Theoretical and methodological aspects of preschool teacher's activity in overcoming social insecurity of children in inclusive education

The article deals with theoretical and methodological aspects of preschool teacher's activity in overcoming social insecurity of preschool children in inclusive education. The modern scientific and methodological researches on creation of an inclusive environment in a preschool education institution in which priority is active interaction, personal growth of children of preschool age, including children with disabilities, which would allow to successfully adapt to society, to solve difficult questions of vital activity, to analyze life , the achievement of individual and public goals.The article contains the results and analysis of the responses of teachers of pre-school education institutions and elementary schools from different regions of Zhytomyr region (57 people), collected through an anonymous survey in July 2018 during the Summer School in the framework of the Italian-Ukrainian cooperation project "Preschools and Relations between family, society and educational institution for children with special needs from 0 to 6 years in Zhytomyr region – Ukraine"(2015-2017) and work of annual (from 2016 to present) Ukrainian-Ukrainian School (Founder: Professor of the University of Parma Dimitris Argyropoulos) in partnership with the University of Parma, Emilia Romagna, ISCOS Public Organization, Emilia Romagna Regional Office (Italy), Zhytomyr Ivan Franko State University.Based on the results of the study, an analysis of the needs of teachers and children of preschool age in communication, offers recommendations on how to work to overcome social insecurity in children, including children with disabilities

Інклюзивна педагогіка: Навчальний посібник для науково-педагогічних працівників, студентів закладів вищої освіти

У навчальному посібнику висвітлюються питання загально-теоретичних та методичних засад інклюзивної педагогіки з опорою на основні концепції, поняття і принципи. Представлено матеріали з історії інклюзивної педагогіки. Деталізується суть процесу включення дитини з особливими освітніми потребами до класичних груп закладу дошкільної освіти (далі ЗДО). Розглядаються особливості підтримки і супроводу дитини дошкільного віку з особливими освітніми потребами в ЗДО у співпраці з родинами. З урахуванням сучасних тенденцій в системі дошкільної освіти представлено порядок ведення документації, співпрацю учасників інклюзивного процесу та зміст роботи ЗДО з організації освітнього процесу в умовах інклюзивної освіти. До кожного розділу подається практичний матеріал. Посібник рекомендовано для науково-методичних працівників, здобувачів вищої освіти за спеціальністю 012 Дошкільна освіта (першого бакалаврського та другого магістерського рівнів),слухачів курсів підвищення кваліфікації

Genitori migranti e figli con disabilit\ue0 Le rappresentazioni dei professionisti e le percezioni delle famiglie

Il contributo si occupa di un tema poco indagato nel panorama delle ricerche italiane ed europee, quello della disabilit\ue0 e della migrazione; su questo tema \u201cintrecciato\u201d la ricerca si pone come una delle prime a livello europeo. Dai primi dati della ricerca e da una prima analisi del materiale qualitativo e quantitativo, emerge: da parte degli insegnanti, la difficolt\ue0 di comunicazione e di coinvolgimento delle famiglie dovuta a rapporti frettolosi (necessit\ue0 di mediatori culturali e di tempo), a fronte di una discreta/buona collaborazione quando vi \ue9 coinvolgimento; da parte dei genitori, l\u2019enorme difficolt\ue0 nella quotidiana accessibilit\ue0 (case inadeguate ecc.); la non curanza di alcune realt\ue0 (questura, servizi, comune ecc.) a informarli correttamente e tempestivamente sui loro diritti; la totale assenza di qualunque aiuto - ad eccezione della scuola - quando i genitori si trovano in situazioni drammatiche; lo scarsissimo feeling con gli assistenti sociali; il fatalismo del destino del figlio che attenua il senso di colpa, senza connotarsi di progettualit\ue0; da parte dei professionisti, la necessit\ue0 che i genitori possano contare su una figura di riferimento (case-manager) presente sul territorio e su reti parentali e amicali culturalmente affini e/o meticciate; la rappresentazione di genitori in difficolt\ue0 per scarsa chiarezza nelle comunicazioni, a fronte di un\u2019immediata accettazione di sostegni. Da questa prima parziale lettura, la scuola risulta la realt\ue0 maggiormente in grado di corrispondere ai bisogni delle famiglie, accogliendole; ci\uf2 viene confermato dagli stessi insegnanti che richiedono, per\uf2, un maggior supporto dei servizi territoriali, anche riguardo all\u2019ampliamento della partecipazione delle famiglie migranti (con la presenza di mediatori culturali)

Zebrafish hoxd4a Acts Upstream of meis1.1 to Direct Vasculogenesis, Angiogenesis and Hematopoiesis

10.1371/journal.pone.0058857PLoS ONE83

Neuromyths: Misconceptions about neurodevelopment by Italian teachers

Background: Neuromyths are commonly held misconceptions about the brain, often generated by a misunderstanding of scientifically established facts. To date, limited research has explored the pervalence of neuromyths about neurodevelopmental disorders in the teacher population. Method: The current study investigated the prevalence of teachers’ general and neurodevelopmental neuromyths among 820 Italian teachers. Results: Italian teachers correctly identified 73% of general neuromyths and 70% of neurodevelopmental neuromyths. The difference between general and neurodevelopmental neuromyths endorsement was significant. Frequency of accessing relevant information emerged as a protective factor. A mediation analysis showed that higher need for cognition was significantly associated with a higher frequency of accessing relevant information about the brain, which in turn led to lower endorsement of neuromyths. Conclusion: In line with our findings, we suggest that teachers can benefit from neuroeducation initiatives aimed to enhance neuroscience literacy in both the initial education and continuous professional development of teachers

Improved membranes for the extraction of heavy metals

This work presents a series of experimental tests on new practical approaches in membrane design to improve extraction capacity and rate. We chose an extraction system involving Aliquat 336 as the extractant and Cd(II) as the metal ion to be extracted to demonstrate these new approaches. The core element in the new membrane assembly was the extractant loaded sintered glass filter. This membrane assembly provided a large interface area between the extractant and the aqueous solution containing metal ions. By recycling the aqueous solution through the membrane assembly, the extraction rate was significantly improved. The membrane assembly also offered good extraction capacity

Assessing robust bioprocess design through modulation of process input variables in the expansion of human induced pluripotent stem cell aggregates in Vertical-Wheel(R) bioreactors

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Identification of novel target genes of nerve growth factor (NGF) in human mastocytoma cell line (HMC-1 (V560G c-Kit)) by transcriptome analysis

<p>Abstract</p> <p>Background</p> <p>Nerve growth factor (NGF) is a potent growth factor that plays a key role in neuronal cell differentiation and may also play a role in hematopoietic differentiation. It has been shown that NGF induced synergistic action for the colony formation of CD34 positive hematopoietic progenitor cells treated with macrophage-colony stimulating factor (M-CSF or CSF-1), or stem cell factor (SCF). However, the exact role of NGF in hematopoietic system is unclear. It is also not clear whether NGF mediated signals in hematopoietic cells are identical to those in neuronal cells.</p> <p>Results</p> <p>To study the signal transduction pathways induced by NGF treatment in hematopoietic cells, we utilized the mastocytoma cell line HMC-1(V560G c-Kit) which expresses the NGF receptor, tropomyosin-receptor-kinase (Trk)A, as well as the constitutively activated SCF receptor, V560G c-Kit, which can be inhibited completely by treatment with the potent tyrosine kinase inhibitor imatinib mesylate (imatinib). NGF rescues HMC-1(V560G c-Kit) cells from imatinib mediated cell death and promotes proliferation. To examine the NGF mediated proliferation and survival in these cells, we compared the NGF mediated upregulated genes (30 and 120 min after stimulation) to the downregulated genes by imatinib treatment (downregulation of c-Kit activity for 4 h) by transcriptome analysis. The following conclusions can be drawn from the microarray data: Firstly, gene expression profiling reveals 50% overlap of genes induced by NGF-TrkA with genes expressed downstream of V560G c-Kit. Secondly, NGF treatment does not enhance expression of genes involved in immune related functions that were down regulated by imatinib treatment. Thirdly, more than 55% of common upregulated genes are involved in cell proliferation and survival. Fourthly, we found Kruppel-like factor (KLF) 2 and Smad family member 7 (SMAD7) as the NGF mediated novel downstream genes in hematopoietic cells. Finally, the downregulation of KLF2 gene enhanced imatinib induced apoptosis.</p> <p>Conclusion</p> <p>NGF does not induce genes which are involved in immune related functions, but induces proliferation and survival signals in HMC-1(V560G c-Kit) cells. Furthermore, the current data provide novel candidate genes, KLF2 and SMAD7 which are induced by NGF/TrkA activation in hematopoietic cells. Since the depletion of KLF2 causes enhanced apoptosis of HMC-1(V560G c-Kit), KLF2 may play a role in the NGF mediated survival signal.</p