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Journal articles on the topic 'PIBSA'

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Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Lopes, Luciana Rodrigues Barreto, Vera Lúcia Pereira Soares, Maria Teresa C. Barcellos, and Claudia Regina Elias Mansur. "Desenvolvimento de surfatantes para aplicação na indústria de explosivos." Polímeros 24, no. 4 (August 2014): 474–77. http://dx.doi.org/10.1590/0104-1428.1270.

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A comercialização dos explosivos emulsionáveis, aí incluída a dinamite de ANFO, acarretou um aumento significativo no consumo mundial de explosivos entre 1960 e 1980, conseqüência da maior segurança no transporte e no preparo dos explosivos na forma de uma emulsão. Os surfatantes utilizados nestas emulsões são ésteres, amidas ou imidas derivadas do poliisobutileno com terminações de anidrido succínico (PIBSA). Neste trabalho, surfatantes derivados da reação do PIBSA com polioxietilenodiaminas foram sintetizados e caracterizados pelas técnicas de espectrometria no infravermelho e de cromatografia de exclusão de tamanho. Os surfatantes sintetizados foram avaliados quanto ao efeito das suas estruturas na redução da tensão interfacial do sistema água em óleo e todos foram capazes de reduzir a tensão interfacial deste sistema.

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2

Titov, Alexander. "Further Notes on Calicioid Lichens and Fungi From the Gongga Mountains (Sichuan, China)." Lichenologist 33, no. 4 (July 2001): 303–14. http://dx.doi.org/10.1006/lich.2001.0329.

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AbstractThree new species, Chaenothecopsis eugenia, Chaenothecopsis vinosa and Chaenothecopsis weiana are described from the Gongga Mountains in China. Chaenothecopsis pibsa is reported as new to Eurasia, and Chaenotheca sphaerocephala as new to Asia. Three genera, Cyphelium, Pyrgidium and Stenocybe, and 13 species are reported as new to China. Descriptions and illustrations of the new species are presented along with data on their habitat ecology and distribution.

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3

Tripathi, Sumit, Su Nee Tan, Amitabh Bhattacharya, and Rico F. Tabor. "Measuring and modelling the adsorption kinetics of polydisperse PiBSA-based emulsifiers using dynamic interfacial tension measurements." Colloids and Surfaces A: Physicochemical and Engineering Aspects 624 (September 2021): 126728. http://dx.doi.org/10.1016/j.colsurfa.2021.126728.

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4

Mata, Jitendra P., Philip A. Reynolds, Elliot P. Gilbert, and John W. White. "Extended Q-range small angle neutron scattering from inverse micellar solutions of PIBSA—Micelle and molecular scattering." Colloids and Surfaces A: Physicochemical and Engineering Aspects 418 (February 2013): 157–64. http://dx.doi.org/10.1016/j.colsurfa.2012.11.034.

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5

Zhang, Kaiming, and Ouqi Ni. "Effect of PIBSA-Based Surfactants on the Interfacial Interaction, Rheology, and Stability of Highly Concentrated Water-In-Oil Emulsion." Journal of Dispersion Science and Technology 36, no. 4 (November 14, 2014): 556–62. http://dx.doi.org/10.1080/01932691.2014.916622.

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6

Tan, Jianbo, Jun He, Xueliang Li, Qin Xu, Chundong Huang, Dongdong Liu, and Li Zhang. "Rapid synthesis of well-defined all-acrylic diblock copolymer nano-objects via alcoholic photoinitiated polymerization-induced self-assembly (photo-PISA)." Polymer Chemistry 8, no. 44 (2017): 6853–64. http://dx.doi.org/10.1039/c7py01652b.

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A series of well-defined all-acrylic poly(hydroxyethyl acrylate)-poly(isobornyl acrylate) (PHEA-PIBOA) diblock copolymer nano-objects were prepared by photoinitiated polymerization-induced self-assembly (photo-PISA).

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7

Hong, Myunghui. "A Study on ICT Competences of Turkey and KoreaFocus on PISA 2009 and PISA 2012." Journal of Korea Association of Information Education 18, no. 1 (March 30, 2014): 151–60. http://dx.doi.org/10.14352/jkaie.2014.18.1.151.

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8

Hernández Pardo, Ángela María. "Avances del PIPSA." Carta Comunitaria 25, no. 142 (February 20, 2017): 77. http://dx.doi.org/10.26752/ccomunitaria.v25.n142.71.

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9

Hernández Pardo, Ángela María. "Avances del PIPSA." Carta Comunitaria 25, no. 145 (October 26, 2017): 68. http://dx.doi.org/10.26752/ccomunitaria.v25.n145.240.

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El PIPSA (Programa Integral de Promoción de Salud del Adolescente) hace parte de las actividades de proyección social del Departamento de Medicina Comunitaria de la FUJNC. Continuamente se están desarrollando proyectos para los adolescentes y esta es una mención de una de ellas.

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10

Sigmundsson, Freyr Gauti, Fredrik Strömquist, and Bjarki Karlsson. "Pisa-heilkenni-sjúkratilfelli." Læknablaðið 2019, no. 05 (May 8, 2019): 231–35. http://dx.doi.org/10.17992/lbl.2019.05.232.

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11

Ozga, Jenny. "Assessing PISA." European Educational Research Journal 11, no. 2 (January 2012): 166–71. http://dx.doi.org/10.2304/eerj.2012.11.2.166.

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12

Salo, Petri. "Aikuisten PISA." Aikuiskasvatus 28, no. 2 (May 15, 2008): 82–83. http://dx.doi.org/10.33336/aik.93807.

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13

Michel, Sáenz Farret, Arias Carrión Oscar, Thalia Estefania Sánchez Correa, Pellene Luis Alejandro, and Federico Micheli. "Pisa Syndrome." Clinical Neuropharmacology 38, no. 4 (2015): 135–40. http://dx.doi.org/10.1097/wnf.0000000000000092.

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14

Smith, Graham. "Picturing Pisa." History of Photography 28, no. 4 (December 2004): 389–91. http://dx.doi.org/10.1080/03087298.2004.10441348.

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15

Sjøberg, Svein. "Pisa testing." Europhysics News 48, no. 4 (July 2017): 17–20. http://dx.doi.org/10.1051/epn/2017402.

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16

Uemura, Takeshi, Yuichi Kasai, Kentaro Araki, and Atsumasa Uchida. "Pisa Syndrome." Journal of Spinal Disorders & Techniques 21, no. 6 (August 2008): 455–57. http://dx.doi.org/10.1097/bsd.0b013e3181570889.

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17

Gómez y Jiménez, Antonio Javier. "Desinforme Pisa." PUBLICACIONES 48, no. 2 (December 27, 2018): 279–99. http://dx.doi.org/10.30827/publicaciones.v48i2.8344.

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En los últimos años se ha infiltrado en la sociedad resultados del Informe PISA, dándole usos de claro tatuaje ideológico según quien empuña veredictos. El PISA puede aparecer tan legítimo para justificar políticas de empleo agresivas contra el proletariado (cobran poco o están en desempleo por baja formación o escaso rendimiento en el Informe PISA, en comparación con trabajadores de otros países...), como puede blandirse para evadir mejoras pendientes del sistema educativo. Es decir, incitan a conformarse con leves apaños aparentes desde los resultados del alumnado obtenidos en pruebas a ciencias o lenguaje -sin mero análisis a si la lectura es comprensiva y crítica-. Este artículo profundiza en parcelas del sistema educativo igual de importantes a las que aborda el PISA, pero no tan presentes o que son desconsideradas como subalternas: profesorado, clases sociales o cultura escolar dominante.

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18

Komatsu, Hikaru, and Jeremy Rappleye. "Rearticulating PISA." Globalisation, Societies and Education 19, no. 2 (February 2, 2021): 245–58. http://dx.doi.org/10.1080/14767724.2021.1878014.

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19

Araujo, Luisa, Andrea Saltelli, and Sylke V. Schnepf. "Do PISA data justify PISA-based education policy?" International Journal of Comparative Education and Development 19, no. 1 (February 13, 2017): 20–34. http://dx.doi.org/10.1108/ijced-12-2016-0023.

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Purpose Since the publication of its first results in 2000, the Programme for International Student Assessment (PISA) implemented by the OECD has repeatedly been the subject of heated debate. In late 2014 controversy flared up anew, with the most severe critics going so far as to call for a halt to the programme. The purpose of this paper is to discuss the methodological design of PISA and the ideological basis of scientific and policy arguments invoked for and against it. Design/methodology/approach The authors examine the soundness of the survey methodology and identify the conflicting interpretations and values fuelling the debate. Findings The authors find that while PISA has promoted the focus on the important subject of children's education worldwide there are legitimate concerns about what PISA measures, and how. The authors conclude that the OECD should be more transparent in the documentation of the methodological choices that underlie the creation of the data and more explicit about the impact of these choices on the results. More broadly, the authors advise caution in the attempt to derive and apply evidence-based policy in the domain of education; the authors furthermore propose an alternative model of social inquiry that is sensitive and robust to the concerns of the various actors and stakeholders that may be involved in a given policy domain. Originality/value The issues and tensions surrounding the PISA survey can be better understood in the framework of post-normal science (PNS), the application of which to the PISA controversy offers a potential solution to a stalemate.

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20

Knoche, Norbert, Detlef Lind, Werner Blum, Elmar Cohors-Fresenborg, Lothar Flade, Wolfgang Löding, Gerd Möller, Michael Neubrand, and Alexander Wynands. "(Deutsche PISA-Expertengruppe Mathematik, PISA-2000) Die PISA-2000-Studie, einige Ergebnisse und Analysen." Journal für Mathematik-Didaktik 23, no. 3-4 (December 2002): 159–202. http://dx.doi.org/10.1007/bf03338955.

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21

Želvys, Rimantas. "PISA fenomenas: daugiaveidė tarptautinio moksleivių vertinimo programa." Acta Paedagogica Vilnensia 37, no. 37 (February 27, 2017): 9. http://dx.doi.org/10.15388/actpaed.2016.37.10462.

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Tarptautinio moksleivių vertinimo programa, kurios angliškojo pavadinimo santrumpa PISA yra gerai žinoma Lietuvos edukologams, jau seniai tapo išskirtiniu šiuolaikinio švietimo fenomenu. Programą 2000 metais inicijavo Ekonominio bendradarbiavimo ir plėtros organizacija (EBPO), o dabar joje dalyvauja 65 pasaulio šalys ir teritorijos. PISA yra vienintelis tarptautinis lyginamasis tyrimas, kurio metu vertinami 15-mečių moksleivių pasiekimai skaitymo, matematinio ir gamtamokslinio raštingumo srityse. Šis tyrimas yra tapęs tiek edukologų, politikų ir žurnalistų įkvėpimo šaltiniu, tiek ir dalies mokslininkų aršios kritikos objektu. Nesvarbu, esame šio tyrimo šalininkai ar priešininkai, negalėtume nuneigti didžiulio šio tarptautinio tyrimo poveikio švietimui. Tačiau debatų apie PISA metu išsakydami savo argumentus diskutantai dažnai turi omenyje skirtingus PISA aspektus, todėl, vertinant šį tyrimą, nėra lengva rasti bendro sutarimo. Šis tyrimas yra daugiaveidis: tai reiškia, kad vienu metu PISA atlieka daug skirtingų vaidmenų. Šiame straipsnyje mūsų nagrinėjimo objektas buvo PISA fenomeno raiška. Tikslas: išsiaiškinti skirtingus šio tarptautinio tyrimo atliekamusvaidmenis edukologijos teorijos ir praktikos lauke. Mes identifikavome dešimt skirtingų tarptautinio 15-mečių tyrimo vaidmenų: PISA kaip globalizacijos simbolis, PISA kaip neoliberalizmo apraiška švietime, PISA kaip metodologinė kontroversija, PISA kaip tyrimo duomenų bazė, PISA kaip švietimo pasiekimų matavimo priemonė, PISA kaip reitingavimo sistema, PISA kaip reklamos būdas, PISA kaip baudžiamoji priemonė, PISA kaip verslas ir PISA kaip švietimo politikos formavimo instrumentas. Pagrindinė išvada, prie kurios priėjome, skamba taip: skirtingų interesų grupių atstovai, siekdami savo tikslų arba norėdami apginti savo interesus, turėtų dėmesingiau ir selektyviau pasitelkti į pagalbą skirtingus PISA tyrimo aspektus. Vieni tyrimo aspektai jiems gali būti labiau naudingi ar patrauklūs, kiti – mažiau, tačiau vargu ar įmanoma ignoruoti patį PISA tyrimo fenomeną, neabejotinai turintį didelį poveikį šiuolaikinio švietimo raidai.

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22

Rastuti, Musafir, and Rully Charitas Indra Prahmana. "The Programme for International Student Assessment Research in Indonesia." Jurnal Elemen 7, no. 2 (July 21, 2021): 232–53. http://dx.doi.org/10.29408/jel.v7i2.3289.

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Several Programme for International Student Assessment (PISA) research articles published in Indonesia have contributed to PISA research development in Indonesia, with mathematics as one of the PISA domains. However, there is no research to categorize the PISA research article to give future PISA researchers essential information. Therefore, this study aims to organize PISA research in Indonesia in the period 2016-2020. This study uses the Systematic Literature Review (SLR). The SLR method identifies, analyzes, evaluates, and categorizes specific topics related to PISA research in Indonesia. The research data comes from 27 articles published in thirteen accredited journals in the Sinta 1 and Sinta 2 category by the Ministry of Research, Technology and Higher Education of the Republic of Indonesia as an achievement for review journals, which have excellent management and publication quality. The findings indicated that nine categories were identified in this study, including the PISA articles dominance, the development of PISA model math problems, PISA research and subjects, the research methods, the content and context, students' abilities, and the level of the questions. Lastly, this research contribution also is intended to guide future PISA researchers in determining PISA research trends and the following PISA research opportunities in Indonesia.

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23

ŞIMŞEK, Manolya. "PISA 2015 E KATILAN ÖĞRENCİLERİN PISA YA İLİŞKİN GÖRÜŞLERİ." Journal of International Social Research 11, no. 58 (August 30, 2018): 559–69. http://dx.doi.org/10.17719/jisr.2018.2570.

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24

Spaull, Nic. "Who makes it into PISA? Understanding the impact of PISA sample eligibility using Turkey as a case study (PISA 2003–PISA 2012)." Assessment in Education: Principles, Policy & Practice 26, no. 4 (August 13, 2018): 397–421. http://dx.doi.org/10.1080/0969594x.2018.1504742.

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25

Duarte, Juan Pablo, and María Pía Marchese. "Pibas. Movimientos, identidades, posiciones." Ética y Cine Journal 9, no. 3 (December 9, 2019): 7–8. http://dx.doi.org/10.31056/2250.5415.v9.n3.26795.

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26

Fauzan, Ahmad, and Fridgo Tasman. "Designing PISA Like Problems for West Sumatra Mathematics and Science Junior High School Teachers." Pelita Eksakta 3, no. 1 (March 31, 2020): 75. http://dx.doi.org/10.24036/pelitaeksakta/vol3-iss1/106.

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PISA (Program for International Students Assessment) test result on 2018 put Indonesia in the 72th position of 78 countries. The report showed the importance to improve the level of students thinking ability. There are many possible ways to develop students’ thinking. One way to do that is by giving the students drill to solve PISA problems. However, this solution is difficult to implement because designing PISA problems is difficult for the teachers. Therefore, 24 junior high school mathematics and science teachers ware selected in order to give them training and workshop to improve their ability to design PISA like problems using action research methods. Three stages ware implemented in the training and workshop. First, introduction to PISA, Second, designing PISA Problems, and third, trying out and evaluating the test result. Product of the workshop are 48 PISA like problems of mathematics and 42 PISA like problems of science.

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27

Fladmoe, Audun. "Education in the News and in the Mind." Nordicom Review 33, no. 1 (March 1, 2013): 99–116. http://dx.doi.org/10.2478/nor-2013-0007.

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Abstract The Programme for International Student Assessment (PISA) has gained popularity in educational debates, and scholars argue that the tests influence national educational governance. It has further been claimed that PISA has penetrated the news media and that public opinion on education has been affected, but few have offered empirical evidence for such arguments. The present study contributes to the area by investigating the relationship between (i) news consumption and public awareness of PISA, and between (ii) awareness of PISA and public opinion on education in Norway, Sweden and Finland. The findings suggest that consumption of newspapers and public service TV (PBS) news is positively associated with awareness of PISA; consumption of commercial TV news is negatively associated with awareness of PISA. Further, “PISA effects” on public opinion are dependent upon news consumption and political considerations. The most significant relationship is found in Norway, where mass political polarization is stronger among respondents who are aware of PISA, compared to those who are not.

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28

Bana, Imelda Jebrina, Hermina Disnawati, and Selestina Nahak. "ANALISIS KEMAMPUAN MATEMATIKA MAHASISWA PROGRAM STUDI PENDIDIKAN MATEMATIKA DALAM MENYELESAIKAN SOAL MODEL PISA LEVEL 4 KONTEN BILANGAN." RANGE: Jurnal Pendidikan Matematika 3, no. 1 (July 30, 2021): 1–8. http://dx.doi.org/10.32938/jpm.v3i1.849.

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Indonesia menjadi salah satu negara yang mengikuti PISA sejak tahun 2000 hingga 2018, namun pencapaian prestasi siswa Indonesia pada tahun 2018 belum memuaskan. Hal ini diduga kuat salah satu faktor penyebabnya adalah guru, dimana masih banyak guru yang belum tahu tentang sistem penilaian PISA, soal-soal model PISA, dan cara menyelesaikan soal model PISA. Tujuan penelitian ini adalah menganalisis dan mendeskripsikan kemampuan matematika mahasiswa yang berkemampuan rendah, sedang dan tinggi dalam menyelesaikan soal model PISA level 4 konten bilangan. Metode penelitian ini adalah pendekatan kualitatif, penelitian ini telah dilaksanakan di Prodi Pendidikan Matematika Unimor, tahun 2020. Hasil penelitian ini menunjukan bahwa mahasiswa yang berkemampuan matematika rendah belum mampu menyelesaikan soal model PISA level 4 konten bilangan, sedangkan mahasiswa yang berkemampuan matematika sedang dan tinggi sudah mampu menyelesaikan soal model PISA level 4 konten bilangan.

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29

Stubbs, Paul. "Vladavina svetovnega razvrščanja v izobraževanju: politika in praksa raziskave PISA." Šolsko polje XXXI, no. 1-2 (November 4, 2020): 131–38. http://dx.doi.org/10.32320/1581-6044.31(1-2)131-138.

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The governmental work of global rankings in education: PISA politics, policy and practice This article offers a critique of the OECD’s triannual PISA international student assessment programme understood as a globalized space of governmentality, power and influence. The article addresses how PISA has managed to become such a taken-for-granted benchmark of national educational performance in the face of a vast critical literature. PISA results rest on shaky foundations, making inferred causal links that are, at best, unproven, based on deeply worrying, deterministic, and reductionist ideological assumptions and on a steadfast refusal to address localized contexts that might question the production of decontextualized indicators that purport to be universal in scope. The focus is on three different interrelated levels: the economic and political ideology that underpins PISA; the use and misuse of PISA in educational policy and the potentially negative impacts of PISA at the coal face, in terms of student development, teacher well-being and the prospects for critical, progressive pedagogy. Insofar as PISA focuses on headline results rather than on the mass of valuable data it generates, it lacks the adaptive qualities needed for good evaluation systems. Keywords: PISA study, educational policy, political ideology, neoliberal ideology

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30

Shan, Xiaonian, Jianhong Ye, and Xiaohong Chen. "Proposing a Revised Pedestrian Walkway Level of Service Based on Characteristics of Pedestrian Interactive Behaviours in China." PROMET - Traffic&Transportation 28, no. 6 (December 8, 2016): 583–91. http://dx.doi.org/10.7307/ptt.v28i6.1947.

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The objective of this study is to analyse characteristics of Pedestrian Interactive Behaviours (PIBs) in order to propose a revised pedestrian walkway Level of Service (LOS) in China. Field data on overtaking and evasive behaviours were collected at a metro station walkway in Shanghai, China to calculate macro and micro indicators. Occurrence intensities of these two PIBs initially increased with moderate density and later decreased with high density that reduced available space. PIBs were also analysed in terms of sideways behaviours to account for the varying difficulties of PIBs at different densities. It was found that available space for PIBs was the main factor contributing to the intensity features. Moreover, the different space demands of the two PIBs resulted in different features between them. Finally, a revised pedestrian walkway LOS was proposed based on the macro and micro characteristics of PIBs in China.

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31

Safari, NFN. "STUDENTS' PERCEPTION OF TEACHER GUIDANCE ON READING LEARNING BASED ON RESULTS OF PISA 2018." Indonesian Journal of Educational Assesment 3, no. 1 (June 26, 2020): 32. http://dx.doi.org/10.26499/ijea.v3i1.56.

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The main purpose of this study is to answer the following question; is there any difference between international students' perceptions of teacher guide on learning to read to meet real-life challenges whose country position is above and below the 2018 average Program for International Student Assessment (PISA) score? The data in this study taken from PISA 2018 data that has been released to the public and has been permitted for research and development purposes. The population of this study was 15-year-old students (SMP) throughout the world who were studying in 2018, while the sample was 15-year-old students. PISA test participants was spread in 80 countries. The sample was students who participated in the 2018 PISA test. The data in this study were taken from the students’ test scores and questionnaires that were answered by 612.004 students from 80 countries. Based on the results of the analysis of variants of one path obtained the following results; there is a statistically significant difference (p<0,000) between students’ perceptions of countries below and above the PISA average on the following issues; (1) teacher feedback, (2) improvement of material, and (3) performance improvement in reading, learning to meet real life challenges where the country's position is above and below the average score average PISA 2018, (Sig. 0,000). The conclusion indicates that teachers in countries above the PISA average often provide feedback and provide improved reading material to their students compared to teachers in countries below the PISA average. Teachers in countries below the PISA average provide feedback for performance improvement more often than to teachers in countries above the PISA average. Because the learning dependence of students in countries above the PISA average is higher than students in countries below the PISA average, the frequency of feedback is considered unnecessary.

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32

Stubner, Susanne, Frank Padberg, Renate Grohmann, Harald Hampel, Matthias Hollweg, Hanns Hippius, Hans-Jurgen Moller, and Eckart Ruther. "Pisa Syndrome (Pleurothotonus)." Journal of Clinical Psychiatry 61, no. 8 (August 15, 2000): 569–74. http://dx.doi.org/10.4088/jcp.v61n0805.

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33

Vaca Uribe, Dr Jorge. "PISA sin prisa." CPU-e, Revista de Investigación Educativa, no. 1 (November 14, 2012): 99–118. http://dx.doi.org/10.25009/cpue.v0i1.150.

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En este ensayo nos proponemos expresar algunas reflexiones que giran en torno a las siguientes preguntas: ¿Puede, una sociedad de tradición oral aún muy vigente en la vida cotidiana, obtener globalmente puntajes elevados en las pruebas PISA? ¿Es la lectura una habilidad (o un conjunto de habilidades) o conviene, más heurísticamente, concebirla como una actividad? ¿Es objetivamente evaluable la “habilidad” de lectura? Alrededor de estas preguntas se discuten algunas características de la sociedad mexicana ligadas a características específicas de la prueba PISA, de diseño “eurocéntrico”; se discute la concepción de lectura subyacente a la elaboración de las pruebas y se analizan algunos ejemplos de textos y de reactivos, usados en el año 2000 en México, que nos señalan que es imprescindible comenzar a hacer, en profundidad, estudios que ubiquen en su justa dimensión los resultados mexicanos. Finalmente, se justifica por qué es importante orientar los recursos económicos a los lugares prioritarios del sistema educativo: escuelas, maestros y bibliotecas y no a seguir engrosando las filas de las burocracias educativas centrales.AbstractIn this essay we intend to express some reflections concerning the following questions: Can a society with an oral tradition that is still very present in daily life globally obtain high marks in the PISA tests? Is reading a skill (or a set of skills) or should we conveniently and heuristically, conceive it as an activity? Can the reading “skill” be objectively evaluated? In relation to these questions some aspects of Mexican society and linked to specific characteristics of the PISA test, which is of “Eurocentric” design, are discussed. We discuss the conception of reading underlying the elaboration of the tests, and we analyze some examples of texts and items used in Mexico in the year 2000 which point out that it is essential to begin a profound study in order to evaluate the Mexican results fairly. Finally, we justify why it is important to direct economic resources to the priorities of our educational system: schools, teachers and libraries, rather than swelling the central educative bureaucratic ranks.

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De Albuquerque, Adolfo Vasconcelos, and Heloy Darroz Júnior. "Síndrome de Pisa." Revista Neurociências 18, no. 1 (March 31, 2001): 63–65. http://dx.doi.org/10.34024/rnc.2010.v18.8522.

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Introdução. A síndrome de Pisa (pleurototonus) é uma rara distonia truncal tônica que leva à lateralização do tronco com leve rotação do eixo axial para trás sem distonia em outras partes do corpo. Classicamente essa síndrome é relacionada a uma reação adversa aguda ou tardia ao tratamento com neurolépticos mas pode ser associada a muitas outras medicações ou mesmo ser idiopática. Método. Relatamos um caso de síndrome de Pisa em uma mulher de 33 anos como uma distonia tardia secundária ao uso prolongado de haloperidol. Conclusão. Com o relato dessa rara e pouco conhecida síndrome chamamos a atenção para a necessidade do uso criterioso dos neurolépticos.

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35

Weiss, Jacques, and Michael Zutavern. "Pisa – ergänzende Perspektiven." Swiss Journal of Educational Research 25, no. 1 (June 1, 2003): 05–10. http://dx.doi.org/10.24452/sjer.25.1.4644.

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Amore, Mario. "THE PISA SYNDROME." Clinical Neuropharmacology 15 (1992): 265B. http://dx.doi.org/10.1097/00002826-199202001-00511.

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37

Dixon, Rob. "Pisa conference (contd)." International Journal of Museum Management and Curatorship 4, no. 1 (March 1985): 56–63. http://dx.doi.org/10.1080/09647778509514951.

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Prenzel, Manfred, Oliver Walter, and Andreas Frey. "PISA misst Kompetenzen." Psychologische Rundschau 58, no. 2 (April 2007): 128–36. http://dx.doi.org/10.1026/0033-3042.58.2.128.

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Tienken, Christopher H. "PISA Is Coming!" Kappa Delta Pi Record 52, no. 3 (July 2, 2016): 112–15. http://dx.doi.org/10.1080/00228958.2016.1191897.

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Tienken, Christopher H. "Understanding PISA Results." Kappa Delta Pi Record 53, no. 1 (January 2, 2017): 6–8. http://dx.doi.org/10.1080/00228958.2017.1264806.

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41

Remington, Gary J. "The Pisa Syndrome." Journal of Clinical Psychopharmacology 8, no. 3 (June 1988): 228. http://dx.doi.org/10.1097/00004714-198806000-00025.

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Groß, Michael. "Pisa, Bologna, Florenz ...?" Nachrichten aus der Chemie 56, no. 7-8 (July 2008): 733. http://dx.doi.org/10.1002/nadc.200859344.

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43

Bank, Volker, and Björn Heidecke. "Gegenwind für PISA." Vierteljahrsschrift für Wissenschaftliche Pädagogik 85, no. 3 (December 18, 2009): 361–72. http://dx.doi.org/10.30965/25890581-085-03-90000011.

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44

Hinke, H. "Die PISA-Studie." Nervenheilkunde 22, no. 09 (2003): 459–61. http://dx.doi.org/10.1055/s-0038-1626330.

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ZusammenfassungWie erfolgreich Schule wirkt, hängt nicht nur von den bildungspolitischen Rahmenbedingungen ab, sondern auch von der gesamtgesellschaftlichen Situation und dem Familienhintergrund der Schüler. Die OECD hat diese Kontexte in den Teilnehmerländern erhoben und in Korrelation zu den Ergebnissen der Leistungstests dargestellt. Daraus lassen sich erste Hinweise zur Erklärung der Leistungsunterschiede gewinnen. Verglichen mit erfolgreicheren Nationen, brauchen deutsche Schulen mehr Gestaltungsfreiheit, gleichzeitig müssen aber eindeutig definierte und verbindliche Bildungsstandards vorgegeben werden. Durch zentrale Leistungstests ist regelmäßig zu überprüfen, ob sie in allen Schulen erreicht werden. Mit verbindlichen Lehrplänen und zentralen Prüfungen ist Bayern hier bereits auf dem richtigen Weg; dies mag seine Spitzenposition im nationalen Vergleich 2000 zum Teil erklären.Die PISA-Ergebnisse weisen aber auf ein zweites Problem in Deutschland hin: Auf die geringe Wertschätzung von Schule und Lehrkräften in der Öffentlichkeit und auf die Tatsache, dass das Bildungssystem auf die veränderte Erziehungssituation in den Elternhäusern bisher nicht wirksam (angemessen) reagiert hat.Folgende Konsequenzen werden in Bayern gezogen: Lehrer sollen intensiver auf die Beratung von Eltern vorbereitet werden und enger mit Ärzten, Jugendpsychologen oder Sozialpädagogen zusammenarbeiten. Ferner sind in Vorbereitung ein neues Kindergartenkonzept sowie eine verbesserte Früherkennung von individuellen Schwächen in der Grundschule sowie Maßnahmen zur Kompensation. Darüber hinaus werden Einrichtungen zur ganztägigen Betreuung von Kindern und Jugendlichen und Ganztagsschulen ausgebaut oder eingerichtet.

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Schweitzer, Friedrich. "Religionslehrerbildung nach PISA." Zeitschrift für Pädagogik und Theologie 59, no. 1 (March 1, 2007): 41–47. http://dx.doi.org/10.1515/zpt-2007-0107.

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Burland, J. B. "Pisa goes critical." Interdisciplinary Science Reviews 25, no. 2 (February 2000): 136–40. http://dx.doi.org/10.1179/030801800679152.

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Moore, Andrew. "Learning from PISA." EMBO reports 3, no. 4 (April 2002): 296–99. http://dx.doi.org/10.1093/embo-reports/kvf082.

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Barceló, Jaime. "Netflow at Pisa." European Journal of Operational Research 28, no. 2 (February 1987): 236–37. http://dx.doi.org/10.1016/0377-2217(87)90231-1.

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Drechsel, Barbara, and Claus H. Carstensen. "Stichwort: PISA-E." Zeitschrift für Erziehungswissenschaft 8, no. 4 (December 2005): 487–501. http://dx.doi.org/10.1007/s11618-005-0155-9.

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Lind, Detlef, Norbert Knoche, Werner Blum, and Michael Neubrand. "Kompetenzstufen in PISA." Journal für Mathematik-Didaktik 26, no. 1 (March 2005): 80–87. http://dx.doi.org/10.1007/bf03339007.

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