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Estudo das relações entre populações celulares, expressão de aquaporina-4 e sulfato de condroitina com o tempo de relaxamento e a taxa de transferência de magnetização no hipocampo de pacientes com epilepsia do lobo temporal farmacorresistente; Study of the associations between cellular populations, aquaporin 4 and chondroitin sulfate with T2 relaxation and magnetization transfer in the hippocampus of patients with drug-resistant temporal lobe epilepsy

Santos, José Eduardo Peixoto
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 30/09/2014 PT
Relevância na Pesquisa
35.96%
Racional: A epilepsia do lobo temporal está comumente associada à farmacorresistência e tem a esclerose hipocampal como achado neuropatológico em mais da metade dos casos. Histologicamente, a esclerose hipocampal está associada à perda neuronal diferencial e gliose, além de alterações nos níveis de moléculas associadas à homeostase da água tecidual, como a aquaporina 4 e a molécula de matriz sulfato de condroitina. Em imagens de ressonância nuclear magnética, a esclerose é caracterizada por redução de volume em sequências ponderadas em T1, aumento de sinal e tempo de relaxamento em sequências ponderadas em T2 e redução na transferência de magnetização. Justificativa e Objetivos: Uma vez que tanto o sinal T2 quando a transferência de magnetização são dependentes da água tecidual, nosso objetivo é avaliar, na formação hipocampal de pacientes com epilepsia do lobo temporal, as correlações entre populações celulares e moléculas ligadas à homeostase da água e as imagens ponderadas em T2 e transferência de magnetização. Visamos ainda definir, na formação hipocampal de indivíduos sem alterações neuropatológicas, o volume de cada um dos subcampos hipocampais. Metodologia: Pacientes com epilepsia do lobo temporal farmacorresistente (ELT...

High School Transfer Students and the Transition to College: Timing and the Structure of the School Year

Sutton, April; Muller, Chandra; Langenkamp, Amy G.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /01/2013 EN
Relevância na Pesquisa
46.25%
The timing of a high school transfer may shape students’ transitions to college through its (mis)alignment with the structure of the school year. A transfer that occurs during the summer interrupts the four-year high school career, whereas a transfer that occurs midyear disrupts both the four-year high school career and the structure of the school year. Using the Education Longitudinal Study of 2002 (ELS), the investigators find that the penalty suffered after the transfer depends on the degree to which students’ high school pathways synchronize with the curricular and extracurricular structure of the school year. Midyear transfer students appear to suffer the greatest postsecondary matriculation penalty. Students who transfer midyear are less likely to attend a four-year college compared with nontransfer and summer transfer students, whereas summer transfer students are less likely to attend a highly selective four-year college compared with their nontransfer counterparts. Curricular and extracurricular disruptions that transfer students experience after their school move explain some, but not all, of the negative associations observed between transferring and the transition to college. Directions for future research and the theoretical and policy implications of the results are discussed.

Knowledge transfer intervention theory : a model grounded in the strategies used by intermediate agents in the context of education

Awad, Nathalie C.
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
EN
Relevância na Pesquisa
35.9%
La présente thèse se base sur les principes de la théorisation ancrée (Strauss & Corbin, 1998) afin de répondre au manque de documentation concernant les stratégies adoptées par des « agents intermédiaires » pour promouvoir l’utilisation des connaissances issues de la recherche auprès des intervenants en éducation. Le terme « agent intermédiaire » réfère aux personnes qui sont positionnées à l’interface entre les producteurs et les utilisateurs des connaissances scientifiques et qui encouragent et soutiennent les intervenants scolaires dans l’application des connaissances scientifiques dans leur pratique. L’étude s’inscrit dans le cadre d’un projet du ministère de l’Éducation, du Loisir et du Sport du Québec visant à améliorer la réussite scolaire des élèves du secondaire provenant de milieux défavorisés. Des agents intermédiaires de différents niveaux du système éducatif ayant obtenu le mandat de transférer des connaissances issues de la recherche auprès des intervenants scolaires dans les écoles visées par le projet ont été sollicités pour participer à l’étude. Une stratégie d’échantillonnage de type « boule-de-neige » (Biernacki & Waldorf, 1981; Patton, 1990) a été employée afin d’identifier les personnes reconnues par leurs pairs pour la qualité du soutien offert aux intervenants scolaires quant à l’utilisation de la recherche dans leur pratique. Seize entrevues semi-structurées ont été réalisées. L’analyse des données permet de proposer un modèle d’intervention en transfert de connaissances composé de 32 stratégies d’influence...

How Do Ex Ante Simulations Compare with Ex Post Evaluations? Evidence from the Impact of Conditional Cash Transfer Programs

Leite, Phillippe; Narayan, Ambar; Skoufias, Emmanuel
Fonte: Banco Mundial Publicador: Banco Mundial
Relevância na Pesquisa
35.9%
This paper compares the ex ante simulation of the impacts of conditional cash transfer programs against the ex post estimates of impacts obtained from experimental evaluations. Using data on program-eligible households in treatment areas from the same baseline surveys that are used for experimental evaluations of conditional cash transfer programs in Mexico and Ecuador, the authors use a micro-simulation model to derive ex ante estimates of the impact of the programs on enrollment rates and poverty. The estimates reveal that ex ante predictions of certain impacts of conditional cash transfer programs match up well against the benchmark estimates of ex post experimental studies. The findings seem to support the use of this model to assess the potential impact and cost efficiency of a conditional cash transfer program ex ante, in order to inform decisions about how the program would be designed.

Are There Diminishing Returns to Transfer Size in Conditional Cash Transfers?

Filmer, Deon; Schady, Norbert
Fonte: Banco Mundial Publicador: Banco Mundial
Relevância na Pesquisa
35.95%
There is increasing evidence that conditional cash transfer programs can have large impacts on school enrollment, including in very poor countries. However, little is known about which features of program design -- including the amount of the cash that is transferred, how frequently conditions are monitored, whether non-complying households are penalized, and the identity or gender of the cash recipients -- account for the observed outcomes. This paper analyzes the impact of one feature of program design -- namely, the magnitude of the transfer. The analysis uses data from a program in Cambodia that deliberately altered the transfer amounts received by otherwise comparable households. The findings show clear evidence of diminishing marginal returns to transfer size despite the fact that even the larger transfers represented on average only 3 percent of the consumption of the median recipient households. If applicable to other settings, these results have important implications for other programs that transfer cash with the explicit aim of increasing school enrollment levels in developing countries.

Designing Cost-Effective Cash Transfer Programs to Boost Schooling among Young Women in Sub-Saharan Africa

Baird, Sarah; McIntosh, Craig; Ozler, Berk
Fonte: Banco Mundial Publicador: Banco Mundial
Relevância na Pesquisa
35.94%
As of 2007, 29 developing countries had some type of conditional cash transfer program in place, with many others planning or piloting one. However, the evidence base needed by a government to decide how to design a new conditional cash transfer program is severely limited in a number of critical dimensions. This paper presents one-year schooling impacts from a conditional cash transfer experiment among teenage girls and young women in Malawi, which was designed to address these shortcomings: conditionality status, size of separate transfers to the schoolgirl and the parent, and village-level saturation of treatment were all independently randomized. The authors find that the program had large impacts on school attendance: the re-enrollment rate among those who had already dropped out of school before the start of the program increased by two and a half times and the dropout rate among those in school at baseline decreased from 11 to 6 percent. These impacts were, on average, similar in the conditional and the unconditional treatment arms. Although most schooling outcomes examined here were unresponsive to variation in the size of the transfer to the parents...

Examining Conditional Cash Transfer Programs : A Role for Increased Social Inclusion?

de la Brière, Bénédicte; Rawlings, Laura B.
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
35.94%
Conditional Cash Transfer programs (CCTs) provide money to poor families contingent upon certain verifiable actions, generally minimum investments in children s human capital such as regular school attendance or basic preventative health care. They therefore hold promise for addressing the inter-generational transmission of poverty and fostering social inclusion by explicitly targeting the poor, focusing on children, delivering transfers to women, and changing social accountability relationships between beneficiaries, service providers and governments. CCT programs are at the forefront of applying new social policy theories and program administration practices. They address demand-side barriers, have a synergistic focus on investments in health, education and nutrition, and combine short-term transfers for income support with incentives for long-run investments in human capital. They also are public sector leaders in program administration, using modern targeting, registering, and monitoring systems along with strategic evaluations. Their impact depends on the supply of quality...

Perceptions of underprepared community college students regarding their educational achievement

Barbatis, Peter
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
35.94%
The purpose of this study was to understand the perceptions of underprepared college students who had participated in learning communities and who persisted to complete developmental classes and earned at least 30 college-level credit hours to graduate and the perceptions of their peers who had dropped out of college. The theories posed by Tinto, Astin, and Freire formed the framework for this case study. The 22 participants were graduates or transfer students now attending a public university, currently-enrolled sophomores, and students no longer enrolled at the time of the study. Semi-structured individual interviews and a group interview provided narrative data which were transcribed, coded, and analyzed to gain insights into the experiences and perspectives of the participants. The group interview provided a form of member checking to increase accuracy in interpreting themes. A peer reviewer provided feedback on the researcher’s data analysis procedures. ^ The analysis yielded four themes and 14 sub-themes which captured the essence of the participants’ experiences. The pre-college characteristics/traits theme described the students’ internal values and attributes acquired prior to college. The external college support/community influence theme described the encouragement to attend college the students received from family...

Perceptions of Underprepared Community College Students regarding their Educational Achievement

Barbatis, Peter
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
35.94%
The purpose of this study was to understand the perceptions of underprepared college students who had participated in learning communities and who persisted to complete developmental classes and earned at least 30 college-level credit hours to graduate and the perceptions of their peers who had dropped out of college. The theories posed by Tinto, Astin, and Freire formed the framework for this case study. The 22 participants were graduates or transfer students now attending a public university, currently-enrolled sophomores, and students no longer enrolled at the time of the study. Semi-structured individual interviews and a group interview provided narrative data which were transcribed, coded, and analyzed to gain insights into the experiences and perspectives of the participants. The group interview provided a form of member checking to increase accuracy in interpreting themes. A peer reviewer provided feedback on the researcher’s data analysis procedures. The analysis yielded four themes and 14 sub-themes which captured the essence of the participants’ experiences. The pre-college characteristics/traits theme described the students’ internal values and attributes acquired prior to college. The external college support/community influence theme described the encouragement to attend college the students received from family...

A comparison of upper division performance of community college transfer students to native university students

Karpis, Judy Campbell
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.14%
The purpose of this study was to examine the hypothesis that no differences existed in the upper division performance of academically excellent community college transfer students when compared to native university students. The relationship of enrollment patterns such as skipped terms, dropped terms, summer session utilization, college of major, credits attempted, credits received, test scores, and current status were also studied.^ The data were collected through a hand analysis of 673 student transcripts which provided the information for a database designed specifically for this study. The subjects were 229 transfers from Miami-Dade Community College and 444 natives from Florida International University. The students all began their studies in the lower division in the Fall term of 1982, 1983 or 1984 and eventually transferred to the upper division at FIU. This longitudinal study followed the upper division performance and enrollment patterns through the Spring term of 1991.^ Data analysis included chi-square for all categorical and numerical variables; t-tests were performed for the numerical variables. Correlation coefficients, Two-Way Analysis of Variance and Three-Way Crosstabulations were also used when indicated. There were significant differences among the upper division performance of community college transfer students and native university students for the graduation rate and the GPA range. A significant difference was also found between the math and essay CLAST scores...

The prediction of academic success for transfer students from Florida public community colleges to the University of Florida

Sitzman, Michael Jay, 1937-
Fonte: Universidade da Flórida Publicador: Universidade da Flórida
Tipo: Artigo de Revista Científica Formato: xiii, 94 leaves. : ; 28 cm.
Publicado em //1972 ENGLISH
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35.9%
(Thesis) Thesis--University of Florida, 1972.; (Bibliography) Bibliography: leaves 81-92.; Typescript.; Vita.

Typologizing Native Language Influence on Intonation in a Second Language: Three Transfer Phenomena in Japanese EFL Learners

Albin, Aaron Lee
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
Relevância na Pesquisa
35.94%
Thesis (Ph.D.) - Indiana University, Linguistics/Second Language Studies, 2015; Related data for this dissertation can be found at http://dx.doi.org/10.5967/K86Q1V51; While a substantial body of research has accumulated regarding how intonation is acquired in a second language (L2), the topic has historically received relatively little attention from mainstream models of L2 phonology. As such, a unified theoretical framework suited to address unique acquisitional challenges specific to this domain of L2 knowledge (such as form-function mapping) has been lacking. The theoretical component of the dissertation makes progress on this front by taking up the issue of crosslinguistic transfer in L2 intonation. Using Mennen's (2015) L2 Intonation Learning theory as a point of departure, the available empirical studies are synthesized into a typology of the different possible ways two languages' intonation systems can mismatch as well as the concomitant implications for transfer. Next, the methodological component of the dissertation presents a framework for overcoming challenges in the analysis of L2 learners' intonation production due to the interlanguage mixing of their native and L2 systems. The proposed method involves first creating a stylization of the learner's intonation contour and then running queries to extract phonologically-relevant features of interest for a particular research question. A novel approach to stylization is also introduced that not only allows for transitions between adjacent pitch targets to have a nonlinear shape but also explicitly parametrizes and stores this nonlinearity for analysis. Finally...

The relationship of learner entry characteristics and reading and writing skills to program exit outcome

Allen, Patricia Hayden
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
36.09%
An approach to enhancing the success of nursing students is found in understanding the learning process and in the academic and sociologic variables placing students at risk for failure and attrition. Utilizing Bloom's Mastery Model, nurse educators may reduce failure and attrition by enhancing alterable variables. This Ex Post Facto investigation utilized Bloom's learning theory to examine a causal relationship of learner entry characteristics, learner reading and writing skills and the impact on program exit grade point average. The study sample was comprised of 143 nursing students entering an upper division urban multicultural baccalaureate nursing program. Data were collected by use of a demographic questionnaire, assessment of reading and writing skills of junior students in the nursing program, and obtainment of the program exit grade point average. A recursive path analysis was utilized for data analysis. Findings revealed older male students who transferred to the program from a university with high entry grade point averages excelled in reading assessment scores. University transfer students with a high entry grade point average excelled in writing also. Students for who French, specifically Creole, was a first language had lower writing scores and program exit grade point averages. Spanish as a first language was also associated with lower exit grade point averages. Higher reading and writing scores and entry grade point averages were associated with higher program exit grade point averages. Finally entry grade point average and university transfer were the only entry characteristics mediated by both reading and writing scores.

Making Conditional Cash Transfer Programs More Efficient : Designing for Maximum Effect of the Conditionality

de Janvry, Alain; Sadoulet, Elisabeth
Fonte: Published by Oxford University Press on behalf of the World Bank Publicador: Published by Oxford University Press on behalf of the World Bank
Tipo: Journal Type; Publications & Research :: Journal Article; Publications & Research :: Journal Article
ENGLISH; EN_US
Relevância na Pesquisa
35.9%
Conditional cash transfer programs are now used extensively to encourage poor parents to increase investments in their children's human capital. These programs can be large and expensive, motivating a quest for greater efficiency through increased impact of the programs' imposed conditions on human capital formation. This requires designing the programs' targeting and calibration rules specifically to achieve this result. Using data from the Progresa randomized experiment in Mexico, this article shows that large efficiency gains can be achieved by taking into account how much the probability of a child's enrollment is affected by a conditional transfer. Rules for targeting and calibration can be made easy to implement by selecting indicators that are simple, observable, and verifiable and that cannot be manipulated by beneficiaries. The Mexico case shows that these efficiency gains can be achieved without increasing inequality among poor households.

Cognitive Predictors of Reading Achievement in Chinese English Immersion Students

Li, Miao
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 466366 bytes; application/pdf
EN; EN
Relevância na Pesquisa
36.11%
The cognitive processes underlying reading achievement in Chinese English immersion students are not yet clear. This study investigated the effects of phonological awareness (PA) and naming speed (NS) on reading achievement and explored the evidence for cross-linguistic transfer in Chinese English immersion students. In addition, the differences between immersion and non-immersion students on Chinese measures were examined. The participants were 135 English immersion students and 103 non-immersion students from Grades 2, 4, and 6 in mainland China. For English immersion students, English predictors proved to be strong predictors of English reading achievement at the three grade levels. However, the unique predictors of English reading achievement were English PA in Grades 2 and 4, but English NS in Grade 6. Chinese PA was a significant predictor of Chinese achievement, but only in Grade 2. There was little evidence of cross-linguistic transfer. With regards to the Chinese performance of the two groups of students, English immersion students demonstrated an advantage over non-immersion students in Grade 6, but no significant differences were found in Grades 2 and 4; these results suggest either the long-term effect of a bilingual program or a selection effect. Results are discussed in terms of theories of reading development...

Turning Transfer Inside Out: The Affordances of Virtual Worlds and Mobile Devices in Real World Contexts for Teaching About Causality Across Time and Distance in Ecosystems

Grotzer, Tina Ann; Powell, Megan Maria; M. Derbiszewska, Katarzyna; Courter, Caroline J.; Kamarainen, Amy marie; Metcalf, Shari; Dede, Christopher J.
Fonte: Springer Science + Business Media Publicador: Springer Science + Business Media
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
36.14%
Reasoning about ecosystems includes consideration of causality over temporal and spatial distances; yet learners typically focus on immediate time frames and local contexts. Teaching students to reason beyond these boundaries has met with some success based upon tests that cue students to the types of reasoning required. Virtual worlds offer an opportunity to assess what students actually do in a simulated context. Beyond this, mobile devices make it possible to scaffold and assess learning in the real world. Situating learning outside, in the target contexts, bypasses many of the challenges of transfer. A study investigated the learning of fifth and sixth graders (n = 38) while they used a virtual world called EcoMUVE, designed to support learning of ecosystems concepts and complex causal dynamics, and mobile broadband device (MBDs) components, designed to assess and support learning and transfer in a real pond ecosystem. The experiences of two classes were contrasted as reference populations; one class participated in the MBD experience first, followed by the learning components in EcoMUVE; the other participated in EcoMUVE first, followed by the MBD components. Rich and triangulated data was collected to illuminate how students experienced and responded to the curriculum components. Both classes made learning gains in EcoMUVE. Students who completed EcoMUVE prior to their MBD experience transferred concepts to their pond explorations. Both classes made learning gains at the pond following the MBD support and revealed more expert reasoning about the importance of change over time and distant drivers in ecosystem dynamics.

"The best of both worlds" interviews with NTID transfer students

Foster, Susan; Elliot, Lisa
Fonte: National Institute for the Deaf Publicador: National Institute for the Deaf
Tipo: Monograph
EN_US
Relevância na Pesquisa
46.29%
It is estimated that in coming years one out of every five new admissions to NTID will be a transfer student. The purpose of the research is to study the college experiences of certain NTID transfer students. Particular attention is given to instructional differences between the previous college and NTID. Data for this study ere generated through open-ended interviews with twenty transfer students. Subjects were selected from a subgroup of 56 students who transferred to NTID within the last three years from a "regular" college -- colleges other than Gallaudet College or those schools listed in the 1983 College and Career Guide, and who are currently enrolled in an NTID program. Students frequently selected a first college near home. Parents, Vocational Rehabilitation counselors, and friends wee particularly influential in the selection of previous colleges. It is recommended that these groups receive special attention for recruitment of new students. Students experienced frustration and failure at the other college. They found the support services inadequate, and complained that teachers were unaware of their needs as deaf learners. The pace of instruction was often too fast, and the students frequently left lass confused about the lecture and uncertain of work assignments. Students transferred to NTID in the hope of receiving a good education. They expected adequate support services...

Deaf studies for transfer deaf adolescents

McNulty, Katherine
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project
EN_US
Relevância na Pesquisa
56.14%
This capstone project focuses on developing a curriculum unit that deals specifically with Deafhood. The purpose of this curriculum development project is to help deaf students who transferred from mainstreamed schools to a school for the deaf, leam more about the DEAF-WORLD and thusly adapt to the new environment by constructing a Deaf identity and becoming confident in themselves as contributing members of society. Increasingly, transfer students are introduced to a new educational and cultural environment where sign language is free flowing, one of the primary educational and social languages ofthe deaf. The curriculum unit is divided into five programs: 1. Introduction of the DEAFWORLD, 2. Identity/Perception of deaf People, 3. Linguistic Minorities & Deaf Arts, 4. Deafidentity and Diversity, and 5. The Concept of Deafhood. The five programs allow the transfer students to gain knowledge of the DEAF-WORLD and to analyze and discover their identity as they go through a journey of identification process. This curriculum allows them to develop their own sense of Deaf identity, during which they acquire a comprehension and appreciation of Deaf culture, hence, it may impact their academic performance. These deaf individuals need to have self-concept and accept themselves as cultural and characteristic individuals. Thereafter...

Mind the gap: person-centred delivery of mental health information to post-secondary students

Lynne Armstrong,Laura; Young,Kaitlyn
Fonte: Psychosocial Intervention Publicador: Psychosocial Intervention
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/08/2015 ENG
Relevância na Pesquisa
35.94%
Mental illnesses are rapidly escalating on university and college campuses. It is well known that post-secondary institutions are not doing enough to address mental health concerns: this represents a significant gap in our attempts to meet the mental health needs of young people. Deficits in mental health knowledge are now proposed as a major contributing factor to both stigma and low service access, but little research has explored this issue. There is also little research to date concerning what young people want to know about mental health and how best to disseminate mental health knowledge. Without such information, knowledge may not be shared in a person-centred, meaningful manner that youth will use. We explored these issues in the present study. First year postsecondary students (N = 271; n = 183 females; n = 85 males; n = 3 other) from Ottawa, Ontario, Canada participated in the online survey. Almost half of the post-secondary youth participants, particularly males, had difficulty recognizing common mental illnesses, such as anxiety, eating disorders, and psychosis. Youth held inaccurate beliefs and stigma, as well as attitudes not in favour of help-seeking. They primarily wanted to know about symptoms of mental illnesses as well as how to cope with stress. Post-secondary students wanted to learn about mental health issues through public presentations...

An experience of technology transfer success of software for children with disabilities

Jadán-Guerrero,Janio
Fonte: CLEI Electronic Journal Publicador: CLEI Electronic Journal
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/08/2014 EN
Relevância na Pesquisa
36%
This article describes an experience of technology transfer success of software for visually impaired children in Ecuador. The starting point was the personal experience of the author with his daughter with special needs. This fact allowed the development of AINIDIU (Intelligent agent for visually impaired children). AINIDIU is a computer-based technology to facilitate the interaction between visually impaired children and computers. The background, technological structure and evaluation of AINIDIU are described in this article. In addition, the process of transfer technology is described, in which a cooperation agreement was signed among Vice presidency of Ecuador, FENCE (Organization of blind people) and Universidad Indoamérica. In this context, Computer Science students installed the software in approximately 1,000 laptops donated by program "Misión Manuela Espejo" supported by Vice presidency of Ecuador. FENCE and students of Education career were responsible for training to teachers of schools, in the use of technologies and Virtual Learning Platform for blind people. As result of the process visually impaired children of 22 provinces of Ecuador were beneficed. The author motivated by this rewarding experience continues with new projects in the Doctoral Program in Computer Science of Universidad de Costa Rica