Several years ago it was difficult to imagine distant learning in Lithuania. When the SC (Stock company) „Lietuvos Telekomas“ mastered the ISDN service, it became possible to organise video conferences, but the equipment, used for these video conferences was very expensive and for a video conference in two or more places, the subsequent number of equipmnet sets was necessary. With the appearance of cable Internet providers, the ADSL service, Atviras Takas service, the Internet became cheaper, and it has become possible to arrange video conferences with any place in Lithuania, which has cable Internet or phone connection. With the appearance of technologies, allowing to arrange video conferences in Lithuania, distant learning auditoriums were equipped and broadcast was begun from Kaunas Technological University to other towns: Panevėžys, Utena, Marijampolė and etc. Ar first the NetMeeting conferencing program, which belongs to the Windows operational system, was used. Lectures were broadcast with the help of this program from a computer in KTU. Since the NetMeeting program can transmit sound and view between two points at the same time, there was an MCU (multipoint control unit) used to transmit sound and view to several distant points at the same time. Problems appeared during broadcast: the sound, view or slides would break down. This was noticed when five or more users connected. Later, KTU established an internet site, which allowed students to watch lectures in the real... [to full text]

Summary Distant Learning (DL) in Lithuania is rapidly developing, various Virtual Learning Environments (VLE) emerge. The most popular of them are WebCT, Moodle, Atutor. Therefore I have decided to analyse Moodle Virtual Learning Environment as it is widely used by many institutions of high and secondary education. Purpose of the paper To analyse the tools of virtual learning environments, in order to select those that could be added to Moodle environment and help achieve efficient usage of Moodle in creating and providing DL courses. Objectives: a) Analyse the concept and functions of VLE. b) Provide general analysis of VLE. c) Provide a comparative analysis of Moodle, File3, WebCT environments. d) Determine which functions should be added to VLE Moodle. e) Integrate the selected tools to Moodle environment. f) Prepare methodical material of Moodle environment for teachers and students. Methods of the study: a) Search and systemization of information. b) Analysis and generalization of scientific and informational material. c) Data processing. d) Comparative data analysis. In order to achieve the set objective I have compared Moodle and WebCT, which have proven to be the most popular VLE, as well as File3 – an average level VLE created in Finland. By comparing these VLE becomes apparent that Moodle VLE contains a number of various teaching and handling tools however the distributed versions of this program are short of some tools: they have no internal e-mail, which is... [to full text]

Este estudo mapeou os serviços de reabilitação no Brasil utilizados pelos usuários do Hospital de Reabilitação de Anomalias Craniofaciais da Universidade de São Paulo (HRAC/USP) e faz um diagnóstico das necessidades de capacitação dos profissionais que os atendem nas áreas de fonoaudiologia, odontologia, psicologia e serviço social. Os objetivos dessa pesquisa foram: identificar formas de articulação dos serviços/reabilitadores com órgãos locais e HRAC; levantar o perfil dos reabilitadores e conhecer suas necessidades e o interesse em participar do programa de capacitação do HRAC; propor a ampliação das formas de intercâmbio e articulação dos serviços/reabilitadores com diferentes organizações e contribuir para a construção de um pólo de capacitação, tendo como compromisso a humanização e qualificação da atenção. O estudo teve dois momentos: 1º) remessa de questionário para os pacientes do Projeto Florida (475) - projeto interdisciplinar desenvolvido em parceria com a Universidade da Flórida - para identificar os serviços / reabilitadores de seus municípios e/ou região de origem; 2º) remessa de questionário aos serviços/reabilitadores identificados (61). Dentre esses, obtivemos resposta de 21 serviços em 19 cidades, oito Estados e três regiões, em sua maioria de natureza pública e do Terceiro Setor, prestando serviços de reabilitação e assistência social, estabelecendo relações de parceria/convênios com o próprio HRAC, com Prefeituras Municipais/Secretarias de Saúde e Associações de Pais e Pessoas com Fissura Labiopalatina. Os profissionais (72) relataram dificuldades para a prática profissional na área da fissura, com destaque para área de fonoaudiologia, o que sugere medidas urgentes no sentido de se estabelecer estratégias. (95,4%) dos profissionais demonstraram interesse e a necessidade de participar de cursos de capacitação. As sugestões para o atendimento dessa demanda são: aprofundamento no conteúdo dos cursos específicos ministrados no Curso de Anomalias Craniofaciais, ampliação do conteúdo da disciplina de Política de Saúde e Reabilitação ministrada nos cursos de Pós-graduação, chegando à criação de um Núcleo de Telessaúde do HRAC/USP, Articulação da Rede Nacional de serviços na área da fissura labiopalatina que podem impulsionar a criação do pólo de capacitação do HRAC na área, em parceria com outros pólos de educação permanente do SUS no Brasil e do programa de descentralização do HRAC/USP. / This study investigated the services/programs accessed by patients from HRAC-USP, at their cities of origin, focusing on the professionals? reported need for further training in the areas of communication disorders, dentistry, psychology and social work.The objectives of this research were: 1) to identify the route followed by professionals/services in the hospital and other organizations to locate and to have access to out-services/programs for continuity care in craniofacial area; 2) to describe the profile of professionals serving the HRAC?s patients in their cities of origin and to learn about these professionals need and interest in further training in the craniofacial area; 3) to propose means to expand exchange of services and exchange between professionals among existing organizations serving patients with craniofacial anomalies; and 4) to contribute to the development of a network for continuing education focusing on humanization and quality of services. The study had 2 phases: 1) during phase 1 a Questionnaire investigating the existence and the access to outservices/professionals in the patients? city of origin, was distributed to 475 patients participating in another research involving the HRAC and the University of Florida (Florida Project); 2) during phase 2 another questionnaire was sent to the services/professionals serving the HRAC?s patients in their cities of origin and to learn about their profile need and interest in further training in the craniofacial area; was sent to all 61 services identified during phase. Out of the 61 services contacted a total of 21 replied to the second questionnaire. These services represented 19 different cities, 8 states and 3 regions of the country. Most of the services were supported with public or non governmental organizations resources and offered social or rehabilitative services by means of partnerships with the HRAC, local city government or parent/patients? support groups. The 72 professionals from the 21 services investigated that replied to the second questionnaire reported limited abilities to practice in the craniofacial areas, mainly Communication Disorders, suggesting the urgent need for the development of a network for continuing education. A total of 95.4% professionals indicated need and interest to participate in further training programs. The author?s suggestions for attending the reported needs are: 1) to advance the content of already existing courses at HRAC in the Craniofacial Area; 2) to improve the content of the Political Health and Rehabilitative Services discipline already ministered at the Graduate Program at HRAC; 3) the development of a Center for Interactive-Distant Learning at HRAC (Telessaúde HRAC-USP), 4) the organization of all national services in the Craniofacial Area fostering the development of a National Network for Training in Craniofacial Anomalies in a partnership with other networks supported by the Ministry of Health (SUS) and in agreement with HRAC goal for decentralization of services.

Este estudo mapeou os serviços de reabilitação no Brasil utilizados pelos usuários do Hospital de Reabilitação de Anomalias Craniofaciais da Universidade de São Paulo (HRAC/USP) e faz um diagnóstico das necessidades de capacitação dos profissionais que os atendem nas áreas de fonoaudiologia, odontologia, psicologia e serviço social. Os objetivos dessa pesquisa foram: identificar formas de articulação dos serviços/reabilitadores com órgãos locais e HRAC; levantar o perfil dos reabilitadores e conhecer suas necessidades e o interesse em participar do programa de capacitação do HRAC; propor a ampliação das formas de intercâmbio e articulação dos serviços/reabilitadores com diferentes organizações e contribuir para a construção de um pólo de capacitação, tendo como compromisso a humanização e qualificação da atenção. O estudo teve dois momentos: 1º) remessa de questionário para os pacientes do Projeto Florida (475) - projeto interdisciplinar desenvolvido em parceria com a Universidade da Flórida - para identificar os serviços / reabilitadores de seus municípios e/ou região de origem; 2º) remessa de questionário aos serviços/reabilitadores identificados (61). Dentre esses, obtivemos resposta de 21 serviços em 19 cidades, oito Estados e três regiões, em sua maioria de natureza pública e do Terceiro Setor, prestando serviços de reabilitação e assistência social, estabelecendo relações de parceria/convênios com o próprio HRAC, com Prefeituras Municipais/Secretarias de Saúde e Associações de Pais e Pessoas com Fissura Labiopalatina. Os profissionais (72) relataram dificuldades para a prática profissional na área da fissura, com destaque para área de fonoaudiologia, o que sugere medidas urgentes no sentido de se estabelecer estratégias. (95,4%) dos profissionais demonstraram interesse e a necessidade de participar de cursos de capacitação. As sugestões para o atendimento dessa demanda são: aprofundamento no conteúdo dos cursos específicos ministrados no Curso de Anomalias Craniofaciais, ampliação do conteúdo da disciplina de Política de Saúde e Reabilitação ministrada nos cursos de Pós-graduação, chegando à criação de um Núcleo de Telessaúde do HRAC/USP, Articulação da Rede Nacional de serviços na área da fissura labiopalatina que podem impulsionar a criação do pólo de capacitação do HRAC na área, em parceria com outros pólos de educação permanente do SUS no Brasil e do programa de descentralização do HRAC/USP. / This study investigated the services/programs accessed by patients from HRAC-USP, at their cities of origin, focusing on the professionals? reported need for further training in the areas of communication disorders, dentistry, psychology and social work.The objectives of this research were: 1) to identify the route followed by professionals/services in the hospital and other organizations to locate and to have access to out-services/programs for continuity care in craniofacial area; 2) to describe the profile of professionals serving the HRAC?s patients in their cities of origin and to learn about these professionals need and interest in further training in the craniofacial area; 3) to propose means to expand exchange of services and exchange between professionals among existing organizations serving patients with craniofacial anomalies; and 4) to contribute to the development of a network for continuing education focusing on humanization and quality of services. The study had 2 phases: 1) during phase 1 a Questionnaire investigating the existence and the access to outservices/professionals in the patients? city of origin, was distributed to 475 patients participating in another research involving the HRAC and the University of Florida (Florida Project); 2) during phase 2 another questionnaire was sent to the services/professionals serving the HRAC?s patients in their cities of origin and to learn about their profile need and interest in further training in the craniofacial area; was sent to all 61 services identified during phase. Out of the 61 services contacted a total of 21 replied to the second questionnaire. These services represented 19 different cities, 8 states and 3 regions of the country. Most of the services were supported with public or non governmental organizations resources and offered social or rehabilitative services by means of partnerships with the HRAC, local city government or parent/patients? support groups. The 72 professionals from the 21 services investigated that replied to the second questionnaire reported limited abilities to practice in the craniofacial areas, mainly Communication Disorders, suggesting the urgent need for the development of a network for continuing education. A total of 95.4% professionals indicated need and interest to participate in further training programs. The author?s suggestions for attending the reported needs are: 1) to advance the content of already existing courses at HRAC in the Craniofacial Area; 2) to improve the content of the Political Health and Rehabilitative Services discipline already ministered at the Graduate Program at HRAC; 3) the development of a Center for Interactive-Distant Learning at HRAC (Telessaúde HRAC-USP), 4) the organization of all national services in the Craniofacial Area fostering the development of a National Network for Training in Craniofacial Anomalies in a partnership with other networks supported by the Ministry of Health (SUS) and in agreement with HRAC goal for decentralization of services.

CHARLES UNIVERSITY IN PRAGUE, Faculty of Science Department of Teaching and Didactics of Chemistry Hypermedia educational program Halogen chemistry and its application in the education of gifted pupils in chemistry Mgr. Pavel Teplý Summary of Ph.D. Thesis Prague 2010 This Ph.D. thesis was worked out during a regular doctoral study at the Department of Teaching and Didactics of Chemistry, Faculty of Science, Charles University in Prague. Proposer: Mgr. Pavel Teplý Studijní program: Vzdělávání v chemii Katedra učitelství a didaktiky chemie Přírodovědecká fakulta Univerzity Karlovy v Praze Supervisor: Prof. RNDr. Jan Čipera, CSc. Katedra učitelství a didaktiky chemie Přírodovědecká fakulta Univerzity Karlovy v Praze Supervisor­consultant: Doc. RNDr. Zdeněk Mička, CSc. Katedra anorganické chemie Přírodovědecká fakulta Univerzity Karlovy v Praze Doc. PhDr. Jiří Škoda, Ph.D. Katedra pedagogiky Pedagogická fakulta Univerzity Jana Evangelisty Purkyně v Ústí nad Labem KEY WORDS Hypermedia; education software; interactive and flexible program; XHTML; halogen chemistry; videorecording of chemical experiments; education of gifted pupils; distance education; e-learning. Introduction The education of gifted pupils reflects problems dealt by the current...

Physical inactivity is well known for its effects on increasing health risks contributing to mortality and morbidity. Restrictions imposed due to covid 19 pandemic have immobilized communities worldwide, resulting in remote working and distance learning. Literature evidence directs towards Covid-19 pandemic related physical inactivity and increased sedentary behavior (SB) in the general population, and very little research is carried out on the remote workers in communities that shifted from workplaces to homes. The aim of the study is to examine if working from home before and during Covid 19 - pandemic is associated with changes in physical activity and sedentary behavior among adults. The data was acquired from a cross-sectional Swedish population-based study (n= 1035). Physical Activity (PA) was reported in METs/w (metabolic equivalent minutes per week), and intensity was grouped as Vigorous, Moderate and Light PA. The amount of Work or Studied from home (WSFH) was reported in percentages. Light PA level was higher among the group >50% WSFH than the ≤ 50% group during pandemic and SB was higher among ≤ 50% WSFH group during pandemic. Demographical variations among the WSFH groups showed significant associations in the occupation and education level. In conclusion, the study showed that those who worked or studied more from homes have been physically active in walking (Light PA) and had a lower sedentary time than others. There were no significant difference in physical activity levels  due to the changes in the amount of pandemic-based work or study from home, during the pandemic.