perspective that it is urgent to provide pedagogical qualification to university professors. Pimenta and Anastasiou (2005) emphasize the importance of the development of a teaching identity in universities, which would also happen in a process of continuing education. The universities selected for the study are USP Leste and UFPR Litoral. The selection was based on the criteria that these universities affirm to carry out innovating proposals. The methodology, which was carried out according to a qualitative research approach, evaluated the political pedagogical projects of the institution or other documents that provided the understanding of the innovative proposal. In addition interviews with the course coordinators, professors, president of the undergraduate commission and institutional director were conducted. The analysis of the data demonstrated that both institutions are innovating and working with the higher education pedagogy. Although the work with the higher education pedagogy and teaching education is much more present in the institution that has teaching as a fundamental activity than in the institution where teaching is incorporated in the research activities of its professors. As a result it is possible to analyze two different realities: the establishment of a teaching culture capable of promoting the construction of teachers identity, and a culture of research detached from teaching. Finally, this study reveals that it is necessary an approximation of theory and practice in terms of the proposal of innovation and, to this end, the higher education pedagogy area can contribute in an essential manner, mainly in relation to teacher education so that teachers can cope with the innovating aspect of the project.

International audience; This chapter will shed light on the erosion of social responsibility within Québec community organization. It will analyse how several of the community organizations adopted a new form of management modelled on private corporation. It will also illustrate the problems this entails for the development of and ethic of social responsibility within the organization and within social movement in Québec.