Virtualization of the Brazilian Nursing Week in the COVID-19 pandemic: the novelty and the tangible

ABSTRACT Objective: to report the virtualization experience of the 81st Brazilian Nursing Week of a public university in the state of Rio de Janeiro. Methods: an experience report with descriptive approach on the planning and virtual operationalization of a traditional nursing event, which took place in May 2020. Results: the event had 543 entries and 39 activities were offered, 3 panels with the presence of international guests, 1 national conference, 3 thematic roundtable discussions, 9 roundtable discussions involving projects and extension leagues, 5 cultural activities and 17 activities in social networks (lives and videos). Final considerations: the virtualization of the 81st Brazilian Nursing Week brought the learning and appropriation of new ways of debating nursing in times of physical isolation, which will contribute to an immediate future in social and work relations as well as to the collaborative construction of knowledge.

Exploration of PPP Investment and Financing Model for Infrastructure: A Case Study of the Beijing-Tianjin-Hebei Region

With the overall weakening of the macroeconomic situation, the investment growth in Beijing-Tianjin-Hebei continued to slow down. This article focuses on the reform and innovation of investment and financing models in the vertical and horizontal collaborative construction of Beijing-Tianjin-Hebei infrastructure. Under the framework of the PPP model, this article discusses how to design a market-oriented platform of infrastructure investment and financing model, introduce and use private capital, build remote capital access and exit mechanism, measure the government’s financial capacity and financial risks in the PPP model, set up PPP institutions, and improve relevant laws and regulations to make the infrastructure construction and operation more efficient, thus promoting the coordinated development of infrastructure construction in the Beijing-Tianjin-Hebei region.

EDUCATIONAL TECHNOLOGIES AND INCLUSION EXPERIENCES

A teaching proposal for deaf people will be outlined here, mediated through You Tube, that contemplates the topics covered in History classes, through the joint and collaborative construction of a digital library of Libras videos on this platform. Therefore, a brief contextualization is outlined on how the discipline has been organized in the Basic Education curriculum in face of the technological changes that take place at the turn of the 20th century with the advent of information and communication technologies (ICTs) The methodology used is a qualitative approach in a descriptive and exploratory character, which will analyze some bibliographical productions on the subject and the discussion of two You Tube channels.The dialogues with Pinsky (2016), Bispo and Barros (2016), Castells (1999), Queiroga Junior (2018), Coelho and Bottentuit Junior (2019), Correa (2002) and Pereira (2017), open up possibilities for thinking about the teaching of History mediated by ICTs. Among the results obtained, there is the relevance of thinking about mediated educational projects by educational technologies that contribute to the achievement of autonomy of the deaf person, respecting their different ways of learning.

‘What? Olaf is the taxi driver?’

While children’s remarkable ability to co-construct spontaneous fantasy narratives in pretend play interaction has been noted, sequential organization embedded in the collaborative construction of narratives have received little research attention. Drawing on an ethnomethodological and conversation analysis perspective, the current study examines the sequential organization of pretend play narratives co-constructed in children’s play interaction. Close sequential analysis based on 30 hours of audio and video recordings reveals an array of resources and interactional practices used to construct and maintain the spontaneous narratives. Sequential analysis allows to observe sense-making procedures embedded in the way participating children respond to and develop the storyline. The paper concludes with a reflection on how real-world knowledge informs and regulates the co-constructional process of fantasy narratives.

Collaborative construction of turn constructional units in responsive positions of question-answer sequences in Mandarin conversation

This paper explores the features and interactional functions of collaboratively constructed TCUs (CCTs) in responsive positions of question-answer sequences in Mandarin daily conversations. Adopting the methodologies of Conversation Analysis, Interactional Linguistics and Multimodal Analysis, the study explores the sequential features of the CCTs and bodily-visual resources co-occurring with the CCTs, such as gaze orientations and gestures. Two categories have been identified based on the participants’ roles in the question-answer sequences. First, the answerer initiates the response to the question, and the questioner collaboratively completes the response. The analysis shows that the questioners are not conveying the action of answering the question but assuming the answer to the question. Second, one answerer initiates the response to the question, and another one collaboratively completes the response. The data demonstrates that this type of CCTs usually involves the two question-recipients with more or less equal epistemic access to the referent.

What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

The important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.

Study on Deformation and Stability of Rock-Like Materials Retaining Structure during Collaborative Construction of Super-Adjacent Underground Project

The collaborative construction of undercrossing tunneling of Gongchang Road and the adjacent Metro Line 6 extension station section in Shenzhen is difficult and of high risk. In view of these characteristics, this paper studied the deformation and stability of rock-like material retaining structures in the process of underground engineering collaboration by combining the measured deformation data and the circular slide theory based on the limit equilibrium method. The results show that due to the difference between the supporting systems of rock-like materials on both sides and other reasons, the upper part of the retaining structure and the limited soil in the adjacent area tilt greatly to one side at the same time, and the surface settlement in the limited soil area also increases with the increase of the excavation depth of the foundation pit. On the basis of measured deformation data analysis, the mechanical model for calculating the stability concerning the relationship between the adjacent distance L of the deep foundation pit and the vertical distance D ′ between the lowest support of the foundation pit and the bottom of retaining structures was established. Then, the calculation formula for the against basal heave stability covering different adjacent degrees was established. Besides, the applicability of the calculation method was verified by combining it with the actual engineering and related prediction theories, which further proves that the research results have certain theoretical value and engineering significance, and can provide a reference for the rock-like material retaining structures design and stability analysis of similar projects.