Bonjour Foz do Iguaçu

VII Seminário de Extensão Universitária da UNILA (SEUNI); VIII Encontro de Iniciação Científica e IV Encontro de Iniciação em Desenvolvimento Tecnológico e Inovação (EICTI 2019) e Seminário de Atividades Formativas da UNILA (SAFOR)O projeto Bonjour, Foz do Iguaçu! É um projeto de extensão da Universidade Federal da Integração Latino-Americana (UNILA), que oferece aulas gratuitas de francês para moradores da comunidade de Foz do Iguaçu e região. Bonjour, Foz do Iguaçu! é um curso de caráter comunitário e tem como principal objetivo democratizar o acesso ao ensino e aprendizado de novos idiomas, sabendo que desafortunadamente o acesso a novas línguas fica, na maioria das vezes, restrito a uma pequena parcela da sociedade. O projeto busca difundir a língua francesa e a francofonia na Tríplice Fronteira e busca contribuir na integração cultural e o avanço aprofundamento da interdisciplinaridade e interculturalidade da região, assim como a democratização do ensino e aprendizagem do francês como língua estrangeira. Na universidade, bem como no mundo laboral, o aprendizado de novas línguas é uma necessidade primordial. A UNILA e a cidade de Foz do Iguaçu são espaços onde circulam pessoas oriundas de diversos países, nos quais a comunicação se torna uma ferramenta indispensável para a interação social. Estes espaços de intercambio, plurilinguismo e multiculturalidade se apresentam, para nosso projeto, como um terreno propício para à execução das atividades deste que visa a promoção da língua francesa e da cultura francófona na cidade de Foz do Iguaçu e região. Bonjour, Foz do Iguaçu! Busca compartilhar experiências integrando a comunidade acadêmica da UNILA à comunidade externa, ofertando cursos de língua francesa (FLE – Francês Língua Estrangeira) e diversas outras atividades culturais em torno à francofonia, sempre adequadas ao público-alvo de cada ediçãoÀ Universidade Federal da Integração latino-americano (UNILA) pelo financi- amento do projeto de extensão Bonjour Foz do Iguaçu, tornando possível a perma- nência da ação. Ao Pró-Reitoria de extensão (PROEX) para facilitar essa integração entre os acadêmi- cos e a comunidade externa. Ao coordenador do projeto e todos os participantes pelo apoio e boa vontade em auxiliar sempre que necessári

Motivational Strategies for Correctional Practitioners

The purpose of this paper is to examine the significance of motivational strategies on offender participation in learning. Education is an effective tool to assist offenders to become productive citizens in society. Therefore, the correctional practitioners must have effective motivational methods to impact the educational development of offenders

Modulation of en-route charges to redistribute traffic in the European airspace

Peak-load pricing (PLP), a two-tariffs charging scheme commonly used in public transport and utilities, is tested on the European Air Traffic Management (ATM) system as a means for reducing capacity-demand imbalances. In particular, a centralised approach to PLP (CPLP) where a Central Planner (CP) sets en-route charges on the network is presented. CPLP consists of two phases: in the first, congested airspace sectors and their peak and off-peak hours are identified; in the second, CP assesses and sets en-route charges in order to reduce overall shift on the network. Such charges should guarantee that Air Navigation Service Providers (ANSPs) are able to recover their operational costs while inducing the Airspace Users (AUs) to route their flights in a way that respects airspace capacity. The interaction between CP and AUs is modelled as a Stackelberg game and formulated by means of bilevel linear programming. Two heuristic approaches, based on Coordinate-wise Descent and Genetic Algorithms are implemented to solve the CPLP model on a data set obtained from historical data for an entire day of traffic on European airspace. Results show that significant improvements in traffic distribution in terms of shift and sector load can be achieved through this simple en-route charges modulation scheme

Acculturation Factors Associated with the Prevalence of Obesity in Immigrant Children and Adolescents

Childhood obesity (CO) is a significant public health issue in the United States, including the immigrant populations. Obese children and adolescents are at increased risk for multiple preventable comorbidities that affect their physical health and psychological well-being. The perception exists that the immigrant child population may possess protection against CO, but this group also experienced an increased prevalence of CO. Acculturation, or the adaptation to American culture and lifestyles, has been shown to be associated with the increased obesity rate among immigrant children and adolescents. Understanding the association between acculturation factors and CO is necessary to effectively combat obesity among children and adolescents in immigrant populations. The purpose of this literature review is to analyze the association of acculturation factors on the prevalence of CO among U.S. immigrant children and adolescents. Only articles that examined CO and at least one aspect of acculturation were included in this review. Twelve articles meeting the criteria were retrieved from CINAHL, Medline, PsychInfo, Academic Search Premier, and ERIC. The review identified the following acculturation factors to be associated with CO: parental immigration factors, child immigration factors, country of birth, generational status and primary home language, parental level of acculturation, and CO related lifestyle practices. There is modest evidence to suggest that a combination of acculturation factors is associated with increasing CO rate in immigrant populations. This review enhances the knowledge and awareness of public and pediatric healthcare professionals to develop targeted interventions that promote healthy weight in immigrant children and adolescents at increased risk for obesity

Curriculum-Related Trends in K-12 Adventist Education in the North American Division: An Inductive Analysis of the Profile Surveys--1987-2007

Problem For several years, curriculum developers in the North American Division (NAD) have used the biennial results from the Profile Surveys to help guide their decisions in terms of educational policy. While some comparisons have been made between individual studies and ensuing results have been used to influence curriculum development, overall trends in the 10 studies up to 2007 have not been identified. As the studies increased in number, an integrative effort was needed in order help reveal the trends in the combined results and to make them available in more compact form for use by curriculum developers. Method The database for this inductive analysis was generated from various secondary sources, primarily written reports, articles, and SPSS files containing results from the 10 Profile Studies conducted from 1987 to 2007. These were supplemented with archived data from CDs and other hard copy sources, and personal communication with L. D. Burton, principal investigator for the last two Profile Studies conducted in 2004 and 2007. The following four research questions guided this study: 1. As reported in the Profile Survey results from 1987 to 2007, what trends emerge in K-12 teacher responses with regard to curriculum guides? 2. As reported in the Profile Survey results from 1987 to 2007, what trends emerge in K-12 teacher responses with regard to textbooks? 3. As reported in the Profile Survey results from 1987 to 2007, what K-12 technology issues feature most prominently? 4. As reported in the Profile Survey results from 1987 to 2007, what other system-wide issues feature most prominently in K-12 Adventist education? Data analysis involved a quantitative approach using descriptive statistics. Further, data were viewed through the lens of institutional theory. In addition to quantitative data, some qualitative responses from key stakeholders were integrated into the research to strengthen or clarify findings based on quantitative data. Results Data analysis indicated that the fragmentation issue which initially gave rise to the Profile Surveys has been resolved. Results based on analysis of the four research questions indicated that many of the concerns related to curriculum guides, textbooks, technology in schools, and other system-wide issues including the Journey to Excellence (J2E) initiative have been resolved. However, as curriculum development is an on-going process, many more issues still need to be further studied and addressed. Those include integrating faith with learning, teaching critical thinking skills, and adopting and implementing professional development strategies that work. Conclusions Based on the findings from this study, condensed information on curriculum-related issues that matter to teachers is now available to curriculum developers in the NAD. With respect to curriculum guides, for example, results reveal that format and user-friendliness do matter to teachers. In addition, the findings from this study can serve to acquaint system-level administrators with trends such as a rift in professional development methods among K-12 teachers. Moreover, this research provided evidence that, while room remains for improvement, teachers have been advancing in their knowledge of the J2E initiative, the foundation of the vision for excellence in Adventist education