Comunicação e educação: implicações contemporâneas
This essay continues to spread and systematize new data collected in the research conducted between 2006 and 2009 with fundamental and medium term teachers from public schools in the city and state of Sao Paulo. The intent, now, is to question about the tensions that surround the relationship between teacher’s professional practice and actual circumstances of the social media field.
Don't bother me, Mom, I'm learning!
Marc Prensky presents the case profoundly counter-cultural but true nevertheless that video and computer game playing, done appropriately, is actually very beneficial to today's "Digital Native" kids, who use them to prepare for life in the 21st century. Prensky believes that kids are so attracted to these games because they are learning about important "future" things, from collaboration, to prudent risk taking, to strategy formulation and execution, to complex moral and ethical decisions. The author's arguments are supported by PhDs studying both violence and games in their totality, and by studies of gamers who have become successful corporate workers, entrepreneurs, leaders, doctors, lawyers, scientists and other professionals. Don't bother me, Mom, I'm learning!: How computer and video games are preparing your kids for 21st century success and how you can help keywords "digital native" kids, digital learning, video and computer game catalogue card Title: Don't bother me, Mom, I'm learning! How computer and video games are preparing your kids for 21st century success and how you can help Author: Marc Prensky Publication: St. Paul: Paragon House, cop. 2006 Subjects: Computer games-Social aspects, computer games and kids, social learning ISBN: 1-55778-858-8 index Introduction Forward by James Paul Gee Part I: Games are NOT the Enemy Part II. The Rise of the Digital Native Part III. What's Different About Today's Games Part IV. What Kids Are Learning (On Their Own) Part V. How Parents, Teachers, and All Adults Can Get In The Game! Conclusion Epilogue Appendix: A Parent and Teacher Toolkit Notes Further Reading Index About the Author Legal notice · Cookie Policy The texts published in this journal, unless otherwise indicated, are subject to a Creative Commons AttributionNoncommercial-NoDerivativeWorks 2.5 licence. It may be copied, distributed and broadcast provided that the author and UOC Papers are cited. Commercial use and derivative works are not permitted. The full licence can be consulted on http://creativecommons.org/licenses/by-nc-nd/2.5/es/deed.en "Don't Bother Me, Mom -I'm Learning” : How Computer and Video Games Are Preparing Your Kids For Twenty-first Century Success -and How You Can Help! by Marc Prensky (Paragon House 2006) presents the case – profoundly counter-cultural but true nevertheless – that video and computer game playing, within limits, is actually very beneficial to today's “Digital Native” kids, who are using. them to prepare themselves for life in the 21st century. The reason kids are so attracted to these games, Prensky says, is that they are learning about important “future” things, from colla How Computer and Video Games Are Preparing Your Kids for Twenty-first Century Success— and How You Can Help! Marc Prensky St Paul, MN: Paragon House, 2006. xxi, 254 pp. $15.99 paper. isbn: 1557788588. Imagination and Play in the Electronic Age Dorothy G. Singer and Jerome L. Singer Cambridge, MA: Harvard University Press, 2005. Gee’s book places video games squarely within the context of children’s learning experiences. For Gee, playing with elec The generational divide Prensky observes in relation to computer and video games already existed in some respects in an older medium. In addition, the statistical evidence on electronic game playing gen-erally shows that many adults play these games as well.
Research on health and oral health status of elderly living alone compared to elderly living with their families - based on the data (2014) from the 6th two-year Korea national health and nutrition examination survey -
Objectives: I examined the health and oral health status of elderly people living alone compared to elderly people living with their families by using data (2014) from the 6th Two-Year Korea National Health and Nutrition Examination Survey. Methods: Among 1,454 health survey respondents aged 65 years and over who participated in the 6th Two-Year Korea National Health and Nutrition Examination Survey conducted in 2014, 311 were elderly people living alone and 1,143 were elderly people living with their families. Results: In terms of socio-demographic characteristics, the percentage of elderly people living alone was high especially in women and when the subjects’ age, education level, and income level were low. In terms of oral health status, the percentage of elderly people living alone was high when elderly people thought that their subjectively viewed health was poor and the frequency of drinking and exercise was low. In terms of oral health status, the percentage of elderly people living alone was high among elderly people who did not have good oral health in their subjective view and did not get oral examinations for a year and had a lot of difficulty chewing. Conclusions: Family support or additional social support for elderly people who live alone should be considered to promote the healthy lives of elderly people.