This study explored the perceptions of junior high school Social Studies teachers regarding the use of Learning Management Systems (LMS). Eight teachers from La Union Cultural Institute and Saint Louis College participated in face-to-face semi-structured interviews. Using a Giorgi’s descriptive phenomenological method, data were thematically analyzed. Two key themes emerged: Promoting Creativity through teacher’s use of LMS in Social Studies and Systematic Feedback Guiding Social Studies Teaching through LMS. These themes informed the creation of a thematic model illustrating teachers’ perceptions in Social Study instruction. Findings revealed that LMS enhances engagement, supports differentiated learning, and simplifies content delivery. The study concludes that understanding teacher experiences can inform effective strategies and pedagogies in Social Study. It is recommended that teachers utilize LMS features such as multimedia resources, interactive tools, and digital content to improve accessibility, enrich instruction, and foster a more dynamic and responsive learning environment.
This qualitative-descriptive study aimed to analyze and understand the visual metaphors Grade 10 students at St. Mary's Dominican School, a rural Philippine school, use to perceive their mathematics teacher. The objective was to uncover the positive and negative images students hold and how these reflect their classroom experiences. The methodological procedure was anchored in Conceptual Metaphor Theory, Social Constructivist Theory, and Symbolic Interactionism. Data was collected using a drawing and essay questionnaire where 20 students visually represented their teacher; 8 entries were purposively selected for thematic analysis. The development/results revealed three dominant themes: (1) The Teacher as a Source of Guidance and Access, with metaphors like "Compass" and "Lock and Key"; (2) The Teacher as a Dual-Faced Figure: Strict but Benevolent, with metaphors like "Teaching Machine," "Clock," and "Wolf"; and (3) Perceptions of Difficulty and Instability, seen in metaphors like "Alcohol" and "Battery". The final considerations/conclusions are that the dominance of the "strict but benevolent" theme indicates that students actively interpret their teacher's strict behavior, reframing it as a necessary and positive sign of care, a finding with significant implications for teacher-student relationships in rural educational settings.
Hemodialysis is a life-sustaining and life-changing experience. This study employed a qualitative phenomenological approach to explore the experiences of hemodialysis patients in the Kingdom of Saudi Arabia. . To enhance rigor and trustworthiness, prolonged engagement, member checking, detailed descriptions, and audit trails were observed. Further, Cresswell's interpretative design was utilized to interpret and analyze results. This study reveals hemodialysis patients' experiences, challenges, and coping strategies. Two main themes emerged from the key findings: impacts on the mental well-being of hospitalization, patient satisfaction with the care received in the hospital, and the importance of coordinated care. Personal experiences would convey that hemodialysis was considered an artificial kidney and filter, which is critically important but laborious and challenging in necessity and impacts life quality. The challenges faced by patients were laid out as their mental well-being, such as depression and anxiety, and financial constraints. In controlling these struggles, patients entrust themselves with several strategies, including obeying the generated instructions from their therapists, leading a healthy life by exercising, and learning about their illness. There was also a great need for mental strength, acceptance, and support from both family and friends and, apart from the above, engaging in physical therapy to bring back the sense of normalcy and well-being. Overall, this profound understanding will point out more improvements in the systems of care and support given to patients.
Este ensaio teórico-reflexivo busca refletir criticamente a racionalidade científica contemporânea, com ênfase no campo da saúde, a partir da obra Dialética do Esclarecimento, de Theodor W. Adorno e Max Horkheimer. Parte-se da lacuna relacionada à insuficiente problematização dos efeitos da racionalidade instrumental na organização da ciência e na definição de prioridades em saúde. O estudo se baseou na crítica-dialética. O aprofundamento teórico sobre produção científica, financiamento da pesquisa e práticas em saúde evidencia que a ciência moderna se apresenta vinculada à lógica econômica, produtivista e tecnicista, o que pode dificultar as formas de concretização do cuidado integral. Como contribuição, o estudo propõe o fortalecimento de uma racionalidade científica crítica, capaz de integrar rigor metodológico, responsabilidade social e compromisso ético com a dignidade humana à produção científica global. Conclui-se que a incorporação de referenciais críticos pode ampliar a capacidade reflexiva da ciência e favorecer práticas em saúde mais equitativas e contextualizadas.
O editorial da Diversitas Journal discute as relações entre a produção científica e as transformações geopolíticas contemporâneas, destacando como guerras, disputas territoriais, competição tecnológica e crises ambientais influenciam a produção e a circulação do conhecimento. Os conflitos armados, além de provocarem graves consequências humanitárias, comprometem ecossistemas, destroem instituições científicas e aprofundam desigualdades sociais e territoriais. Nesse cenário, a disputa pelo controle de recursos naturais estratégicos, tecnologias, informações e inteligência artificial evidencia a centralidade da ciência nas relações internacionais de poder. O texto também problematiza os impactos socioambientais da transição energética, especialmente sobre povos indígenas, comunidades tradicionais e populações camponesas, ressaltando que os efeitos das crises ambientais são distribuídos de maneira desigual. Diante do negacionismo científico, das restrições ao financiamento e das ameaças à autonomia universitária, o editorial reafirma a ciência como patrimônio coletivo da humanidade e defende a liberdade intelectual, a cooperação internacional e o compromisso ético com a justiça social e ambiental. Por fim, destaca a importância do diálogo interdisciplinar e da diversidade epistemológica na construção de conhecimentos capazes de contribuir para a paz, a sustentabilidade, a democracia e o desenvolvimento humano.
