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1
Nind, Thomas. "Can increasing surface credibility improve e-health intervention effectiveness?" Thesis, University of Dundee, 2012. https://discovery.dundee.ac.uk/en/studentTheses/d7362264-b61a-4f4c-9aac-9d8efeb7aa4c.
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One way internet users determine the quality of a website is to look for so called 'credibility factors'. These factors can either be positive: the presence of a date, reference list, independent site certification; or negative: the presence of advertisements or broken links. This thesis investigates what role such factors play in the effectiveness of two e-health interventions. An e-health intervention is a health related website designed to change a person’s behaviour. Until now research into credibility has been largely theoretical. Studies have relied on subjective outcome measures such as Likert scales, website content recall, expressions of preference and self reported behaviour. This thesis describes two studies, the second of which investigates, for the first time, whether surface credibility manipulations change objective behavioural outcomes. Surface credibility is how much a perceiver believes a website on simple inspection. Based on a comprehensive literature review of credibility research, the following credibility factors were explored: presence of advertising, recognisable logos, contact details, physical address, references, third party certification, currency information, privacy statement, HTTPS encryption, top level domain and presence of a broken link. The first study involved the assembly of an exercise promotion website. Participants were randomised to receive the site modified to contain either factors heightening credibility or those lowering credibility. Participants using the high credibility version spent twice as long browsing the site as those using the low credibility version. There was no effect on attitude to exercise or self reported physical activity. The second study used the same methodology but with a website targeting an objectively measurable health behaviour (registration as an organ donor). In this study 889 university students were exposed to a website promoting organ donation. Information on the site was assembled based on theoretical domain interviewing and current research into organ donation interventions. 336 (37.79%) participants registered through the study website. The study detected no significant difference in registration rates between high and low credibility versions of the site. Of the 17 comments left on the low credibility site, only 3 were credibility related criticisms. It is the finding of this thesis that university students are willing to submit personal information and place trust in a website contravening many current credibility guidelines. Future studies into credibility are needed to explore why this is the case. One possibility is that the website was trusted simply because it was part of a research study. Another possibility is that the high quality of the textual content compensated for the lack of credibility of the site itself. It is the recommendation of this thesis that future studies focus on objective behavioural outcome measures and control for other forms of credibility such as participation in a research study.
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Graham, Amy E. "Optimization of a Preconception E-intervention for Marijuana Use." Thesis, Wayne State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931721.
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<p> <i><b>Introduction:</b></i> Preconception interventions targeting substance use as well as effective contraception are important to improve the health of both the mother and her offspring, or to reduce unintended pregnancies. Computer-delivered interventions have been shown to be effective in the reducing the risk of alcohol-exposed pregnancies. However, little is known about the effect of specific computer-delivered intervention components and if/how they contribute to the desired intervention outcome. This study experimentally evaluated the contribution of two common intervention factors (empathy and video) of a motivational e-intervention for marijuana and contraception use. </p><p> <i><b>Methods:</b></i> One hundred sixty-six females who reported using marijuana in the last 6 months and having intercourse without reliable contraception in the last 12 months were recruited from a large urban university. Participants were randomly assigned to one of four intervention conditions: empathy, video, both empathy and video, or neither. The main and interaction effects of empathy and video on pre-post intervention change of intent to use marijuana in the next 30 days and intent to contact a physician about making an appointment to discuss contraception methods in the next 30 days was evaluated. </p><p> <i><b>Results:</b></i> The main effect of empathy and the main effect of video on mean change of intention to use marijuana in the next 30 days was not statistically significant, (<i>F</i>(1,162) = .063, <i> p</i> = .802, partial η<sup>2</sup> = .000, and <sub>F</sub>(1,162) = .198, <i>p</i> = .657, partial η<sup>2</sup> = .001), respectively. The main effect of empathy and the main effect of video on mean change of intention to contact a physician to schedule an appointment to discuss contraception in the next 30 days were also not statistically significant, (<i>F</i>(1,162) = .004, <i>p</i> = .987, partial η<sup> 2</sup> = .00 and <i>F</i>(1,162) = .540, <sub>p</sub> = .464, partial η<sup>2</sup> = .003), respectively. The interaction between empathy and video for both the pre-post intervention change of intention to use marijuana in the next 30 days and for pre to post intervention change of intention to contact a physician to schedule an appointment to discuss LARC in the next 30 days was not significant. </p><p> <i><b>Conclusion:</b></i> Continued research is needed to evaluate the contributions of empathy and video in computer-delivered intervention in order to identify and optimize the factors that contribute to the videos effect. Examining the effectiveness of specific components will contribute to a greater understanding of how behavioral health interventions can employ technology in ways that are increasingly evidence-based and optimally effective. </p><p>
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Odukoya, Deborah. "Combatting intellectual disability stigma : testing an e-intervention with Nigerian Internet users." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10025793/.
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Volume 1 of this thesis focuses on interventions used to combat public stigma towards people with intellectual disabilities (ID) in African countries. It is presented in three parts. Part one presents a systematic review of the types of interventions conducted in African countries to combat public stigma towards people with ID. It also critically appraises the quality of evidence reported by these initiatives. The paper concludes by identifying which interventions are likely to thrive in African settings and discussing the factors that contribute to their successful implementation. However, it points out that there remains insufficient evidence to adequately judge the efficacies of such interventions and calls for more rigorous evaluations in African settings. Part two is a joint empirical study that investigates the efficacy of a brief digital intervention as a tool to combat public stigma towards people with ID in two countries: Nigeria and Kenya. The empirical paper within this volume looks at the Nigerian intervention. The intervention focuses on an integrated approach combining education and indirect contact through film. The paper outlines the impact of the integrated approach used, the study limitations and the implications for further research. Part three is a critical appraisal of the work undergone in the empirical paper. Focus is given to the need for more global research within the programme and the significant relevance of this type of work.
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Absalom-Hornby, Victoria. "An investigation into family intervention within forensic services." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-into-family-intervention-within-forensic-services(2b4fe05a-64e3-4383-a4ff-cdbafc809011).html.
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Schizophrenia is a severe and chronic disorder in many cases. The illness can impact on the whole family. Family interventions are a psychosocial treatment for schizophrenia. A robust evidence base has developed supporting the use of family interventions, as reduced relapse and other clinical benefits can be produced. The majority of service users in forensic services suffer from schizophrenia. Yet little is known about the need, acceptability or feasibility of family intervention in forensic services. The over-arching goal of this programme of research was to review the literature for family intervention and conduct a comprehensive needs assessment, with a final aim to resolve the barriers of implementation of family intervention within forensic services. Meta-analysis indicated that the efficacy of family interventions resulted in positive outcomes in reduced relapse and psychotic symptoms, and improved knowledge and relationships. Family interventions were found to be applicable to the psychological needs of forensic service users. Problems were identified with staff training and supervision on forensic wards, with few wards providing family intervention as part of treatment for schizophrenia. Relatives of forensic service users expressed a need for family intervention. Staff highlighted that the barriers to family intervention were associated with insufficient time, poor support, lack of training, deficient information sharing, and geographic limitations between family homes and the forensic units. Staff offered solutions to implementing family intervention that related to revised policy and improved supervision. Relatives and staff held positive attitudes toward family intervention with open-minded attitudes towards the use of a web camera to facilitate family intervention in forensic services (e-FFI). The fourteen week web based family intervention (e-FFI) feasibility study generated reduced levels of stress, stigma and expressed emotion with improvements in the family’s knowledge of schizophrenia, personal health and an acceptance of forensic services. E-FFI was administered with ease achieving positive feedback from the family and the forensic service.
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Chege, Winfred. "Using an E-intervention to challenge the current stigma of intellectual disability in Kenya." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10026089/.
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This thesis focuses on using an e-intervention to challenge the stigma of intellectual disability in Kenya. Part one of the thesis is a systematic literature review examining the attitudes towards people with intellectual disabilities in Africa. The search strategies used to identify the relevant literature are specified. The 22 papers are presented according to the differences in attitudes among various groups including the general public, teachers and families. The findings are then summarised and methodological issues and implications discussed. Part two is an empirical study using a randomised control trial to assess (1) attitudes towards intellectual disability in Kenya. Attitudes were assessed at baseline, immediately post-intervention and at one month follow-up and (2) the feasibility of a digital intervention in a Kenyan context. The measures used were the Attitudes Toward Intellectual Disabilities questionnaire short version (ATTID-SF) reflecting affective, cognitive and behavioural dimensions and the supernatural beliefs subscale of the Intellectual Disabilities Literacy Scale (IDLS). The prevalent attitudes towards intellectual disabilities are described and the effects and feasibility of the intervention discussed. This paper forms part of a joint research study conducted with Deborah Odukoya (2017; Clinical Psychology Doctorate Trainee, University College London) who will report attitudes towards intellectual disabilities in Nigeria. While both projects were conceptualised and planned in parallel, an entirely separate intervention that was appropriate to the respective cultural context was produced by each of us, and data collection and analyses were conducted entirely separately. Part 3 is a critical appraisal detailing personal reflections and considers methodological issues which arose during the study.
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Hull, Glenn. "The Effects of Police Interventions on Darknet Market Drug Prices." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1596.
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This paper determines the effects of police interventions on darknet markets. Darknet markets have been rapidly growing and the amount of drugs being sold on them keeps rising. This paper finds no significant changes in prices of drug listings before and after drug busts, and no significant changes in price per unit of drugs across the entire market. The results are similar to prior research done on normal drug markets that determined that police interventions have no significant effect on changing drug prices. With the rapid growth of drugs being sold on darknet markets, it is critical for law enforcement to understand how the markets react to police interventions.
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Greenwell, Kate. "Evaluation and optimisation of the Tinnitus E-Programme, an internet-based intervention for tinnitus self-management." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/41250/.
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Internet-based self-management interventions have the potential to reduce the current disparity in access to psychological support for people with tinnitus. One example is the Tinnitus E-Programme, which was developed in the United Kingdom to support self-management in people with tinnitus. Although freely available online, there was little understanding of how the intervention is used, its active ingredients, how it works, the circumstances in which it works best, and whom it works best for. This PhD aimed to address these issues by evaluating and optimising the Tinnitus E-Programme. A systematic review of self-help interventions for tinnitus was conducted, which concluded that there was a need for further evaluations of unguided self-help interventions in UK populations. A mixed methods study explored past, current, and new users’ (n=40) views and usage of the Tinnitus E-Programme (1.0), demonstrating that it was acceptable to people with tinnitus. However, its implementation was limited by instances of poor usability, user engagement, and adherence to behavioural goals. Consistent with a person-based approach, the findings from this mixed methods study were used alongside evidence-based (i.e. systematic and literature reviews) and theory-based (i.e. behavioural analysis and logic modelling) approaches to develop the Tinnitus E-Programme 2.0. Think aloud interviews with 19 people with tinnitus evaluated this new version of the intervention and findings revealed that the Tinnitus E-Programme 2.0 was acceptable to its target users. The two primary research studies highlighted how users’ pre-existing beliefs regarding tinnitus and self-management, their perceptions of relevance, and the nature of tinnitus can influence users’ engagement with the Tinnitus E-Programme 1.0 and 2.0. Several cognitive factors (e.g. illness beliefs), behavioural factors (e.g. practicing relaxation), and behavioural determinants (e.g. motivation to practice relaxation) were identified by users to explain how changes in intervention outcomes may occur. Further development and implementation work is needed that introduces and evaluates additional intervention content and design features, and explores how the intervention can fit into current clinical service models for tinnitus. Future evaluation work should test the hypothesised mechanisms of impact and contextual factors proposed in this work, and assess the acceptability and feasibility of procedures for subsequent randomised controlled trials that will assess the efficacy of the intervention.
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FONTANA, CAMILLA BARBARA. "EARLY INTERVENTION IN PRETERM INFANTS: EFFECTS ON NUTRITION AND NEURODEVELOPMENT." Doctoral thesis, Università degli Studi di Milano, 2018. http://hdl.handle.net/2434/546903.
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Background: Preterm infants are at high risk for neurodevelopmental disorders, even in the absence of overt brain lesions. NICU stressful environment, inadequate nutritional support and paucity of parental contact seem to negatively impact early brain development. In this context, mother milk feeding, could play a beneficial role although it is known to be challenging. Recent studies have shown how early interventions can reduce stress exposure with a positive effect on mother-infant relationship and subsequent neurodevelopment in preterm infants.
Aims: To determine the effectiveness, in preterm infants, of an Early Intervention program on: i) visual function at term equivalent age (TEA) as an early emerging cognitive function; ii) infant’s feeding behavior and in particular on mother milk assumption at discharge; iii) epigenetic changes in DNA methylation status at TEA; iv) brain growth and maturation assessed by advanced Magnetic Resonance Imaging (MRI) at TEA.
Methods: We conducted a parallel-group, randomized controlled trial (Trial Registration Number: NCT02983513). We included preterm infants born between 25+0 and 29+6 weeks of gestational age (GA) without severe morbidities and their families. Infants were recruited and randomized to either receiving Early intervention (EI) or Standard Care (SC). EI program included PremieStart, based on parental involvement, together with a multisensory stimulation (both tactile – through infant massage - and visual stimulation). SC, delivered according to NICU protocols, included Kangaroo Mother Care and minimal handling. Infants with major neonatal morbidities (i.e. surgical NEC; severe brain injuries as GMH-IVH>2°, cPVL) were excluded. The following evaluation were performed:
i) Visual ability were assessed at TEA according to the protocol developed by Ricci et al.
ii) Infants’ human milk intake at discharge was calculated from the infants’ computerized medical chart, as well as time of acquisition of full-oral feeding
iii) As a proxy of DNA methylation we explored LINE-1 methylation status. The analyses were conducted using two blood samples: a cord blood sample, collected at birth, and a peripheral blood sample, harvested at TEA.
iv) To calculate brain growth automated segmentation was conducted on each neonatal Axial T2 2 mm scan, in conjunction with the T1 scan. Volumetric measures of the structures were extracted from each segmentation.
Results: Seventy preterm (EI n=34, SC n=36) infants were enrolled. According to the protocol 3 infants allocated to EI did not receive treatment. All babies in the SC group received allocated treatment as part of routine clinical practice. Main results include:
i) Visual abilities: in total, 59% of infants in the EI group achieved the highest score possible in all 9 items of the visual assessment compared to 17% in the SC group (p=0.001). All infants in both groups showed complete maturation in four items, but EI infants showed more mature findings also in the other 5 items (ocular motility both spontaneous and with target, tracking arc, visual acuity and attention at distance).
ii) Infant’s feeding behavior: a significantly higher rate of infants fed with any human milk was observed in the EI group (75.9%) compared to SC group (32.1%) (p=0.001) and EI infants were four times more likely to be fed exclusively with human milk at NICU discharge. Full oral feeding was achieved almost one week before in EI infants (mean postmenstrual age 36.8±1.6 vs 37.9±2.4 weeks in EI vs SC, p=0.04).
iii) Epigenetic changes: LINE-1 methylation status increased from preterm birth to TEA for both group but was more pronounced in the EI group (p=0.0077) especially when looking at single CpG sites.
iv) Brain growth: no differences were observed between the two groups in terms of regional brain volumes for the 48 areas analyzed.
Conclusions: The present work provides further insights in the field of EI. Combining parental involvement and multisensory stimulation, our EI strategy showed an overall beneficial effect for preterm infants. This study, despite far to be conclusive, concur with recent evidence that the quality of early experiences influences neurodevelopment in preterm infants.
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Thang, Cin. "Investigation of intervention strategies for Ig-E mediated food allergy in a murine model of cow's milk allergy." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119562.
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Food allergy, an immune-mediated adverse hypersensitivity reaction to ingested food, is an emerging global health problem that not only causes the disease to susceptible individuals but also causes psychological impacts and financial damage to their families. Food allergy incidence is significantly increased in the past decade and currently estimated at 6-8% in 1 year old children, and 2-4% in older children and adults. Food allergy is the leading cause of anaphylaxis in children and severe cases may lead to fatal anaphylaxis reactions. Although continuous efforts have been made to better understand the nature of allergens, predisposing environmental factors, and the host's immune response mechanisms, there is no cure available for food allergy today. In this study, we have investigated three food allergy reducing strategies by supplementing probiotics, low doses of allergens and omega-3 poly unsaturated fatty acids (ω-3 PUFAs) in cow's milk protein sensitized Balb/c mice. Lactobacillus rhamnosus GG (LGG) supplementation had tendency to promote Th1 response while VSL#3 provided more potent allergy reducing effects via inducing intestinal secretory IgA (sIgA). Low doses of allergen administration offered suppression of allergen-specific immune responses via Treg-mediated active suppression, indicated by suppressing both allergen-specific Th1 response [reduced BLG-specific serum IgG2a and elevated IL-12(p40)], and Th2 response [lower BLG-specific serum IgE and IgG]. Interestingly, mice received both VSL#3 and low doses of allergen exhibited both allergen-specific active suppression effects and higher sIgA production. We then investigated the effects of different levels of ω-3 and ω-6 PUFAs in the energy and fat rich Western-style diet on food allergy development. Observation of elevated BLG-specific serum immunoglobulins in all experimental mice indicated that both ω-3 and ω-6 PUFAs failed to prevent the development of allergen-specific immune response. However, ω-3 PUFAs alleviated anaphylactic reactions and the severity of allergic reaction as indicated by the unchanged rectal temperature, lower hypersensitivity scores, and Th1-favoured immune responses in BLG-sensitized O3H mice. In general, this study revealed the promising strategies for treatments and prevention against food allergy in the near future.<br>Les allergies alimentaires, réactions dues à une hypersensibilité du système immunitaire après ingestion d'un certain type d'aliments, constituent un problème de santé publique croissant qui, en plus de dégrader la santé des individus susceptibles, engendre un impact psychologique et financier pour les familles touchées. L'incidence des allergies alimentaires a significativement augmenté ces dernières années et le taux est actuellement estimé être de 6-8% chez les jeunes enfants d'1 an et de 2-4% chez les autres enfants et les adultes. Les allergies alimentaires représentent la première cause d'anaphylaxie chez l'enfant et plusieurs cas d'allergies peuvent causer une réaction anaphylactique fatale. Bien que des efforts continus aient été faits pour tenter de mieux comprendre la nature des allergènes, les facteurs environnementaux prédisposant aux allergies et les mécanismes de la réponse immunitaire, aucun traitement contre les allergies alimentaires n'est disponible à l'heure actuelle. Dans cette étude, nous avons testé trois différentes stratégies visant à réduire l'allergie alimentaire, à savoir l'utilisation de probiotiques, de faibles doses d'allergènes et d'acides gras polyinsaturés oméga-3 chez des souris Balb/c sensibilisées aux protéines de lait de vache. L'administration de Lactobacillus rhamnosus GG (LGG) a montré une tendance à promouvoir une activation des cellules Th1 alors que VSL#3 a engendré une plus forte réduction de l'allergie via l'induction de la sécrétion intestinale d'IgA (sIgA). L'administration de faibles doses d'allergènes a provoqué une suppression de la réponse immunitaire dirigée contre les allergènes via l'activation des cellules Treg, ceci étant suggéré par la suppression des réponses immunitaires Th1 spécifique [diminution des IgG2a BLG-spécifiques et augmentation des IL-12(p40)] et Th2 spécifique [diminution des IgE et IgG BLG-spécifiques]. De plus, les souris ayant reçu à la fois VSL#3 et des faibles doses d'allergènes ont montré une suppression des effets de la réponse allergénique et une production plus élevée de sIgA. Nous avons ensuite étudié les effets de différents niveaux d'oméga-3 et d'oméga-6 dans un régime alimentaire de type occidental riche en énergie et en matières grasses sur le développement des allergies alimentaires. L'observation d'une élévation des immunoglobulines BLG-spécifiques chez toutes les souris expérimentales ont indiqué que les oméga-3 et -6 n'ont pas réussi à empêcher le développement de la réponse immunitaire dirigée contre les allergènes. Cependant, les oméga-3 ont diminué les réactions anaphylactiques et le degré de sévérité de la réaction allergique, ceci étant suggéré par un score d'hypersensibilité plus faible, une absence de changement de la température rectale et une réponse immunitaire favorisée par les cellules Th1. Pour conclure, cette étude a révélé des stratégies prometteuses pour le traitement et la prévention des allergies alimentaires dans les années à venir.
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Palmer, Stephen E. "The Effects of the Web-Based Instructional Unit Healthy Hearts on Fifth Grade Children's Physical Activity Knowledge, Attitudes, and Behavior." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26415.
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Substantial resources are being directed towards use of the Internet in K-12 Education with over $2.25 billion annually distributed to K-12 schools from the Federal government alone (Maiden & Beckham, 1999). In 1998, 90% of schools had Internet access while only 2% of funds spent on software in K-12 schools were directed towards Web-based courseware (Jerald & Orlofsky, 1999). The Web-based instructional module Healthy Hearts was developed as a self-contained instructional unit delivered over the Internet, popularly referred to as â e-Learningâ , for fifth grade students to use as part of the classroom curriculum. Healthy Hearts teaches children about risk factors associated with heart disease, including physical activity, tobacco, and nutrition. After piloting and formatively evaluating Healthy Hearts in two fifth grade classrooms, Elliott (1997) made recommendations for future modification and implementation. No research regarding effects the Web-based instructional unit Healthy Hearts has on fifth grade children exists. The purpose of this study is to evaluate the impact Healthy Hearts has on fifth grade childrenâ s physical activity knowledge, attitudes, and behavior.
Participants included 233 fifth grade boys and girls and 11 teachers who implemented Healthy Hearts during Spring 2001. A repeated measures experimental-control design was employed to measure Healthy Hearts effects on physical activity knowledge, attitudes, and behavior. The questionnaire used for this study included three attitude items adapted from Sport, Play, and Active Recreation for Kids (SPARK) (Sallis, Alcaraz, McKenzie, & Hovell, 1999a), six criterion referenced knowledge items developed from Healthy Hearts objectives, and a Weekly Activity Checklist to assess physical activity behavior, which was developed and validated for SPARK (Sallis et. al., 1993a). Classroom teachers administered the baseline test before students began using the module. For five weeks following the baseline test, the group 1 engaged in Healthy Hearts lessons by going to a computer lab for 45 minutes twice a week while group 2 participated in regularly scheduled classroom activities. After group 1 finished Healthy Hearts, both groups completed test 1 and then teachers from group 2 implemented Healthy Hearts with their classes. When group 2 finished using Healthy Hearts, both groups completed test 2. Dependent variables were physical activity knowledge, attitude, and behavior with group as independent variables. Other independent variables included school socioeconomic status, time allocated to Healthy Hearts, non-Healthy Hearts instruction time for related objectives, and speed of Internet connection.
Repeated measures ANOVA revealed significant effects of Healthy Hearts on physical activity knowledge and attitude, however Healthy Hearts had no significant effects on behavior. Results of this study indicate Healthy Hearts could be an effective means of using the Internet to deliver health and physical activity instruction to fifth grade children, and suggest a need for further design, development, and evaluation of Healthy Hearts.<br>Ph. D.
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Porter-Steele, Janine P. "Sexuality and body image in women following diagnosis and treatment for cancer: Evaluation of an e-health enabled intervention." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116210/1/Janine_Porter-Steele_Thesis.pdf.
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This thesis examined the outcomes of a nurse-led, whole-of-lifestyle intervention delivered via an e-health platform to women after cancer treatment. The aim of the intervention was to improve two common and distressing adverse effects of cancer treatments; namely, impaired sexual well-being and altered body image. The e-health aspect of the intervention ensured it was available to women regardless of their place of residence or their access to conventional supportive care. Intervention participants demonstrated improved sexual well-being and body image compared to controls. These beneficial findings have implications for health promotion practice and health professional education in cancer settings.
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Kamireddy, Nalini. "Enhancing quality and extending shelf life of rainbow trout (Oncorhynchus mykiss) by vitamin E supplementation and post harvest antimicrobial intervention." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3230.
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Thesis (M.S.)--West Virginia University, 2003.<br>Title from document title page. Document formatted into pages; contains vii, 113 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references.
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Davis, James Breckinridge. "The Effects of an Orton-Gillingham-based Reading Intervention on Students with Emotional/Behavior Disorders." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321543557.
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Ramsey, Michelle L. "Using Function-Based Choice-Making Interventions to Increase Task Completion and Accuracy and to Reduce Problem Behaviors for Students with E/BD." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/epse_diss/69.
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Two choice-making interventions (task sequence and where) were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for ten sixth through eighth grade students with E/BD in a residential math classroom using a reversal design. An FBA was conducted to determine the function of disruptive behavior during independent math practice prior to the implementation of the two choice-making interventions. The math teacher provided either choice of task sequence of the independent tasks or choice of where to complete the independent tasks. Results indicate that choice of task sequence matched avoidance-maintained behaviors for two of four participants who exhibited reduced disruptive behaviors and increased task completion and accuracy. Results were mixed for six students with access-maintained behavior. Three of the six students showed decreased disruptive behaviors and increased task completion and accuracy with the hypothesized choice of where intervention. However, three participants decreased overall in disruptive behavior and increased task completion and accuracy; choice of task sequence was the most effective intervention. Future directions for research in choice-making interventions are discussed as well as limitations of the present study.
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Perão, Odisséia Fátima. "Características sóciodemográficas e epidemiológicas dos pacientes internados em uma unidade de terapia intensiva adulto e carga de trabalho de enfermagem segundo o Therapeutic Intervention Scoring System-28." reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/xmlui/handle/123456789/123053.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Saúde, Programa de Pós-Graduação em Enfermagem, Florianópolis, 2013.<br>Made available in DSpace on 2014-08-06T17:44:04Z (GMT). No. of bitstreams: 1
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Previous issue date: 2013<br>Trata-se de um estudo de abordagem quantitativa, descritiva, que teve como objetivo descrever as características sociodemográficas e epidemiológicas dos pacientes internados em uma unidade de terapia intensiva adulto e a relação da gravidade dos pacientes com a carga de trabalho da enfermagem por meio do Therapeutic Intervention ScoringSystem (TISS) 28. A pesquisa foi desenvolvida na unidade de terapia intensiva do Hospital Maternidade Marieta Konder Bornhausen(HMMKB), localizado na cidade de Itajaí - SC. A população constituiuse de 190 internações ocorridas no período de julho a novembro de 2012 e a amostra por 183 internações, pois foram excluídas as internações com menos de 24h de permanência na UTI. A coleta de dados foi obtida pela observação direta ao paciente e pelos dados registrados no prontuário. Os dados foram analisados por meio de estatística descritiva e apresentados por meio de tabelas e gráficos. Os resultados evidenciaram que a população predominante foi masculina (60,5%), prevalecendo a faixa etária entre 50 a 59 anos (22,6%). A maioria dos indivíduos é casada, aposentada, procedente do centro cirúrgico e oriunda da microrregião de Itajaí/SC. De acordo com a Classificação Estatística Internacional de Doenças e Problemas relacionados à Saúde(CID 10), as doenças do aparelho circulatório foram as principais causas de internação e óbito. A mortalidade na UTI foi de 25,1%. O tempo de permanência dos pacientes na UTI foi em média 8 dias. As altas e as admissões predominaram no período vespertino, com 38,4% e39,5% respectivamente. Em relação a classificação da gravidade dospacientes por classe, 47,54% são da classe II que varia de 20 a 35 pontosdo Therapeutic Intervention Scoring System-28. A categoria dasintervenções terapêuticas com 100% foram: Atividades básicas e suporteventilatório. A média das mensurações do TISS-28 resultou em 24,1 pontos, demandando uma carga horária de 12,8h. A média do TISS-28diário foi de 232 pontos, demandando 123 horas de cuidados de enfermagem, enquanto a equipe de enfermagem no período gerou 120 horas de trabalho ao dia. Sugere-se a realização de novos estudos que visem a mensuração da carga de trabalho de enfermagem, pois algumas atividades de rotina do quotidiano da UTI não podem ser mensuradas pelo TISS-28. Há necessidade de novos estudos que caracterizem a clientela atendida em unidades de terapia intensiva subsidiando recursos para a elaboração de instrumentos de avaliação e planejamento da assistência de enfermagem.<br><br>Abstract : Objective: This study is a quantitative approach, descriptive, aimed todescribe the sociodemographic and epidemiological characteristics ofpatients admitted to an adult intensive care and the relationship ofdisease severitiy with the workload of nursing through the TherapeuticIntervention Scoring System (TISS) 28. The research was conducted inthe intensive care unit of Hospital Maternity Marieta KonderBornhausen (HMMKB), located in the city of Itajai - SC. Thepopulation consisted of 190 admissions during the period from July toNovember 2012 and the sample per 183 admissions, were excludedbecause admission with less than 24 hours in the ICU. Data collectionwas obtained by direct observation the patient and the data recorded inthe chart. Data were analyzed using descriptive statistics and presentedusing tables and graphs. The results showed that the population waspredominantly male (60,5%), whichever is aged 50 - 59 years (22.6%).Most individuals is married, retired, founded the surgical center andoriginating from micro-Itajai / SC. According to the InternationalStatistical Classification of Diseases and Related Health Problems (ICD10), Diseases of the circulatory system were the leading causes ofhospitalization and death. The ICU mortality was 25.1%. The length ofstay in the ICU was on average 8 days. The high and admissionspredominated in the afternoon, with 38.4% and 39.5% respectively.Regarding the classification of the severity of patients per class, 47.54%are class II ranging 20 - 35 points the Therapeutic Intervention ScoringSystem -28. The category of therapeutic interventions were 100%:BasicActivities and ventilatory support. The average of the measurements ofTISS-28 resulted in 24,1 points, requiring a workload of 12,8 h. Theaverage daily TISS-28 was 232 points, requiring 123 hours of nursingcare, while nursing staff 120 hours of work a day. It is suggested tofurther studies aimed at measuring nursing workload because someroutine activities of daily life in the ICU can not be measured by theTISS-28. There is need for further studies to characterize its clientele inintensive care units subsidizing resourses for the development ofassessment tools and planing of nursing care .
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PARREIRA, Selma Rodrigues. "Lembranças Azuis e um Rio Vermelho." Universidade Federal de Goiás, 2010. http://repositorio.bc.ufg.br/tede/handle/tde/2756.
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Previous issue date: 2010-10-27<br>The present text presents a series of works of my own production in visual poetics between the years 2003 and 2010. This series' main work is entitled Lençóis esquecidos no Rio Vermelho, 'Sheets forgotten in the Vermelho River', an urban intervention done in 2009 at the Vermelho River (Red River) in the City of Goiás. This site-specific proposal is related to the history and memory of women who washed clothes at the Vermelho River in the City of Goiás. The final piece, Lençóis esquecidos no Rio Vermelho, is comprised of an urban intervention, a photographic installation and a video documentary. The theoretical reflexions about this visual production are pluridisciplinary. They dialogue with literature, history, philosophy, social studies and photography. The texts generated as a result approach the processes involved in the work's elaboration, conclusion and presentation.<br>Este texto apresenta uma série de obras de minha produção em poéticas visuais, realizada entre 2003 e 2010. O principal trabalho dessa série é Lençóis esquecidos no Rio Vermelho, intervenção urbana realizada em 2009 no Rio Vermelho, na Cidade de Goiás. Essa proposta site specific se relaciona com a história e a memória das lavadeiras de roupas do Rio Vermelho, na Cidade de Goiás. A obra final, Lençóis esquecidos no Rio Vermelho, é constituída por uma intervenção urbana, uma instalação fotográfica e um videodocumentário. As reflexões teóricas sobre essa produção visual são multidiciplinares. Dialogam com a literatura, a
história, a filosofia, os estudos sociais e a fotografia. Os textos gerados abordam os processos envolvidos na elaboração, finalização e apresentação da obra.
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Wilder, Amanda Jean. "Evaluation of a novel commercial ground beef production system using a chlorinated nanobubble antimicrobial technology to control Shiga toxin-producing Escherichia coli and Salmonella spp. surrogates." Thesis, Kansas State University, 2016. http://hdl.handle.net/2097/34534.
Full textAbstract:
Master of Science<br>Food Science Institute - Animal Sciences and Industry<br>Randall K. Phebus<br>A variety of antimicrobial processes are used to reduce pathogen risks on commercially processed raw beef. Little research has evaluated chlorinated water on beef tissues, especially in a processing water dip scenario. Interest in nanobubble technology has increased due to its proposed surfactant properties, but it is undetermined whether this improves antimicrobial effectiveness of chlorine-based solutions in food applications. Benchtop studies were conducted to evaluate chlorinated nanobubble waters (0 to 11.94 ppm) against Shiga toxin-producing Escherichia coli O26, O45, O103, O111, O121, O145, and O157:H7 (STEC-7), Salmonella spp., and USDA-approved non-pathogenic STEC surrogates 1) in pure culture with the goal of characterizing the lethality contributions of pH (5 or 7), temperature, free available chlorine level (FAC), inclusion of nanobubbles, or a combination thereof; 2) in select chlorinated nanobubble “red water” (water containing 0.1% beef purge) solutions; and 3) on the surface of lean and fat beef tissue. In pure culture solutions, surrogates demonstrated greater resistance (P ≤ 0.05) to chlorinated solutions (3.4-5.5 log CFU/mL reductions) with increased reductions at the higher (11.94 ppm) FAC levels. STEC-7 and Salmonella population reductions were also notably reduced (3.3-7.1 log CFU/mL) by the higher FAC concentrations. No definitive impacts of temperature, nanobubble inclusion, or acidic pH were observed. At an average 5.23 ppm FAC in red water, all microbial populations were reduced by > 6 log CFU/mL after 60 minutes. Reductions of target organisms on inoculated lean and fat tissues were ≤ 1 log CFU/g in red water; likely due to the inability to maintain FAC levels above 0.7 ppm in the presence of organic loading. An in-plant antimicrobial validation study of a proprietary raw beef manufacturing process was conducted to determine the effectiveness of a recirculating acidic nanobubble water system, chlorinated to 5 ppm FAC using EO water generated concentrate, against the USDA-approved STEC surrogates. Preliminarily, inoculated beef trim was introduced into the system targeting 5 ppm FAC; chlorine concentrate reinfusion rates were determined to establish applicable operational parameters and sampling strategies for the system. An optimized in-plant study was conducted. Meat inoculated at ~ 7 log CFU/g was introduced into the recirculating chlorinated nanobubble system every other day over 6 days, achieving an average 1.6 log CFU/g surrogate reduction on inoculated meat throughout the manufacturing process. Approximately 2.7 log CFU/g of residual surrogates were recovered on non-inoculated meat ~35 minutes after inoculated meat entered the system, indicating that harborage of microbial contamination on processing equipment can lead to subsequent contamination carry-over that must be controlled during processing. Surrogate organisms were recovered by enrichment only from non-inoculated meat 24 h after inoculated meat processing on alternate days, likely stemming from inadequately sanitized processing equipment after inoculated batch processing. Control of the residual surrogate population in the system following inoculation was accomplished through daily equipment sanitation and boosting recirculated processing water to 50 ppm during a 4-h sanitation period (no beef entering system). The optimized study will be used as an antimicrobial process validation against STEC and Salmonella spp. in beef manufacturing.
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Van, Aardt Christoffel Carolus. "An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van Aardt." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4480.
Full textAbstract:
Students enrolled for the Network Systems III module at the Vaal University of
Technology are experiencing problems with passing this module. Many of them fail
due to the fact that they do not understand the subnet masking part of it. In an
attempt to increase the students' pass rate, this study will make additional study
material available to them, complying with their learning style preferences. This
material will be available as elearning
material on the Internet.
The usage and success of elearning
material implies a holistic approach towards
learning styles. Learning styles consist of different interrelated learning elements.
This study will make use of an action research approach comprising four phases.
In the first phase, different learning styles are diagnosed by means of a literature
study. The information obtained is applied to compile an interpretive questionnaire
for completion by students. This questionnaire will enable the researcher to do an
empirical study with regard to their learning preferences. The data obtained from
the questionnaires will be analysed and information obtained will be applied to
make additional module related elearning
material available on the Internet.
During the second phase, results obtained from the empirical investigation will be
used to develop elearning
material on subnetting, while also addressing the
identified learning styles of participants. The elearning
material is provided on the
Moodle learning management system, enabling students to use it according to their
own preferences.
In the third phase, the success of the intervention on the elearning
material is
investigated. In this phase, the activities of students using the elearning
material
are analysed and tests and examination results processed to determine whether
there is any correlation between time spent on elearning
material and these
results. The usage of elearning
material is tested by means of an interpretive
questionnaire to the students. The last part of the action research approach deals with the question of whether
the research was conducted successfully. A second iteration of the process proved
the results to be satisfactory.
The elearning
material was positively received by students participating in the
research, while a growing interest in this material was noticed from the last
semester in 2007 to the first semester in 2008.<br>Thesis (M.Sc. (Computer Science))--North-West University, Potchefstroom Campus, 2011.
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Habib-Mourad, Carla. "An intervention to promote healthy eating and physical activity in Lebanese school children : Health-E-PALS : a pilot cluster randomised controlled trial." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/7322/.
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Aim and objectives: The purpose of this study was to develop, implement and evaluate the effectiveness of a multicomponent school-based intervention that focused on promoting healthy eating and physical activity with school children (aged 9 to 11 years) in Lebanon, in order to prevent childhood obesity. Methods: A school-based intervention adapted to the culture of Lebanese and Arab populations and based on the constructs of the Social Cognitive Theory was developed. The intervention consisted of three components: classroom curriculum, food service, family involvement. Eight schools were selected from two different communities (high and low socioeconomic status) in Beirut and were randomly assigned (by a toss of a coin) to either the intervention or control group. Students aged nine to eleven years in intervention schools were exposed to the intervention components for three months. Students in control schools received their usual school curriculum. Anthropometric measurements, questionnaires on determinants of behavioural change, eating and physical activity habits were completed by the students in both groups at baseline and post intervention. Focus group interviews were conducted with students, teachers and parents in intervention schools at the end of the study. Results: Changes were observed based on self-report measures. Daily breakfast intake increased significantly in the intervention group compared with the control group (3.5 times more p<0.001). Students in the intervention group reported consuming significantly less chips and sweetened drinks at post-test compared with controls (86% & 88% less respectively p<0.001). There was no difference in physical activity and screen time habits and no changes in BMI between groups at post intervention. Knowledge and self-efficacy scores increased for the intervention (+2.8 & 1.7 points respectively p<0.001) but not for the control group. Interview data from focus groups showed that the programme was generally well accepted; students benefited in a pleasurable way and made attempts to change their eating and physical activity habits. Limitations for better outcomes include the length of the programme and the school environment. Conclusion: “Health-E-PALS” (Healthy Eating and Physical Activity in Lebanese School children) is a promising innovative, theory-based, culturally sensitive intervention to promote Healthy Eating and Physical Activity in Lebanese school children with a regional perspective.
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Wabi, Sakariyaou Alabi. "Le vécu sportif des instituteurs et son rôle dans la détermination de leur intervention pédagogique en E. P. S. Dans les écoles béninoises." Bordeaux 2, 1990. http://www.theses.fr/1990BOR28093.
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Le vécu sportif des instituteurs béninois joue-t-il un rôle dans la détermination de leur intervention pédagogique en éducation physique et sportive? Cette question qui prend en compte un facteur important de la pratique pédagogique, c'est-à-dire l'histoire personnelle des enseignants, constitue une nouvelle façon d'appréhender la situation de l'éducation physique et sportive à l'école et de poser globalement les problèmes d'intégration de cette nouvelle forme de culture qu'est le sport dans les pays en voie de développement. Cette étude a fait ressurgir un certain nombre d'insuffisances notamment sur le plan organisationnel et matériel, qui semblent être à l'origine de la non vérification de notre hypothèse de départ et exige que l'on s'intéresse à d'autres domaines d'actions, préalables à tout projet de réintégration de l'éducation physique et sportive à l'école au Bénin<br>Does the beninese teachers'experienc ein sport have a role in the determination of their pedagogic intervention in physical and sporting education? This question takes into account one of the important factors of the pedagogic experience which is the personal life of teachers and constitutes a new approach to the situation of the physical and sporting education at school and to the problems of integration of sport which is a new form of culture in the developing countries. This study made very clear a certain number of insuffienencies spespecially in organisation and materials which seem to be at the origin of the non verification of our starting hypothesis and demand that one is interested in other fields of investigation, previous to any project of reintegration of physical and sporting education at school in Benin
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Manzoli, Priscila Maria de Lima Ribeiro. "Verificação da eficácia do CD-ROM Alfabetização Fônica Computadorizada no desenvolvimento de habilidades de consciência fonológica e de leitura." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-08102013-152443/.
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Já é conhecida a relação de reciprocidade entre consciência fonológica e habilidades de leitura. Diversas pesquisas demonstraram o efeito direto do treino em habilidades de consciência fonológica sobre a aquisição da leitura e como o treino sistemático da leitura auxilia no desenvolvimento de níveis mais complexos de consciência fonológica. Dentro deste contexto, o objetivo da pesquisa foi verificar a eficácia do CD-ROM Alfabetização Fônica Computadorizada no desenvolvimento de habilidades de consciência fonológica e de leitura em crianças do segundo ano do ensino fundamental. Participaram do estudo 81 crianças, com idades entre seis e oito anos, de ambos os sexos, matriculadas no segundo ano de uma escola municipal da periferia de um município com 30.000 habitantes. Para avaliar a consciência fonológica foi aplicada a Prova de Consciência Fonológica. Para avaliar as habilidades de leitura utilizou-se uma versão da Provinha Brasil e uma prova de leitura oral de palavras. Foi adotado um delineamento de comparação de grupos com três momentos de avaliação. No primeiro momento, todas as crianças foram avaliadas. Depois da primeira avaliação, foi conduzida a intervenção somente com as crianças do Grupo 1. Na intervenção, as atividades do CD-ROM foram distribuídas em dez sessões, que aconteciam duas vezes por semana. Ao final da intervenção, todos os participantes foram avaliados novamente. As crianças do Grupo 2 passaram pela intervenção depois da segunda avaliação. Após o término da intervenção no Grupo 2, foi realizada a última avaliação nos dois grupos. Os resultados foram analisados em termos de efeito da intervenção e resposta à intervenção em função do repertório prévio de habilidades de consciência fonológica. Em relação aos efeitos da intervenção, os resultados indicaram que o programa teve impacto direto nas habilidades de síntese fonêmica e segmentação fonêmica dos participantes. Isso foi observado pela diferença significativa entre os grupos apresentada na segunda avaliação, quando apenas um dos grupos havia sido submetido à intervenção. Nas outras habilidades envolvidas na consciência fonológica e nas habilidades de leitura, os resultados não indicaram efeito significativo da intervenção, mas mostraram desenvolvimento dessas habilidades ao longo do ano letivo. Para avaliar a resposta à intervenção em função do repertório prévio, os participantes foram classificados em cinco perfis de desenvolvimento das habilidades de consciência fonológica, antes e depois da intervenção. A comparação entre as avaliações pré e pós-intervenção mostrou que as crianças com repertório de entrada mais refinado, ou seja, com habilidades fonológicas mais desenvolvidas, foram as mais beneficiadas pelo programa.<br>The reciprocal relationship between phonological awareness and reading skills is already known. Several studies have demonstrated the direct effect of training in phonological awareness on reading acquisition and how the systematic training of reading supports the development of more complex levels of phonological awareness. In this context, the aim of the research was to determine the effectiveness of the CD-ROM Alfabetização Fônica Computadorizada in the development of phonological awareness and reading in children from the second year of elementary school. The study included 81 children, aged between six and eight years old, of both sexes, enrolled in the second year of a public school on the outskirts of a town with 30,000 inhabitants. To assess phonological awareness, the Phonological Awareness Test was applied. To assess reading skills, a version of Provinha Brasil and an oral word reading test were applied. We adopted a randomized comparison of groups in three evaluation moments. At first, all children were assessed. After the first assessment, the intervention was conducted only on children from Group 1. During the intervention, the activities of the CD-ROM were distributed over ten sessions, which happened twice a week. At the end of the intervention, all participants were assessed again. Children from Group 2 went through the intervention after the second evaluation. At the end of the intervention in Group 2, the last evaluation was conducted in both groups. The results were analyzed in terms of the effect of the intervention and response to intervention due to prior repertoire of phonological awareness. Regarding the effects of the intervention, the results indicated that the program had a direct impact on phonemic synthesis and phonemic segmentation skills of the participants. This was observed through the significant difference between the groups during the second evaluation, when only one of the groups had been subjected to the intervention. In relation to the other skills involved in phonological awareness and reading skills, the results indicated no significant effect arising from the intervention, but showed development of these skills throughout the school year. In order to evaluate the response to the intervention as a function of prior repertoire, participants were classified into five development profiles of phonological awareness skills before and after the intervention. The comparison between pre- and post-intervention assessments showed that children with a more refined repertoire of entry, i.e. with more developed phonological skills, were the most benefited from the program.
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Braun, Patricia. "Uma intervenção colaborativa sobre os processos de ensino e aprendizagem do aluno com deficiência intelectual." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5308.
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As práticas pedagógicas e processo de ensino e aprendizagem do aluno com deficiência intelectual no ensino comum são o objeto de estudo desta tese. Esta teve por finalidade analisar as estratégias pedagógicas e os suportes educacionais oferecidos para alunos com deficiência intelectual, refletir e elaborar, de forma colaborativa com a equipe pedagógica, ações educativas para a organização do processo de ensino e aprendizagem desse aluno. Para responder à questão inicial do estudo, participamos sistematicamente como pesquisadora do cotidiano escolar do aluno em sala de aula e em outros contextos da rotina das professoras, como reuniões de planejamento, estudos de caso e conselhos de classe. As interfaces metodológicas qualitativas adotadas foram o estudo de caso etnográfico para a 1 etapa e a pesquisa-ação colaborativa para a 2 etapa. Na 1 etapa, fomos a campo para conhecer os processos estabelecidos para a escolarização de três alunos com deficiência intelectual, em anos de escolaridade diferentes, e envolveu 15 profissionais do 1 segmento do ensino fundamental. A partir da análise de conteúdo dos registros do diário de campo, da observação participante, das entrevistas semiestruturadas e filmagens em sala de aula, organizamos as reflexões e análises sobre como é compreendida a deficiência intelectual, as relações que se estabelecem com a aprendizagem e as práticas pedagógicas que envolveram os três alunos. Na segunda etapa, fomos a campo para colaborar com seus atores a partir da proposta do ensino colaborativo, respaldadas pelo referencial histórico-cultural. As ações colaborativas junto às professoras de sala de aula e da sala de recursos multifuncionais (SRM) foram desenvolvidas tendo o aluno Ian como sujeito das reflexões e análises sobre o processo de ensino e aprendizagem. Como resultados do estudo observamos que a presença do aluno com deficiência intelectual na escola comum ainda é motivo de estranhamento. O formato da estrutura curricular indica o quanto é difícil garantir processos de ensino e aprendizagem para o aluno com deficiência intelectual. Apesar do perfil diferenciado na formação das professoras, dúvidas sobre como organizar o ensino para esse aluno eram comuns em seus relatos. A partir da colaboração estabelecida, na 2 etapa do estudo, entre as professoras especialistas (da SRM e pesquisadora) e as professoras de sala de aula, observamos essas ampliarem a iniciativa na organização/adequação de atividades, em suas áreas de conhecimento específicas, considerando a participação e forma pela qual o aluno poderia adquirir o conhecimento trabalhado. Nesse contexto, percebemos a relevância da complementaridade entre estratégias pedagógicas para garantir o ensino, a participação e a aprendizagem do aluno, tanto em sala de aula quanto na SRM. As práticas favoreceram o aluno na medida em que as condições de ensino, para sua aprendizagem, passaram a ser conhecidas e consideradas. A mediação planejada, intencional e desafiadora, em todos os ambientes da escola, foi fundamental para que compreendêssemos como organizar o ensino para a aprendizagem de Ian. Sob essas condições observamos Ian demonstrar sua capacidade para elaborar conceitos cotidianos e complexos, em diferentes áreas do currículo escolar.<br>This doctoral dissertation aims at examining the pedagogical strategies and educational support offered to students with intellectual disabilities. It also reflects and elaborates, collaboratively with the teaching staff, proper educational activities for the organization of the teaching and learning process of these types of students. To answer the first question we systematically participated as researcher in the students daily school routine in the classroom as well as in the teachers routines such as planning meetings, case studies and class councils. Methodology involved the ethnographic case study for Stage 1 and collaborative action research for the 2nd stage. In the first stage we went to the field to understand the types of processes used for schooling the three students with intellectual disabilities in different school years. This involved 15 professionals from the 1st segment of elementary school. From the content analysis of the records in the field journal, and the participants observation, in semi-structured interviews as well as classroom videotaping we were able to organize thoughts and analysis on intellectual disability and how it is understood. We also took a look at the relationships established with learning and the pedagogical practices involving the three students. In the second stage, we went to the field to collaborate with the participants starting with the education collaborative proposal, which is backed through historical and cultural references. The collaborative actions that the teachers have in the classroom as well as in the multifunctional resource room (SRM) were developed with a student named Ian who was the subject of reflections and insights on the process of teaching and learning. From the results of the study we observed that the presence of students with intellectual disabilities in regular schools is still a cause for estrangement. The format of the curriculum indicates how difficult it is to ensure teaching and learning processes for students with intellectual disabilities. Despite the differential profile in teacher training, questions about how to organize the teaching of that student were common in their accounts. With the collaboration established in the 2nd stage of the study, between the teachers in the classroom and specialists (the SRM and researcher) we observed that this expanded the initiative in the organization and activities in their specific areas of knowledge, considering participation and how the student could acquire this knowledge which was worked on. In this context, we realize the importance of complementarily teaching strategies to ensure teaching, participation, and student learning both in the classroom and in the SRM. These practices favor the student as teaching conditions for his learning came to be known and considered. The mediation which was planned purposefully and challenging for all of the school environments was a keystone for us to understand how to organize teaching for Ians learning. Under these conditions we observed Ian demonstrating his ability to produce complex and everyday concepts in different areas of the school curriculum.
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Thomas, Lea Maria [Verfasser], Oliver [Gutachter] Werz, Gerhard K. E. [Gutachter] Scriba, and Eugen [Gutachter] Proschak. "Molecular pharmacological investigation of archazolid for the intervention with inflammation and cancer / Lea Maria Thomas ; Gutachter: Oliver Werz, Gerhard K. E. Scriba, Eugen Proschak." Jena : Friedrich-Schiller-Universität Jena, 2017. http://d-nb.info/1177600269/34.
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Long, Janet. "Defining a curriculum for offenders : a case study of the development and implementation of a curriculum intervention incorporating e-learning in a prison establishment." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14689/.
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The context for this study is set within a brief historical account of the development of prison education up to and including present day policies. The current policy background encompasses the Offender Learning Journey, Offender Learning and Skills Service and the government's Green Papers Reducing Re-Offending through Skills and Employment (2005) and Next Steps (2006). Furthermore, the literature review considers education and employment discourse in relation to social exclusion and participation in learning. The research design is predominately qualitative within a single case study framework, utilising a mixed methods approach. It investigates perceptions of staff and offenders to the development and implementation of a curriculum intervention involving an integrated full-time programme of production, training and e-Iearning delivered in a prison establishment. The rising prison population resulted in an expansion programme which saw a new residential unit, workshop and learning and skills activity centre built to accommodate an extra 180 adult male offenders in the case study establishment. This provided the opportunity, as an insider researcher, to explore specifically the development and implementation of a curriculum intervention integrating technology into one of the new workshop facilities. The three partners namely, the Prison Service, OLASS and Learndirect college providers collaborated together on the integrated programme. Hence, research has been conducted at a practical level describing obstacles and outcomes of a local initiative adopting a partnership approach to the said curriculum intervention and the responses of a purposive sample of 5 staff and 6 offenders to it. Data was analysed using a grounded theory approach and research conclusions suggest that barriers/obstacles are not unique to the case study establishment particularly when integrating technology into the curriculum. Furthermore, some negative staff attitudes emerged but this did not undermine the project. The study indicates effective tripartite working which was instrumental to the success of the intervention which motivated and engaged offenders to succeed.
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Fernandes, Rita Noélia Silva. "Educação e exercício em utentes com dor crónica lombar : efeitos de um Programa ao nível da incapacidade funcional, intensidade da dor e crenças de medo-evitamento do movimento." Master's thesis, Faculdade de Ciências Médicas. Universidade Nova de Lisboa, 2011. http://hdl.handle.net/10362/6351.
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RESUMO:Este trabalho de investigação englobou a realização de um estudo quasi expçerimental, de carácter exploratório, com dois objectivos distintos. O primeiro objectivo consistiu em estudar os efeitos de um programa baseado na educação e exercício ao nível da capacidade funcional, intensidade da dor e crenças de medo/ evitamento do movimento relacionadas com a actividade física e o trabalho em utentes com DCL.--------------------------ABSTRACT:The aims of this study were twofold. The first aim was to analyse the effect of a Programme based on Education and Exercise in Pain Intensity, Disability and Movement Fear-Avoidance Beliefs in Portuguese Chrnic Back Low Pain (CLBP) patients.
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Costa, Cristiano de Sousa. "Intervenções urbanas e micropolíticas : as experiências do coletivo à deriva em Cuiabá." Universidade Federal de Mato Grosso, 2013. http://ri.ufmt.br/handle/1/579.
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Previous issue date: 2013-09-19<br>Reflexões sobre experiências com intervenções urbanas realizadas na cidade de Cuiabá pelo Coletivo à deriva, no período de 2010 a 2012. A noção de micropolítica, conceito desenvolvido por Gilles Deleuze e Félix Guattari, e a estética relacional, de Nicolas Bourriaud, apoiam a discussão sobre as experiências estéticas na cidade. A observação se dá por meio da experiência vivida nestas intervenções, pesquisa bibliográfica, entrevistas com outros envolvidos, fotografias, postagens na internet e material audiovisual. Sombras que passeiam, ocorrida no campus da UFMT, Largo da Mandioca, no centro Histórico de Cuiabá, e Praça de Estar, na Praça Ipiranga, são as três intervenções observadas. O resultado é a compreensão destas práticas estéticas coletivas contemporâneas como formas de estar na cidade.<br>Reflections about experiences with urban intervention performed in the city of Cuiabá by the Coletivo à Deriva, in the period 2010-2012. The notion of micropolitics, a concept developed by Gilles Deleuze and Félix Guattari; and Nicolas Bourriaud with the relational aesthetics, supports the discussion about aesthetic experiences in the city. The observation is through the experience lived in these interventions, literature search, interviews with others involved, photographs, internet postings and audiovisual material. Wandering shadows, held on the campus of UFMT, Largo da Mandioca, in the historical center of Cuiabá, and the Living Square, in Ipiranga’s Square, are the three observed interventions. The result is an understanding of these collective contemporary aesthetics practices as ways of being in the city.
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Loch, Claudia. "NO LABIRINTO DA URBIS AO CIBERESPAÇO: UMA POÉTICA DIGITAL." Universidade Federal de Santa Maria, 2010. http://repositorio.ufsm.br/handle/1/5194.
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This research has as theme the production of works/projects in the field of webart.
The digital poetics in this dissertation comes from the following question: how to
prepare webarts correlating the maze of urbis and cyberspace, using the Entity as a
connection point? I make this question in order to expand the artistic career
developed so far. Thus, this poetics uses a few repeated characteristics, such as
performing activities related to urban intervention and the use of photography and
video to reach webarte. But the poetics is developed in other aspects: the webarts
are the object of study, and aim to propose relationships between urban space and
cyberspace, considered two labyrinthine environments; the webarts are resized by
the synergy between work/project and interactor. In the methodological development,
I approach myself of the concepts delimited during the practice, which I seek to
deepen, weaving some relationships with the field of media art in general and
specifically with the technological art and webart. The terms emerge from the
practical procedures and are tested in theoretic field, then, they are tested again in
practice trials. The result are three major works/projects, inserted in the context of
contemporary art, proposing a particular approach on aspects of webart.<br>Esta pesquisa tem como mote principal a produção de obras/projetos no âmbito da
webarte. A poética digital nesta dissertação se origina do seguinte questionamento:
como elaborar webartes que relacionem o labirinto da urbis e ciberespaço, utilizando
a Entidade como ponto de conexão? Faço essa indagação com o objetivo de ampliar
a trajetória artística desenvolvida até o momento. Dessa maneira, essa poética valese
de alguns pontos reincidentes, como atividades performáticas relacionadas à
intervenção urbana e à utilização da fotografia e do vídeo até chegar a webarte.
Porém, a poética é ampliada em outros aspectos: as webartes constituem o objeto
de estudo, e visam propor relações entre espaço urbano e ciberespaço, apontados
como dois ambientes labirínticos; as webartes são redimensionadas pela sinergia
entre obra/projeto e interator. No desenvolvimento metodológico me aproximo dos
conceitos delimitados durante a prática, a qual busco aprofundar, tecendo algumas
relações com o campo da mídia, da arte em geral e, especificamente, da arte
tecnológica e da webarte. Quanto aos conceitos, eles emergem dos procedimentos
práticos e são indagados pelo viés da teoria, bem como são testados novamente em
experimentações práticas. O resultado constitui-se a partir de três obras/projetos
principais, inseridas no contexto da arte contemporânea, propondo uma abordagem
particular sobre aspectos da webarte.
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Holmes, Wayne. "Level up! : a design-based investigation of a prototype digital game for children who are low-attaining in mathematics." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:bf3b2309-2d18-4c46-a38a-419ed3d262f2.
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In the UK, as many as 20% of children in primary schools are more than two years behind their peers in mathematics. Research-based intervention for such disadvantaged children has been shown to be effective but not always sufficient, such that alternative approaches might sometimes be necessary. One alternative might involve digital games. This study used a design-based research approach to investigate a prototype digital game, that implements principles of an effective numeracy intervention and draws on insights from learning theory and the cognitive sciences, designed for children in primary schools who are low-attaining in mathematics. It comprised three cycles of design, intervention, analysis and reflection. The first research cycle involved the initial design of a prototype digital game, which was researched in one school. The second research cycle involved a second iteration of the game, designed in response to the feedback of teachers and children, which was researched in three schools. The third research cycle involved the design of a final iteration of the game, which to achieve theoretical saturation was researched online with twenty-four schools. The study has shown that a game that implements principles of an effective numeracy intervention and that draws on insights from learning theory and the cognitive sciences can be designed and can be useful in schools for children who are low attaining in mathematics. However, for it to be taken up by schools, the game has to be perceived by teachers to have achieved a quality threshold. In any case, such a game is of limited use in and of itself. Where the prototype game has been shown to be most useful is when it serves as a fulcrum for social interaction and educationally productive discussion between the children and teaching staff: when it becomes an artefact that both supports individual learning and stimulates, scaffolds and mediates dialogue-based collaborative learning.
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Shelling, Chelsea O. "Assessing School Neighborhood Walkability: A Targeted Approach to Safe Routes to School Programming." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1204.
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This thesis intends to demonstrate how capital infrastructure investments can be targeted objectively, using the "Safe Routes to School" (SRTS) program for context. SRTS impacts physical activity, a determinant of childhood obesity by encouraging children’s regular active transportation use. This thesis supports the widespread implementation of SRTS and has developed the "Shelling Model" to objectively identify schools for programming. Accordingly, the "Shelling Model" aims to objectively identify physical and socio-economic environment variables impacting HISD-E middle school neighborhoods’ walkability. The "Shelling Model" is a first step in creating a walkability index for which pedestrian orientation levels can be identified and schools targeted. This model facilitates the identification of variables, providing insight into neighborhood walkability levels. Revealed by statistically significant variables, in combination with Walkscore and Catchment regression models’ respective 45.5 and 13.6 Adjusted R-Square values, the "Shelling" archetype proves a useful tool for investigating the walkability of HISD-E middle school neighborhoods.
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Rocha, Mércia Parente. "Patrimônio arquitetônico moderno: do debate às intervenções." Universidade Federal da Paraíba, 2011. http://tede.biblioteca.ufpb.br:8080/handle/tede/287.
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Previous issue date: 2011-06-27<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>The recent debate on the conservation of modern heritage and the controversies raised
in this regard have been, to some extent, fueled by the experiences of intervention in
modern buildings, which have intensified in the last two decades.
This paper examines the main issues raised by this debate, pointing to specifics, dilemmas
and paradoxes related to the conservation of this architecture, its assumptions and its new
status as historical patrimony, collated with some works of intervention carried out in this
collection. It aims to understand how the issues related to conservation of this heritage are
being resolved in practice, which means, to understand, from the works of interventions,
how such architects are solving the dilemmas raised in the debate and what knowledge
or theories are grounded.<br>O recente debate sobre a conservação do patrimônio moderno e as controvérsias
suscitadas a esse respeito, vem sendo, em certa medida, alimentado pelas experiências
de intervenção em obras modernas, que se intensificaram nas duas últimas décadas.
Este trabalho examina as principais questões levantadas no debate, que apontam para
especificidades, dilemas e paradoxos, relacionados à conservação dessa arquitetura,
seus pressupostos e sua nova condição de patrimônio, cotejadas com algumas obras de
intervenção realizadas nesse acervo. Objetiva perceber como as questões relacionadas
à conservação desse patrimônio estão sendo resolvidas na prática, ou seja,
compreender a partir das obras de intervenções, como os arquitetos estão solucionando
os dilemas colocados no debate e em quais conhecimentos ou teorias estão ancorados.
31
Marini, Bruna Pereira Ricci. "As práticas de intervenção precoce no estado de São Paulo." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/8832.
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Previous issue date: 2017-02-10<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Early Intervention is constituted as an important tool for prevention, identification and intervention in conditions that offer risks to child development. Since the emergence of the first programs dating back to the 1960s, there were a number of conceptual and theoretical developments which culminated in the recognition of the systemic, ecological and family-centered model, as it produces better effects. In Brazil, the Early Intervention practices appear to develop highly focused on the needs of children, prioritizing interventions guided in their problems and developed from a rehabilitative model. It also observes that, despite the relevance of the theme, the scientific literature is scarce, which points to the need for further investigation. In this context, this study aimed to identify the practices developed by the Early Intervention services for children from zero to five years, in the state of São Paulo. This is a cross-sectional, descriptive and exploratory study with a qualitative approach. Participants were selected through non-probability sampling for convenience, in the case of professional staff working in services for children between zero and five years, located in the area covered by the Programa São Paulo pela Primeiríssima Infância. The study was developed in two stages, the first identification and characterization of early intervention services and the second identification of early intervention practices developed for services previously selected from the first stage. Data were collected through questionnaires (first stage) and interview (second stage). For the analysis of data from the questionnaires was used the methodology of descriptive statistics and analysis of the interviews content analysis methodology, the thematic analysis mode. The results of this study corroborate with the descriptions in the national scientific literature showing that Early Intervention practices remain being developed within the rehabilitation model, geared to the deficits presented by the children. In this context, the participation of families in the services proved to be limited because of the hegemonic role played by professionals in relation to the intervention process. It also revealed the existence of differences between the recommended practices in the child care networks and those that, in fact, are developed by the services. Regarding the existence of practices implemented in the natural context of the child, the results showed that these have been limited to observations and guidelines. Finally, the study identified a number of gaps in the process of training and continuing education of professionals that working in Early Intervention, a factor that can directly impact on the quality and the implemented practice model. From these results, the possibilities and challenges for the approximation between current practices and those recommended internationally are discussed, based on IP literature and national child care policies.<br>A Intervenção Precoce constitui-se como uma importante ferramenta para prevenção, identificação e intervenção sobre condições que ofereçam riscos ao desenvolvimento infantil. Desde o surgimento dos primeiros programas, datados da década de 1960, ocorreram uma série de transformações conceituais e teóricas, que culminaram no reconhecimento do modelo sistêmico, ecológico e centrado na família, como o que produz melhores efeitos. No Brasil, as práticas de Intervenção Precoce parecem desenvolver-se eminentemente centradas nas necessidades das crianças, priorizando intervenções pautadas em suas problemáticas e desenvolvidas a partir de um modelo reabilitativo. Observa-se ainda que, apesar da relevância da temática, a literatura científica é escassa, o que aponta para a necessidade de maiores investigações. Nesse contexto, o presente estudo teve por objetivo identificar as práticas desenvolvidas pelos serviços de Intervenção Precoce destinados a crianças de zero a cinco anos, no estado de São Paulo. Trata-se de um estudo transversal, descritivo e exploratório, com abordagem quali-quantitativa. Os participantes foram selecionados por meio de amostragem não-probabilística por conveniência, tratando-se de equipes de profissionais que atuam em serviços destinados a crianças entre zero e cinco anos, localizados na área de abrangência do Programa São Paulo pela Primeiríssima Infância. O estudo desenvolveu-se em duas etapas, sendo a primeira de identificação e caracterização dos serviços de Intervenção Precoce e a segunda de identificação das práticas de Intervenção Precoce desenvolvidas por serviços previamente selecionados a partir da primeira etapa. Os dados foram coletados por meio de questionários (primeira etapa) e entrevista (segunda etapa). Para a análise dos dados dos questionários foi empregada a metodologia de estatística descritiva e para análise das entrevistas a metodologia de análise de conteúdo, na modalidade análise temática. Os resultados desse estudo corroboram com as descrições apresentadas na literatura científica nacional, evidenciando que as práticas de Intervenção Precoce permanecem sendo desenvolvidas dentro do modelo de reabilitação, mais claramente voltado aos déficits/diagnósticos apresentados pelas crianças. Nesse contexto, a participação das famílias nos serviços mostrou-se limitada em virtude do papel hegemônico assumido pelos profissionais em relação ao processo de intervenção. Evidenciou-se ainda a existência de divergências entre as práticas preconizadas no âmbito das redes de atenção à criança e aquelas que, de fato, são desenvolvidas pelos serviços. Em relação à existência de práticas implementadas nos contextos naturais da criança, os resultados demonstraram que essas têm se limitado à observações e orientações. Finalmente, o estudo identificou algumas lacunas existentes no processo de formação e formação continuada dos profissionais que atuam em Intervenção Precoce, fator que pode impactar diretamente sobre a qualidade e o modelo de prática implementado. A partir desses resultados, discute-se, com base na literatura da IP e nas políticas nacionais de atenção à criança, as possibilidades e desafios para a aproximação entre as práticas atualmente desenvolvidas e aquelas recomendadas internacionalmente.
32
Frigotto, Silvana Maria. "Mudança social e os impactos na rede de atenção, apoio, cuidado e proteção da mulher." Faculdades EST, 2014. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=540.
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A transformação social envolve gênero, a importância da mulher nas redes de apoio, atenção,
cuidado e proteção, as mudanças na educação de meninos e meninas para a erradicação da
violência contra a mulher e a viabilização da intervenção e fortalecimento dos laços no
interior da rede pela ação do operador de rede. Desvela-se a importância do empoderamento
das mulheres por meio da educação e da geração de renda que impactam a rede social
particular e que favorecem no desempenho do papel de cuidadoras, educadoras e articuladoras
da vida. Contribuições necessárias para que a realidade possa ser transformada numa
sociedade mais humana e justa e que esse futuro almejado seja mais imediato para a mulher e
rede que demanda atenção social. O enfoque dado é de rede ou mais precisamente da rede de
apoio, atenção, cuidado e proteção que é atendida pela mulher e que envolve condições
disposicionais características femininas, as quais se apresentam de forma simultânea ou
articuladas, culminando na oferta, pela mulher, de serviços imprescindíveis, sem ônus e de
demanda com atendimento espontâneo e imediato. A inclusão educacional e produtiva da
mulher impacta a sua rede de apoio, atenção, cuidado e proteção. Há um espraiamento da
força, da energia e das conquistas dessa mulher para a rede e desdobramentos para a
sociedade. As mulheres em geral, especialmente, aquelas em/com risco social têm direito a
políticas públicas específicas, benefícios de ação afirmativa, numa concepção de direitos
humanos e de dignidade da pessoa humana. Ao final da investigação conclui-se que: 1)
Através de um pedido de ajuda ou de uma queixa a mulher tem o direito de ser contemplada
com o suporte da rede secundária; 2) A mulher e os demais indivíduos da rede com a ajuda de
um operador de rede podem mobilizar as redes no sentido de deflagrar fatores de proteção e
de prevenção por meio de outras redes na reconstrução de vínculos da rede primária; 3) O
contexto vulnerável ou de risco se intensifica e é de difícil reversão quando se mantém de
forma duradoura ou ininterrupta por longo tempo; 4) A postura de assistencialismo
desrespeita, humilha e predispõe à apatia, à inércia, à asfixia da iniciativa, da autonomia e do
protagonismo dos assistidos, gerando clientelismo indesejado; 5) As redes esfaceladas podem
ser reconstruídas por meio do suporte de rede substitutiva: a rede secundária; 6) Pode-se
ajudar as mulheres que se encontram em situação de atenção a recompor, de uma forma ou de
outra, seus eus destruídos ou fragilizados através das redes secundárias pela intervenção
terapêutica e comunitária do trabalho das redes desenvolvido pelo operador de rede, que
envolve o acolhimento, o empoderamento e a autonomia. Assume-se com isso uma postura de
ganha-ganha social, num sentido mais imediato em favor da mulher, mas ao final o bônus da
mudança social ficará com as gerações futuras.<br>Social transformation involves gender, the importance of the woman in the networks of
support, attention, care and protection, the changes in the education of boys and girls to
eradicate the violence against women and making viable the intervention and strengthening of
the ties inside the network through the action of the network operator. The paper reveals the
importance of the empowerment of the women through education and through income
generation, which impact the private social network and which strengthen the fulfillment of
the role of caregivers, educators and life articulators. These are necessary contributions so that
the reality can be transformed into a more human and just society and that this longed for
future can be more immediate for the woman and the network which demands social
attention. The focus presented is the network or, more precisely, the support, attention, care
and protection network, which is tended by the woman and involves dispositional conditions
that are characteristically feminine, which present themselves in a simultaneous or articulated
way, culminating in the offering, by the woman, of indispensable services, without charges
and in demand, with spontaneous and immediate service. The educational and productive
inclusion of the woman impacts her support, attention, care and protection network. There is
a spreading of the force, energy and conquests of this woman to the network and ramifications
to society. Women in general, especially those at or in social risk, have the right to specific
public policies, benefits of affirmative action, in a conception of human rights and of dignity
of the human person. At the end of the research the conclusion is that: 1) Through a request
for help or of a complaint, the woman has the right to be contemplated with support from the
secondary network; 2) The woman and other individuals of the network with the help of a
network operator can mobilize the networks in the sense of triggering protection and
prevention factors through the other networks in the reconstruction of the ties of the primary
network; 3) The vulnerable context or one of risk is intensified and difficult to reverse when it
is maintained in a longstanding or uninterrupted way for a long time; 4) The posture of
welfarism disrespects, humiliates and predisposes to apathy, inertia, asphyxiation of initiative,
of autonomy and protagonism of those assisted, generating an undesired clientilism; 5) The
dismantled networks can be reconstructed through the support of a substitute network: the
secondary network; 6) The women who are in situations demanding attention can be helped
to recompose, in one way or another, their destroyed or weakened egos through the secondary
networks through the therapeutic and community intervention of the work of the networks
developed by the network operator, which involves welcoming, empowerment and autonomy.
Thus, a social win-win posture is assumed, in a more immediate sense in favor of the woman,
but at the end the bonus of the social change will remain with the future generations.
33
Dias, Alessandra Pereira. "Os Jogos PedagÃgicos na Aprendizagem da Linguagem Escrita: O que Pensam e Fazem Professores da EducaÃÃo Infantil e do Ensino Fundamental?" Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3849.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>Esse trabalho se propÃs a investigar a concepÃÃo e uso de jogos pedagÃgicos no ensino da linguagem escrita por professores de educaÃÃo infantil e ensino fundamental na cidade de Fortaleza. Partiu-se do pressuposto que havia uma descontinuidade do uso de recursos lÃdicos entre a educaÃÃo infantil e a primeira sÃrie do ensino fundamental. Tinha-se como pressuposto a compreensÃo de que nÃo era o jogo em si, mas a situaÃÃo interativa e simbÃlica que possibilita o desenvolvimento e a aprendizagem da crianÃa. Os referenciais teÃricos que embasaram esse trabalho estavam pautados na teoria histÃrico cultural de Vygotsky e na teoria sÃcio antropolÃgica de BrougÃre. A pesquisa foi realizada utilizando-se observaÃÃo em sala de aula e entrevistas individuais com os professores, buscando registrar as situaÃÃes de mediaÃÃo do professor junto aos alunos e identificar as concepÃÃes que fundamentam as formas de intervenÃÃo pedagÃgica utilizando recursos lÃdicos nesses dois nÃveis de ensino e as prÃticas pedagÃgicas. Na escola pesquisada existia uma preocupaÃÃo efetiva quanto ao processo continuado de capacitaÃÃo dos professores e isso possibilitava uma coerÃncia na utilizaÃÃo de recursos didÃticos, dentre eles o jogo, e compreensÃo teÃrica de sua implicaÃÃo no processo ensino-aprendizagem. Esse trabalho vem destacar a importÃncia de se considerar o desafio de ensinar com jogos diante de diversos discursos acerca de seu uso apontando que sÃo as situaÃÃes de interaÃÃo que promovem a aprendizagem e nÃo o uso de material lÃdico, reafirmando a visÃo vygotskiana da centralidade da mediaÃÃo pedagÃgica no processo ensino e aprendizagem.
34
Fontes, Maria Cecilia Levy Piza. "Operaçőes urbanas e habitaçăo social." Universidade Presbiteriana Mackenzie, 2011. http://tede.mackenzie.br/jspui/handle/tede/465.
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Previous issue date: 2011-08-15<br>Fundo Mackenzie de Pesquisa<br>The present dissertation is based on two case studies on urban interventions in Sao Paulo and in Barcelona. Through them it is attempted to show the feasibility of building social housing with ressources generated by upgrading the urban land value. The Public sector can obtain ressources to provide social housings by making use of current legal mechanisms. In other words, housing accessible to low-income populations, with quality and confort, therefore assuring sustainable and integrated urban projects<br>Esta tese foi desenvolvida com base em dois estudos de caso de intervenções urbanas, uma em São Paulo e outra em Barcelona. Através desses casos, procura-se provar a viabilidade de construir habitações de interesse social com o aproveitamento de recursos gerados a partir da valorização do solo urbano modificado. O Poder Público, através de mecanismos legislativos existentes, pode obter recursos e produzir habitação de interesse social. Ou seja, oferta de habitação acessível à população de baixa renda familiar, com qualidade, conforto e assim, equacionando a sustentabilidade do projeto e sua inserção urbana
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PAGANIN, GIULIA. "Mobile-based interventions for stress management: preliminary results on technology acceptance, users’ experience, and effectiveness of mobile apps." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2022. http://hdl.handle.net/10281/378812.
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L’attuale avanzamento tecnologico ha portato una serie di benefici (es. flessibilità) e svantaggi (es. sovraccarico di informazioni) a lavoratori e studenti. I fattori avversi possono aumentare le possibilità di sviluppare problemi di salute psicofisica. Inoltre, la diffusione del COVID-19 ha peggiorato le esistenti problematiche stress-correlate. Le aziende e le università sono ancora alla ricerca di nuovi approcci per la promozione del benessere di lavoratori e studenti, poiché gli interventi tradizionali in presenza sembrano essere non sempre efficaci e poco utilizzati. Le mobile-app permettono di erogare interventi non-intrusivi, anonimi e di coinvolgere un maggior numero di partecipanti. Tuttavia, l’efficacia di tali interventi è ancora poco chiara. Inoltre, fattori come user engagement, usabilità e accettazione della tecnologia, spesso sottovalutati, potrebbero influenzare l’intenzione di utilizzare gli interventi erogati tramite app e influenzarne l’efficacia. La presente tesi di dottorato si è concentrata sugli interventi mobile-based, visti come una soluzione volta a diminuire lo stress e promuovere il benessere, e sui facilitatori e le barriere coinvolte nell’utilizzo e nell’efficacia di tali interventi. Abbiamo considerato sia i lavoratori, sia gli studenti universitari, due categorie particolarmente soggette al rischio stress. Il primo capitolo consiste in una revisione sistematica della letteratura, focalizzata sugli studi esistenti riguardo gli interventi smartphone-based in ambito lavorativo. I risultati indicano che gli interventi si focalizzano principalmente sulla salute fisica e che l’user engagement, l’accettazione della tecnologia e l’usabilità dovrebbero essere considerati nella progettazione di interventi mobile-based e nella valutazione della loro efficacia. Il secondo capitolo valuta l’invarianza di misura e strutturale del Technology Acceptance Model (TAM), da una prospettiva cross-nazionale, considerando un campione di studenti universitari italiani e tedeschi. I risultati confermano l’invarianza di misura, e l’influenza della percezione di facilità d’uso (PU) e dell’utilità (PU) degli studenti sulla loro intenzione d’utilizzo (INT) di una app per la promozione del benessere e gestione dello stress. Lo studio ha dimostrato la relazione diretta tra PEOU e PU solo nel campione di studenti italiani. Il terzo capitolo riguarda l’integrazione del TAM con variabili personali e contestuali che potrebbero influenzare l’accettazione di una app per la promozione del benessere e la gestione dello stress in azienda. I risultati mostrano che l’innovatività personale ha un impatto diretto su INT e che l’autoefficacia percepita nell’uso dello smartphone e il supporto organizzativo all’innovazione influenzano indirettamente l’INT, via PU e PEOU. Il quarto capitolo si focalizza sullo studio dell’efficacia di WellBe!, una app per la promozione del benessere e la gestione dello stress di studenti universitari, sviluppata dal Bicocca Center for Applied Psychology. I risultati mostrano che il gruppo sperimentale ha riportato buoni livelli di user engagement e di usabilità. L’utilizzo dell’app sembra aver avuto un effetto sul miglioramento dei livelli di salute, soddisfazione e mindfulness subito dopo l’intervento. Tuttavia, WellBe! non ha diminuito lo stress percepito e non ha aumentato il capitale psicologico. In conclusione, gli studi presentati hanno messo in luce un cambio di paradigma, dagli interventi faccia-a-faccia a un approccio mobile-based. Questo cambiamento deriva anche dalla necessità di interventi più efficaci per gestire lo stress. Questa tesi sottolinea alcune questioni aperte che le organizzazioni e le università dovrebbero affrontare prima di adottare interventi mobile-based, in modo da aumentare le probabilità di successo, e dopo l’implementazione degli stessi, per comprendere le ragioni della loro efficacia o inefficacia.<br>The moment in which we live is dominated by notable technological advancements, leading to a series of benefits (e.g., flexibility) and disadvantages (e.g., information overload) for workers and university students. The adverse factors may raise their chances of getting psychophysical health problems. Moreover, the current spread of the COVID-19 may have worsened antecedent stress-related disease. For several years, organizations and universities have been looking for new approaches to promote the wellbeing of workers and students, as traditional face-to-face interventions do not always seem to be effective or seem not to be used. Mobile apps make it possible to deliver unobtrusive, anonymous interventions and reach a broader range of participants. To date, the effectiveness of mobile-based app interventions is still unclear. In addition, there is a need to clarify the role of user engagement, usability, and technology acceptance, which are often neglected, but could influence the intention to use mobile-app interventions and impact their effectiveness. To advance the limited research on this topic and fill the current gaps, this dissertation focuses on mobile-based interventions as a solution to decrease stress and improve wellbeing, as well as on facilitators and barriers involved in the use of such interventions and their effectiveness.
Chapter 1 systematically reviews studies on workplace smartphone-based interventions. Results indicate that most of these interventions focused on physical health and that user engagement, usability and technology acceptance should be considered in designing mobile-based interventions and evaluating their effectiveness. Chapter 2 tests the measurement invariance of the Technology Acceptance Model scale among university students from Italy and Germany and whether TAM is structurally invariant across countries. Results support the measurement invariance of the TAM scale. The structural invariance of the TAM model is only partially confirmed. Although perceived usefulness (PU) and ease of use (PEOU) impact students' intention to use mobile apps in both countries, PEUO is positively related to PU in the Italian sample only. These results allow a cross-national perspective to understand students' intention to use mobile apps for stress management. Chapter 3 integrates the TAM with personal and contextual factors affecting the acceptance of mobile-based apps for workplace stress management and well-being promotion. Results show that personal innovativeness impacts INT, while smartphone-related self-efficacy and organizational support for innovation indirectly affect INT via PU and PEOU. These results shed light on factors contributing to users’ acceptance of app-based interventions for mental health. Chapter 4 investigates the effectiveness of a mobile app named WellBe! that the Bicocca Center for Applied Psychology developed to provide students with well-being promotion interventions. Results show that the intervention group reports good engagement levels and perceived usability, in addition to an increase in general health, life satisfaction scores and mindfulness level after the intervention. However, there are no statistically significant differences in psychological capital and stress levels reported by participants pre-and post-intervention. Overall, WellBe! displays promising results.
In sum, a paradigm shift in intervention design is taking place from a face-to-face to a mobile-based approach. This shift results from society's need for more effective interventions to manage stress. This dissertation underlines some critical open issues that organizations and universities should address before adopting mobile-based intervention, in order to increase the chances of intervention success, and after the intervention delivery to capture the reasons for its effectiveness.
36
Rodrigues, Marcelo Borges. "O interesse nacional na regulação dos investimentos estrangeiros : o papel do Estado na conciliação entre a nova economia e a constituição brasileira." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/185084.
Full textAbstract:
As inovações tecnológicas em um mundo globalizado estão alterando o papel do Estado e as relações sociais. As relações jurídicas brasileiras também sofrem consequências de uma economia cada vez mais internacional. De outra banda, toda regulação econômica do Brasil deve observar a Constituição Federal. A Constituição brasileira possui diversos princípios, trabalha com conceitos que devem ser interpretados em seus contextos e mirando os objetivos constitucionais. Não há na Constituição palavras inúteis e a alteração promovida pela Emenda Constitucional n.º 85/2015 busca harmonizar a regulação com a nova economia baseada na inovação que mitiga a importância das distâncias geográficas na economia global e respeita as liberdades individuais. De todos os temas da economia internacional o que mais estressa a relação entre Estado e empresas é o investimento estrangeiro, cuja escala tem exigido novas respostas regulatórias. O Brasil determina que toda a regulação dos investimentos estrangeiros seja disciplinada com base no interesse nacional, de modo que este conceito precisa ser definido juridicamente. O presente trabalho tem por objetivo estudar a estrutura regulatória do Estado brasileiro, o que é essa nova economia, a relação desta com a regulação estatal, a regulação dos investimentos estrangeiros, para que ao final, consigamos propor um conceito de interesse nacional que deve nortear as leis que disciplinam o investimento estrangeiro no Brasil, com um recorte especial para essa contexto da nova economia que surge com mudanças bastante significativas comparadas a outras eras econômicas. Nesse contexto, entendemos que o interesse nacional deve ser identificado da seguinte forma: observados os princípios da administração pública, os princípios que regem as relações internacionais, os princípios da ordem econômica, e o dever de fomentar a inovação inclusive nas empresas, e respeitando as liberdades individuais garantidas constitucionalmente e os respectivos deveres, interesse nacional é a soma dos interesses dos nacionais nas suas buscas individuais ao desenvolvimento econômico e à vida digna, em uma sociedade livre, justa e solidária, visando erradicar a pobreza e reduzir as desigualdades, promovendo o bem de todos sem nenhuma forma de discriminação.<br>Technological innovations in globalized world have been changing State role and social relations. Brazilian legal relations have been suffering consequences from an each time more international economy. In other perspective, every Brazilian economic regulation must observe it´s Federal Constitution. Brazilian Constitution have many principles and works with concepts that shall be interpret within contexts and aiming constitutionals goals. There are no useless word in Constitutional text, and Constitutional Amendment n. º 85/2015 pursuit harmonizing the innovation based new economy that mitigate geographical distances relevance in global economy and respect individual liberties. From all international economy subjects, the one that most stress State-companies relations its foreign investment, what has been requiring new regulatory answers. Brazil set that all foreign investment regulation shall be based under national interest, requiring this concept definition. This text aims research regulatory structure of Brazilian administration, what is this new economy, this new economy relation with public regulation, foreign investment regulation, so that, at the end, it can be settle national interest concept that shall guide foreign investment regulation in Brazil in an new economy context that upraised significant changes comparing to other economic eras. In this context, we understand that national interest shall be identified as: observed public administration principles, international relations principles, economic order principles and the legal duty to promote innovation (also in companies), and observing individual liberties constitutionally guaranteed and its counterparties duties, national interest is the sum of interests of national citizens in theirs individual pursuits of economic development, dignity in life, in a fair, solidarity and free society, seeking to end poverty and reduce inequalities, promoting the well being for all without any form of discrimination.
37
Wegner, Maraike. "Pedagogia social e valores : o resgate do direito à educação." Faculdades EST, 2008. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=81.
Full textAbstract:
A Pedagogia Social é a ciência que busca estudar as formas de incluir
socialmente os desviantes e os desviados de locais legitimados de participação
social. Para que a inclusão aconteça, essas crianças e jovens devem participar
ativamente de processos de aprendizagem e socialização específicos que
possibilitem melhoras na sua aprendizagem e socialização. A mediação pedagógica
é uma intervenção na ação da aprendizagem e da socialização dos indivíduos,
representando uma maneira de conduzir processos educativos e de significá-los
através de relações. Essas crianças e jovens necessitam da mediação de novas
valorações, para que possam participar coletivamente dos ambientes de ensino
legitimados pela sociedade. Mediações de valores coletivos acontecem através de
conteúdos atitudinais, práticos. A aprendizagem e o desenvolvimento se dão através
da interação com os outros e com o mundo, com a sociedade onde vivem. A solução
grupal de problemas desperta traços evolutivos internos que operam quando a
criança interage com outros. A interação com os demais acontece fundamentada em
valores que norteiam nossas condutas. Valores descrevem as qualidades que
qualificam atos, pessoas, sentimentos, modos de conduta e/ou os ditames morais. A
fé é constituída pelos valores que têm poder centralizador em nossas vidas; ela é
relacional e busca a igualdade entre as pessoas. Para atingir o objetivo da
igualdade, os valores coletivos serão os locais onde os educadores e as
educadoras sociais colocarão seus corações. Valores coletivos buscam o bemestar
do grupo de inserção e estimulam a atenção pelas condições favoráveis para
que todos se desenvolvam. Embora todos tenham assegurados direitos mínimos
para a inclusão social, muitos não desfrutam dessa situação. A Pedagogia Social é
uma alternativa para a inserção social e a justiça educativa necessárias.<br>Social Pedagogy is a science that studies the ways of including both those who
deviate and those who are deviated from social participation legitimate environments.
In order that social inclusion takes place, these children and youths should play an
active role in specific learning and socializing processes that enable improvements in
their apprenticeship and socialization. Pedagogical intervention is a mediation in
learning activity and a way of conducting and purposing educational processes
through relationships. Those children and youths require a mediation of new values
in order that they can collectively take part in teaching environments made legitimate
by society. Those interventions intercede in single learning and socializing processes
by means of the mediation of practical, attitudinal content. Apprenticeship takes place
through ones interaction with others and the environment, with the society where
one lives. Group problem solving stimulates internal evolutionary traits that act when
a child interacts with others. The interaction among others is based on values that
guide our behavior. Those values describe the valuations that qualify acts, people,
feelings, behaviors and/or the moral valuations of our behavior. Faith is composed of
the values that have centralizing power in our lives; it is relational and seeks equity
among the people. In order that equity is met, common values shall be the location
where social educators will lay their hearts. Common values stand for the welfare of
the insertion group and direct ones attention towards favorable conditions so that
everyone can evolve. While every person is assured basic rights to social inclusion,
many are not able to benefit from that. Social Pedagogy is an alternative for
achieving social inclusion and the required educational justice.
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Marques, Débora Mattos. "O impacto da estimulação da consciência fonológica nas habilidades de leitura e escrita em indivíduos de desenvolvimento atípico – uma revisão crítica da literatura." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7090.
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Previous issue date: 2018-02-28<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>É quase consenso na literatura que a consciência fonológica está ligada às habilidades de leitura e escrita, e isso tem promovido pesquisas a respeito daqueles indivíduos com trajetórias diferentes de desenvolvimento e que não alcançam (ou alcançam tardiamente) a capacidade de ler e escrever fluentemente. Esta dissertação tem como objetivo principal fazer uma revisão crítica da literatura a fim de olhar para pesquisas realizadas com a intenção de fortalecer a consciência fonológica em indivíduos de quatro amostras de desenvolvimento atípico: síndrome de Williams, Autismo, síndrome de Down, e Dislexia, com possível impacto nas habilidades de leitura e de escrita. Foram utilizadas quatro bases de dados, com buscas em português, inglês e espanhol, resultando em um total de 34 textos incluídos para esta análise. As pesquisas mostraram que as intervenções com foco em consciência fonológica são favoráveis ao desenvolvimento de habilidades de leitura e escrita também nessas populações e suscitaram reflexões a respeito das metodologias utilizadas, tempos de treinamento, número de informantes, entre outros aspectos.<br>It is almost consensual in the literature that phonological awareness is linked to reading and writing skills, and this has promoted research on individuals with different developmental trajectories who do not develop (or do it later) the ability to read and write fluently. The main objective of this dissertation is to do a critical review of papers that focus on the reinforcement of phonological awareness in individuals from four atypical populations: Williams Syndrome, Autism, Down Syndrome and Dyslexia, with potential impact on reading and writing skills. We searched papers on four databases, using keywords in Portuguese, English, and Spanish. The result is an amount of of 34 papers, analized in this study. The papers we found have shown that interventions focused on phonological awareness are favorable to the development of reading and writing skills in these populations, which raised some considerations about methodologies, training duration, number of informants, among other aspects.
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Bonifacio, Ana Cláudia Rosin. "Impacto da intervenção farmacêutica na adesão ao tratamento medicamentoso do paciente idoso diabético seguido em unidade distrital de saúde." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/17/17139/tde-26082013-101348/.
Full textAbstract:
O objetivo deste trabalho é analisar os efeitos da intervenção farmacêutica para os pacientes idosos com diabetes mellitus tipo 2, em relação à compreensão do usuário sobre as instruções contidas na receita médica, o entendimento da doença existente e conhecimento sobre o uso de medicamentos, que inclui: a utilização correta, respeito aos horários de tomar a medicação e as posologias prescritas. Foram avaliados 129 pacientes idosos (com 60 anos ou mais) com diabetes no momento de retirar os medicamentos na unidade básica distrital de saúde (UBDS) do Distrito Oeste de Saúde de Ribeirão Preto. No momento em que o paciente retirou a medicação prescrita para o tratamento do diabetes na UBDS foi realizada uma entrevista para obter dados pessoais, informações sobre as medicações em uso e a doença, se necessita cuidador, identificar a escolaridade, avaliar as condições de armazenamento das medicações e aplicados os testes de medida de adesão ao tratamento (Morisky e Green ampliado) e de quantificação de conhecimento relativo ao tratamento medicamentoso (Med Take). Posteriormente, o paciente recebeu uma orientação farmacêutica em relação aos medicamentos prescritos para o diabetes, obedecendo um formulário padronizado que indicava os horários de tomadas das medicações, o medicamento, a quantidade e as interações com alimentos. Após quatro meses, o paciente foi novamente entrevistado, com outra aplicação dos testes de Morisky e Green ampliado e Med Take. O impacto da intervenção farmacêutica foi avaliado pela comparação do desempenho dos entrevistados nos dois momentos, bem como pela variação de alguns parâmetros clínicos, como peso, níveis pressóricos e hemoglobina glicada, através de teste não paramátrico de Mcnemar, Wilcoxon e o modelo de regressão linerar com efeitos mistos (efeitos aleatórios e fixos). O ajuste do modelo foi feito através do software SAS versão 9.0. Como resultado obtivemos uma melhora no segundo momento na aplicação do teste de Morisky e Green com valor p < 0,0001 . No Med Take obtivemos também melhora na pontuação, exceto na comparação do medicamento gliclazida nos parâmetros dose e interação com medicamento que não houve diferença com significância estatistica, provavelmente em decorrência do número reduzido de pacientes em uso dessa medicação, que foi de 10 (dez). Nos dados clínicos não houve diferença estatísticamente significante, que acreditamos ser pelo período reduzido (4 meses) de seguimento. Concluímos que a intervenção farmacêutica melhorou a adesão e o conhecimento do paciente sobre o uso do medicamento.<br>The objective of this work is to analyse the efffects of pharmaceutical intervention to elderly patients with diabetes mellitus type 2, about the understanding of the user on the instructions contained on the prescription, the understanding of the existant disease and the knowledge about use of drugs, wich includes: the proper utilization, respect for schedules, taking the prescribed medications and dosages. It was evaluated 129 elderly patients (60 years or older), with diabetes at the time of taking medicine in basic health unit (BHU) in the west health district of Ribeirao Preto. By the time the patient removed the prescribed medication for the treatment of diabetes in BHU was interviewed to obtain personal data, information about the medications in use and disease caregiver, the identification of the school level, evaluate the conditions of storage of medications and tests applied to measure adherence treatment (Morisky and Green expanded) and quantification of knowledge related to drug treatment (Med Take). Subsequently, the patient received an orientation in relation to the prescribed pharmaceutical drugs for diabetes, obeying a standardized form indicating the hours of taken medications, the drug, the quantity and the instructions with food. After four months the patient was again interwied with other application of Morisky and Green expanded test and Med Take. The impact of pharmaceutical intervention was evaluate by comparison of the performance of respondents in two periods, as well as variation of some clinical parameters such as weight, blood pressure and glycated hemoglobin, through the nonparametric Mcnemar, Wilcoscon and linear regression model with mixed efffects (fixed and random efffects). The model fitness was made through the SAS software version 9.0. As a result we obtained an improvement in the second stage in the application of Morisky and Green with p <0.0001. In the Med Take also got improvement in score, except in the comparison of the drug gliclazide dose parameters and interaction with drug no differences with statistical significance, probably due to the small number of patients using this medication, which was ten (10). Clinical data there was no statistically significant difference, which we believe is the shorter period (4 months) follow-up. We conclude that pharmaceutical intervention improved adherence and knowledge of the patient about the medication.
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Fontes, Geysa Paula Castor da Silva. "Leitura e escrita no final do ciclo de alfabetização: uma interface com a proposta de letramento do PNAIC." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/8940.
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Previous issue date: 2015-12-15<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This paper presents the results of a research that aimed to analyze the development of the
literacy final circle students in reading and writing by applying a didactic proposal-driven by
the material of PNAIC - Pacto Nacional pela Alfabetização na Idade Certa (National Pact for
Literacy at Age One) (BRAZIL, 2012). The research was developed from our own
experience of teaching in a public school classroom located in Bayeux-PB, with students
aged between eight and eleven, in order to assess the benefits of literacy proposal for
alphabetize these students. This work has an investigative and qualitative-quantitative nature,
and is also descriptive and interventional. Our research is theoretically based on Soares and
Soares (2010, 2011), Tfouni (2010), Kleiman (2008), Solé (2009), Leffa (1996), Chartier
(2007), among others, and was developed in three stages: 1) verification of the quantitative
class in relation to reading and writing skills of students from the bimonthly monitoring
sheet of the first six months; 2nd) application of didactic proposal containing sequential
activities to improve students' knowledge regarding the reading and writing; 3rd)
Performance analysis of students the end of the application of the intervention proposed and
new quantitative verification of the class recorded in the accompanying form of the first
eight months. The material obtained during the application of didactic proposal as well as the
bimonthly monitoring sheets of PNAIC are the corpus of this work. From the verification of
the evaluation sheet records the PNAIC of the first six months, we identified that large
portion of the class still facing difficulties in reading and writing learning, and based on
literacy perspective proposed by the PNAIC itself, we structured composed material of
several integrated activities into the worldly wisdom of students and playful character to
work with these difficulties. After the development of intervention proposal, we verified
through the analysis of the material itself and then the first 8 months bimonthly monitoring
sheet, some students made a breakthrough in relation to reading and writing skills. The
results achieved highlight the importance of literacy perspective on alphabetization presented
by the National Pact for Literacy at the Age One.<br>Este trabalho apresenta os resultados de uma pesquisa que objetivou analisar o
desenvolvimento de alunos do ciclo final da alfabetização nas áreas de leitura e escrita,
mediante a aplicação de uma proposta didática orientada pelo material do PNAIC – Pacto
Nacional pela Alfabetização na Idade Certa (BRASIL, 2012). A pesquisa foi desenvolvida a
partir da nossa própria experiência docente em uma sala de aula de escola pública municipal
situada em Bayeux–PB, com alunos na faixa etária entre oito e onze anos, no intuito de
avaliar os benefícios da proposta do letramento para a alfabetização desses alunos. De
natureza investigativa e quantiqualitativa, caráter descritivo e intervencionista, nossa
pesquisa está fundamentada teoricamente em Soares e Soares (2010, 2011), Tfouni (2010),
Kleiman (2008), Solé (2009), Leffa (1996), Chartier (2007), dentre outros, e foi
desenvolvida em três etapas: 1ª) verificação dos quantitativos da turma em relação às
habilidades de leitura e de escrita dos alunos a partir da ficha de acompanhamento bimestral
do 3º bimestre; 2ª) aplicação da proposta didática contendo atividades sequenciais para
aprimorar os conhecimentos dos alunos em relação à leitura e à escrita; 3ª) análise do
desempenho dos alunos ao final da aplicação da proposta de intervenção e nova verificação
dos quantitativos da turma registrados na ficha de acompanhamento do 4º bimestre. O
material obtido durante a aplicação da proposta didática, bem como as fichas de
acompanhamento bimestral do PNAIC, constituem o corpus deste trabalho. A partir da
verificação dos registros da ficha de avaliação do PNAIC relativa ao 3º bimestre,
identificamos que grande parcela da turma ainda enfrentava dificuldades na aprendizagem da
leitura e da escrita, e, com base na perspectiva do letramento proposta pelo próprio Pacto,
estruturamos um material composto por diversas atividades integradas ao conhecimento de
mundo dos alunos e de caráter lúdico para trabalharmos essas dificuldades. Após o
desenvolvimento da proposta de intervenção, verificamos por meio da análise do próprio
material e em seguida da ficha de acompanhamento bimestral do 4º bimestre, que alguns
alunos avançaram em relação às habilidades de leitura e escrita trabalhadas. Os resultados
alcançados evidenciam a importância da perspectiva do letramento na alfabetização
apresentada pelo Pacto Nacional pela Alfabetização na Idade Certa.
41
Barbosa, Ana Luísa Balonas. "Supporting direct care workers caring for people with dementia: exploring the effects of a psycho-educational intervention." Doctoral thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/17535.
Full textAbstract:
Doutoramento em Gerontologia e Geriatria<br>There is widespread recognition of the need to provide more person-centred
care to the increasing number of people with dementia being cared for in
aged-care facilities. The bulk of this care is provided by direct care workers
who experience high levels of stress, burnout and job dissatisfaction.
Inadequate training in dementia care, high workload or a non-supportive
leadership, have been shown to negatively impact these workers’ emotional
wellbeing and to compromise the provision of person-centred care. Psychoeducational
interventions, by including both illness-specific information and
support for stress-reduction, can benefit care workers and care provision, yet,
there has been little attempt to examine the effects of such interventions in the
context of formal caregiving. Thus, the purpose of this study was to design,
implement, and evaluate a person-centred care-based psycho-educational
intervention for direct care workers caring for people with dementia in agedcare
facilities. Specifically, this experimental study aimed to assess the effects
of the intervention on direct care workers: (i) perceived stress, burnout, and
job satisfaction; (ii) person-centred communicative behaviours; (iii) and quality
of interactions with residents with dementia. Also, the medium-term efficacy of
the intervention was assessed, and a qualitative study of the factors that were
relevant to the success or failure of the intervention was undertaken.
A pretest-posttest control group design was used. Four aged-care facilities
were randomly assigned to an experimental group (psycho-educational
intervention) or control group (education-only intervention). Data were
gathered at baseline, two weeks and six months after the intervention, through
self-administered instruments, video-recordings of morning care routines and
semi- structured interviews.
Results suggested limited although promising support for the impact of a
psycho-educational intervention on direct care workers. There was evidence
that the intervention could assist in reducing these workers’ burnout and
modest positive findings were found on several person-centred communicative
behaviours (e.g., involvement and laugh). However, the study did not confirm
the efficacy of the intervention on perceived stress and job satisfaction, with a
decline in six month follow-up being noticed for both variables. Several factors
were reported to inhibit or facilitate the impact and sustainability of the
intervention, including the: nature of the intervention itself; the organisational
context; care workers and managers’ attitudes and behaviours; and residents’
level of disability.
The results of this study provide preliminary evidence of the effectiveness of
psycho-educational interventions on direct care workers and provide
indications of how these might be developed in the future. Findings highlight
the importance of seeing these initiatives as an important stimulus for change
but are also suggestive of the need to broaden their focus to include residents,
residents’ family, organisational and societal factors in order to achieve more
positive and long-lasting changes in the quality of care.<br>A necessidade de prestar cuidados mais centrados na pessoa a um crescente
número de pessoas com demência admitidas em estruturas residenciais tem
sido amplamente reconhecida. Os cuidados nestas estruturas tendem a ser
prestados por ajudantes de ação direta que apresentam elevados níveis de
stress, exaustão e insatisfação profissional. A insuficiente formação na
demência, a sobrecarga de trabalho ou ausência de uma liderança suportiva,
representam alguns dos fatores com impacto no seu bem-estar emocional,
podendo comprometer a prestação de cuidados centrados na pessoa.
As intervenções psico-educativas, ao integrar informação acerca da doença e
apoio emocional, podem ter efeitos benéficos no bem-estar dos ajudantes de
ação direta e na prestação de cuidados, todavia, esta abordagem tem sido
pouco estudada junto de cuidadores formais. Assim, o presente trabalho teve
como objetivo desenhar, implementar e avaliar uma intervenção psicoeducativa,
baseada no cuidado centrado na pessoa, para ajudantes de ação
direta que cuidam de pessoas com demência em estruturas residenciais.
Especificamente, este estudo experimental visou avaliar a eficácia da
intervenção: (i) no stress percebido, exaustão e satisfação profissional dos
ajudantes de ação direta; (ii) nos comportamentos comunicacionais dos
ajudantes de ação direta; (iii) na qualidade das interações dos ajudantes de
ação direta com as pessoas com demência. Adicionalmente, foram analisados
os efeitos a médio prazo da intervenção e realizado um estudo qualitativo
acerca dos fatores relevantes para o seu (in)sucesso.
O presente estudo envolveu um desenho do tipo pré-teste pós-teste com grupo
de controlo. Quatro estruturas residenciais foram aleatoriamente alocadas ao
grupo experimental (intervenção psico-educativa) ou de controlo (intervenção
educativa). Os dados foram recolhidos antes, duas semanas e seis meses
após a intervenção através de instrumentos de autopreenchimento, vídeogravação
dos cuidados manhã e entrevistas semiestruturadas.
Os resultados sugerem um impacto limitado mas promissor da intervenção
junto dos ajudantes de ação direta. Observou-se uma redução dos níveis de
exaustão e resultados modestos mas positivos em vários comportamentos
comunicacionais (por exemplo, envolvimento e riso). No entanto, não se
observaram resultados significativos ao nível do stress percebido e satisfação
profissional, verificando-se um declínio aos seis meses em ambas as variáveis.
Vários fatores foram apontados como inibidores ou facilitadores do impacto e
sustentabilidade da intervenção, incluindo: a natureza da própria intervenção; o
contexto organizacional; as atitudes e comportamentos dos ajudantes de ação
direta e da liderança; e o nível de dependência das pessoas com demência.
Os resultados deste estudo oferecem dados preliminares acerca da eficácia
das intervenções psico-educativas junto de ajudantes de ação direta e
informação relevante para o seu desenvolvimento futuro. Destacam a
importância de ver estas iniciativas como um importante estímulo para a
mudança, sugerindo a necessidade de ampliar o seu foco às pessoas com
demência, seus familiares, organização e sociedade de forma a alcançar
mudanças mais consistentes e positivas na qualidade dos cuidados.
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Larson, Ilona. "Effect of apolipoprotein E, A-I, A-IV, and lipoprotein lipase genotypes on fasting glucose, lipid, lipoprotein, and apolipoprotein levels, and their response to lifestyle intervention." [S.l.] : [s.n.], 1999. http://deposit.ddb.de/cgi-bin/dokserv?idn=95853926X.
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Carvalho, Mariana Coelho 1987. "Programa de intervenção psicomotora para crianças com transtorno de déficit de atenção e hiperatividade - TDAH = Psychomotor intervention program for children with attention deficit hyperactivity disorder - ADHD." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/312551.
Full textAbstract:
Orientador: Cintia Alves Salgado Azoni<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas<br>Made available in DSpace on 2018-08-28T03:56:06Z (GMT). No. of bitstreams: 1
Carvalho_MarianaCoelho_M.pdf: 4326973 bytes, checksum: 9e3d420b0e1ceeb561a2e2992442bd99 (MD5)
Previous issue date: 2015<br>Resumo: Este estudo teve como objetivo verificar a eficácia de um programa de intervenção psicomotora em crianças com Transtorno do Déficit de Atenção e Hiperatividade (TDAH). Especificamente o estudo comparou o desempenho psicomotor e cognitivo (atenção e funções executivas), pré e pós testagem, em crianças com TDAH submetidas ao programa de intervenção psicomotora; comparou o desempenho psicomotor e cognitivo (atenção e funções executivas), pré e pós testagem, em crianças com TDAH não submetidas ao programa de intervenção psicomotora; além da comparação do desempenho psicomotor e cognitivo de crianças com TDAH e crianças controle na avaliação pré e pós-testagem. Participaram do estudo 26 crianças do gênero masculino, sendo 14 com TDAH, divididas em grupo experimental I e II (GEI e GEII) e 12 com desenvolvimento típico agrupados no grupo controle (GC), com idade cronológica entre 07 e 11 anos (M=9,00) e cursando do 2º ao 6º ano do ensino fundamental de escolas públicas e particulares. As crianças passaram por avaliação psicomotora e cognitiva. Os resultados deste estudo foram organizados em dois artigos, o primeiro referente ao desempenho psicomotor de crianças com TDAH e o segundo apresentando o efeito de um programa de intervenção psicomotora em crianças com TDAH. Os dados apresentados no primeiro artigo mostrou que as crianças com TDAH foram classificadas como "Eupráxico" 2(42,9%), 7(50%) "Dispráxico" e 1(7,1%) "Deficitário". Enquanto no grupo controle 11(91,7%) crianças foram classificadas como "Bom" e 1(8,3%) como "Superior". O desempenho psicomotor dos sujeitos com TDAH foi pior que do grupo controle em todas as áreas avaliadas. Os resultados sugerem que meninos com TDAH apresentam dificuldades psicomotoras que podem estar associadas a características do próprio quadro. A avaliação psicomotora pode favorecer o processo diagnóstico e de intervenção no TDAH. Os resultados apresentados no segundo artigo sugerem que a intervenção psicomotora foi eficiente para o tratamento de crianças com TDAH, uma vez que houve diferenças estatisticamente significativas nos escores de classificação do perfil psicomotor e nos testes de atenção e funções executivas. Além disso, houve melhora qualitativa, indicada pelo aumento das médias das funções de noção de corpo, equilibração, estruturação espaço temporal, praxia fina, lateralidade e tonicidade, respectivamente<br>Abstract: This study aimed to determine the effectiveness of a psychomotor intervention program for children with ADHD. Specifically, the study compared the psychomotor and cognitive performance (attention and executive functions), pre and post testing in children with ADHD, subject to psychomotor intervention program; He compared the psychomotor and cognitive performance (attention and executive functions), pre and post testing in children with ADHD not subject to psychomotor intervention program; beyond comparison psychomotor and cognitive performance of children with ADHD and control children in pre- and post-testing. The study included 26 male children, 14 with Attention Deficit Disorder and Hyperactivity Disorder (ADHD), divided into experimental group I and II (GEI and GEII) and 12 with typical development grouped in the control group (CG), aged chronological between 7:11 years (M = 9.00) and attending the 2nd to 6th grade of elementary school of public and private schools. The children underwent cognitive psychomotor assessment and pre and post-intervention. The results of this study were divided into two articles, the first referring to the psychomotor performance of children with ADHD and the second showing the effect of a psychomotor intervention program for children with ADHD. The data presented in the first article showed that children with ADHD were classified as "Eupráxico" 2 (42.9%), 7 (50%) "dyspraxic" and 1 (7.1%) "Underfunded". While in the control group 11 (91.7%) children were classified as "good" and 1 (8.3%) and "Superior". Psychomotor performance of subjects with ADHD was worse than the control group in all areas assessed. The results suggest that children with ADHD have psychomotor problems that may be associated with the frame itself features. Psychomotor assessment may favor the diagnosis and intervention process in ADHD. The results presented in the second article suggested that psychomotor intervention is effective for treating children with ADHD, since there were statistically significant differences in scores of psychomotor profile classification and tests of attention and executive functions. In addition, there was a qualitative improvement, indicated by the increase in average body notion of functions, balancing, timeline structure, fine praxis, laterality and tone respectively<br>Mestrado<br>Ciencias Biomedicas<br>Mestra em Ciências Médicas
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Mendes, David Samuel Fernandes Tavares. "Melhoramento da gestão de um equipamento de madeira na indústria." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Tecnologia de Setúbal, 2019. http://hdl.handle.net/10400.26/31391.
Full textAbstract:
Relatório de Dissertação do Mestrado em Engenharia de Produção<br>As atividades da manutenção têm sido caracterizadas como um problema dentro das
empresas, desde há muitos anos. Contudo nos últimos anos, a manutenção tem sido vista de
outra maneira e tem sido reconhecida como uma parte fundamental e estratégica nas
empresas. Passando de ser um problema a uma atividade essencial ao ciclo de vida dos
equipamentos, e um meio de apoio à produção, que combina ações de gestão e técnicas com
a finalidade de obter elevada disponibilidade das equipamentos a baixos custos.
Esta mudança advém da globalização dos mercados, que deste modo fez com que as
organizações tenham que melhorar as suas prestações a todos os níveis para produzirem com
qualidade, a baixo custo e darem uma boa resposta ao consumidor final de forma satisfatória
face às suas necessidades.
Para além de aumentar a disponibilidade dos equipamentos, de manter a produção
estável e sem problemas, a manutenção é aplicada para garantir o bom funcionamento dos
equipamentos, tendo em vista a melhoria continua. Para se conseguir aplicar novas técnicas,
metodologias de apoio à manutenção é necessário o estudo dos acontecimentos ocorridos no
serviço da manutenção, recorrendo a dados do histórico da manutenção, de forma a averiguar
as causas das avarias, e daí estudar medidas e métodos de melhoria recorrendo a estudos que
tem em conta a vertente económica e técnica.
Desta forma neste trabalho, ao longo dos quatro capítulos, são abordados vários temas
sobre a gestão da manutenção, conceitos e definições de forma a analisar a forma de
operação de um equipamento destroçador de madeira com componente de transporte numa
indústria processadora de celulose.
O objetivo é avaliar os procedimentos de operação desse equipamento e as suas
consequências na disponibilidade e na manutenção do mesmo.
O caso vai ser tratado através do recurso a dados relativos ao histórico de manutenção,
pelo que também irão ser abordados os problemas associados à correta identificação das
ocorrências, à relação entre operação e manutenção e à qualidade das intervenções da
manutenção.
Com a análise dos dados identifica-se as avarias/falhas que ocorrem mais sendo estas:
Avaria mecânica, Avaria elétrica, Substituição de navalha e Encravamentos. De Janeiro a
Setembro verifica-se que existe baixa disponibilidade, nos restantes meses ocorrem avarias de
forma sistemática contribuindo também desta forma para a diminuição da produtividade. Para
fazer face deve-se de rever o plano de manutenção, e o planeamento de como se fazem as
intervenções da manutenção de forma a torna-los mais robustos e incrementar com novas
técnicas de gestão de manutenção. Realizar formações para todos os colaboradores e
incrementar novos métodos de recolha e registo dos dados que evidencie o histórico da
manutenção da melhor forma possível.<br>Maintenance activities have been characterized as a problem within companies for many
years. However in recent years, maintenance has been viewed in a different way and has been
recognized as a fundamental and strategic part in companies. From being a problem to an
activity essential to the life cycle of equipment, and a means of production support, which
combines management and technical actions to achieve high availability of equipment at low
costs.
This change comes from the globalization of markets, which has meant that organizations
have to improve their performance at all levels in order to produce quality at low cost and to
provide a good response to the end consumer satisfying their needs.
In addition to increasing equipment availability, maintaining stable and trouble-free production,
maintenance is applied to ensure the smooth operation of the equipment for continuous
improvement.
In order to be able to apply new techniques, maintenance support methodologies, it is
necessary to study the events that occurred in the maintenance service, using data from the
maintenance history, in order to find out the causes of the failures, and then study improvement
measures and methods using studies which take account of the economic and technical
aspects.
Thus in this paper, over the four chapters, various topics on maintenance management,
concepts and definitions are addressed in order to analyze the operation of a wood chipper
equipment with transport component in a pulp processing industry.
The objective is to evaluate the operating procedures of this equipment and its consequences
on its availability and maintenance.
The case will be addressed through the use of maintenance history data, so that problems
associated with the correct identification of occurrences, the relationship between operation and
maintenance, and the quality of maintenance interventions will be addressed.
The data analysis identifies the most frequent faults / failures: mechanical failure, electrical
failure, knife replacement and interlocks. From January to September, there is low availability in
the remaining months. Systematic malfunctions occur, thus also contributing to the decrease in
productivity. To cope with this, you need to review the maintenance plan, and plan how
maintenance interventions are made to make them more robust and incremental with new
maintenance management techniques. Conduct training for all employees and improve new
data collection and recording methods that make the best possible maintenance history.
45
Maroso, Elias Edmundo. "CONTÁGIOS POÉTICOS NO ESPAÇO: POR AÇÕES NO CONTEXTO URBANO." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/5222.
Full textAbstract:
This master s dissertation refers to a research in Visual Poetics/Art and Technology whose
interest lies in the creation of urban interventions and their artistic derivations through actions
and objects projected by analog and digital resources, which intend to establish relations of
contagion with the context of insertion. As accounts in a possible arrangement, the text is
characterised by the distribution of artistic propositions in accordance with topics covered in
three chapters. Such an approach begins with a discussion of elements that are fundamental
and leading of actions in the city, where contagion is circumscribed in the quality of operating
concept linked to site-specific procedures. The process of realisation of the artistic procedures
follows premises of the cartographic method and of the principles of poietic as from a
trajectory that pervades philosophical remarks on the diagram, the encounter, and the
combination. Subsequently, considerations are developed regarding the urban milieu and the
practices that take the everyday as their field of action, connected to the actions produced
during this research. Besides routines of observation on the street, of emphatic link with the
photographic register, the object as a tridimensional category in visual arts is explored
and highlights a way of constructing through projections on digital graphic softwares so that
they are, in some cases, materialised and installed in architectural monuments in the urbe. As
a result of the research, eight propositions in art are presented, which comprehend the usage
of different technical resources, being these anchored on frameworks and references that take
as their problems the ethical-aesthetic usage of language, the crossing of several places, and
the art implied in the social-political sphere.<br>A presente dissertação de mestrado refere-se a uma pesquisa em Poéticas Visuais / Arte e
Tecnologia cujo interesse está na criação de intervenções urbanas e suas derivações artísticas
por meio de ações e objetos projetados com recursos analógicos e digitais, os quais buscam
estabelecer relações de contágio com o contexto de inserção. Como relatos em um arranjo
possível, o texto caracteriza-se pela distribuição de propostas artísticas conforme assuntos
destacados em três capítulos. Tal abordagem se inicia por uma discussão dos elementos
basilares e condutores das ações na cidade, em que se delimita o contágio na qualidade de
conceito operatório vinculado a procedimentos site specific. O processo de realização das
propostas artísticas segue premissas do método cartográfico e dos princípios da poiética a
partir de um trajeto que perpassa apontamentos filosóficos sobre o diagrama, o encontro e a
combinação. Em seguida, desenvolvem-se considerações acerca do meio urbano e das práticas
que tomam o cotidiano como campo de atuação, atreladas às ações produzidas durante a
pesquisa em questão. Além de serem executadas rotinas de pontuações na rua, de enfático
vínculo com o registro fotográfico, o objeto, enquanto categoria tridimensional das artes
visuais, é explorado e destaca um modo de construção mediante projeções em aplicativos
gráficos digitais para, em alguns casos, serem materializados e instalados sobre dados
arquitetônicos da urbe. Como resultado da pesquisa, são apresentadas oito proposições em
arte as quais compreendem o uso de diferentes recursos técnicos, estes ancorados por aportes
e referenciais que tomam como problemas o uso ético-estético da linguagem, o
atravessamento de lugares diversos e a arte implicada no âmbito sócio-político.
46
Serpa, Ana Paula de Senna Fernandes. "Empatia na cidadania:estudo e elaboração de um projeto de intervenção." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2017. http://hdl.handle.net/10400.5/13532.
Full textAbstract:
Dissertação de Mestrado em Política Social<br>A coesão social não depende apenas dos fatores de crescimento económico, depende também de
uma cultura de responsabilidade partilhada, em que o voluntariado se assume como expressão de
uma cidadania solidária. O presente Trabalho de Projeto estuda a elaboração de um projeto de
voluntariado desenvolvido num contexto de intervenção social com grupos socialmente
fragilizados e excluídos, em que a empatia e a conversa são instrumentos construtores de laços
sociais. Tem como objetivos formar e qualificar um grupo de voluntários, apoiá-los nas suas
interações com um grupo de utentes de um serviço comunitário - através de uma metodologia de
animação de conversa - e avaliar o impacto do projeto nos voluntários, esperando que este tenha
contribuído para o desenvolvimento da atitude empática e introduzido intencionalidade,
profundidade e proximidade nas interações. O trabalho assenta numa metodologia de
investigação-ação, de natureza exploratória e qualitativa. Os resultados da avaliação permitemnos
afirmar que os objetivos da animação de conversa foram alcançados, assim como identificar
limitações no que diz respeito ao desenvolvimento da atitude empática nos voluntários
participantes, indicando necessidades de formação futura com ajustamentos na metodologia e nos
conteúdos formativos.<br>Social cohesion depends not only on economic growth but it’s also based on a culture of shared
responsibility, in which volunteering can be an expression of a solidary citizenship. The present
Project focus on the study and elaboration of a volunteering project, developed in a context of
social intervention with socially fragile and excluded individuals, where empathy and
conversation are means to build social ties. It aims to train skills and qualify the volunteers,
support them in their interactions with a group of community service users - using a methodology
that sparks conversation - and evaluate the project impact on the volunteers, hoping to foster
empathic attitudes and more meaningful, intentional and close interactions. This work is based on
research-action methodology, with exploratory and qualitative nature. The results of the impact
assessment allow us to state that the objectives for more meaningful, intentional and proximity in
conversations were achieved. It also helped us identified some limitations regarding empathic
attitudes in some of the volunteers, indicating the need for future training on this particular skill,
with new adjustments in terms of methodology and contents.<br>N/A
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Santana, Thayane Sampaio Campos. "A rela??o entre consci?ncia fonol?gica e aquisi??o da escrita em crian?as do 1? ano do ensino fundamental, antes e ap?s um programa de interven??o." Universidade Estadual de Feira de Santana, 2018. http://tede2.uefs.br:8080/handle/tede/681.
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Previous issue date: 2018-03-07<br>The present study investigates the relationship between writting and phonological awareness before and after applying an intervention program in ten 6-7 year-old children,, from 1st year of Elementary School (Key stage 1 Year 1), from the same classroom of a private midsize School, located in the peripheral l zone of Feira de Santana city, Bahia state, Brazil. Phonological awareness is understood to be the ability to reflect and manipulate speech sounds, at the syllable and phoneme levels. The written was analyzed according to proposed written stages by Ferreiro and Teberosky (1998) and the misspelling was evaluated according Cagliari (1997). Phonological awareness was evaluated using the ?CONFIAS test ? Sequential Evaluated Instrument of Phonological awareness? proposed by Moojen et alii (2014). The intervention program is a CONFIAS adaptation suggested by Cardoso and Capellini (2009). The goal of this research is to describe the student performance in an isolated word dictation; to analyse the performance in CF tasks; to identify used strategies from subjects in the CF tests; to compare the results before and after the intervention program application; to verify whether there is some relationship between the results of CF tests and misspelling. As theoretical contribution, mainly, the manuscripts were used by Cagliari (1997), Ferreiro and Teberosky (1998), Morais (2000), Moreira (2013), Moojen et alii (2014) and Pepe (2014). The results found even though they were literate, children still had difficulties performing the task of phonemic segmentation; the intervention contributed, above all, to the performance of the subjects in the tasks at the phonemic level; the tasks involving rhyme and segmentation of phonemes are the most complex to perform; the children use strategies in trying to achieve the CF tasks; errors of two natures were found in the word dictation data: misuse of letters and modification of the segmental structure. This research contributes tor the medical and education fields, considering that it can help rehabilitation practices from patients with language disorders or learning difficulties, especially those related to writing, to understanding the difficulties associated with phonological awareness; besides offering subsidies to teachers that work with literacy classes<br>O presente estudo investiga a rela??o entre a escrita e a consci?ncia fonol?gica antes e ap?s um programa de interven??o aplicado em dez crian?as, com idades entre seis e sete anos, do 1? ano do Ensino Fundamental I de uma mesma classe de um col?gio particular de m?dio porte, localizada na zona perif?rica da cidade de Feira de Santana ? BA. Entende-se como consci?ncia fonol?gica a habilidade de refletir e manipular os sons da fala, nos n?veis da s?laba e fonema. A escrita foi analisada de acordo com os est?gios de escrita propostos por Ferreiro e Teberosky (1998) e os erros ortogr?ficos avaliados conforme Cagliari (1997). Para avaliar a consc?ncia fonol?gica, foi utilizado o CONFIAS ? Consci?ncia Fonol?gica Instrumento de Avalia??o Sequencial, proposto por Moojen et al. (2014). O programa de interven??o ? uma adapta??o do CONFIAS sugerido por Cardoso e Capellini (2009). A pesquisa tem como objetivos: descrever o desempenho de escolares em um ditado de palavras isoladas; analisar o desempenho em tarefas de CF; identificar as estrat?gias utilizadas pelos sujeitos no teste de CF; comparar os resultados obtidos antes e ap?s o programa de interven??o; verificar se h? rela??o entre os resultados do teste de consci?ncia fonol?gica e os erros de ortografia. Como aporte te?rico, foram utilizados, sobretudo, os trabalhos de Cagliari (1997), Ferreiro e Teberosky (1998), Morais (2000), Moreira (2013), Moojen et al. (2014), Pepe (2014). Os resultados encontrados apontam que, mesmo alfabetizadas, as crian?as permaneciam com dificuldades em executar a tarefa de segmenta??o fon?mica; a interven??o contribuiu, sobretudo, para o desempenho dos sujeitos nas tarefas no n?vel fon?mico; as tarefas que envolvem rima e segmenta??o de fonemas s?o as mais complexas de serem executadas; as crian?as utilizam estrat?gias na tentativa de acertarem as tarefas de CF; foram encontrados, nos dados do ditado de palavras, erros de duas naturezas: uso indevido de letras e modifica??o da estrutura segmental. A pesquisa contribui para os campos m?dico e educacional, tendo em vista que pode auxiliar as pr?ticas de reabilita??o para pacientes com dist?rbios da linguagem ou dificuldades de aprendizado, sobretudo relacionados ? escrita; para o entendimento das dificuldades associadas ? consci?ncia fonol?gica; al?m de oferecer subs?dios aos professores que trabalham com turmas de alfabetiza??o
48
Castro, Soraia Alexandra Travessa. "Reparação e prevenção de comportamentos delinquentes em contexto de cumprimento de medida tutelar educativa: projeto de intervenção com jovens delinquentes dos 12 aos 16 anos, na Freguesia de Rio de Mouro." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2013. http://hdl.handle.net/10400.5/6511.
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Trabalho de Projeto para obtenção de grau de Mestre em Política Social<br>O objectivo deste trabalho é apresentar um projecto de intervenção comunitária que procurará ir ao encontro dos jovens que estão a cumprir medidas tutelares educativas de carácter não institucional, de execução na comunidade, no sentido de os supervisionar no cumprimento das mesmas e conduzi-los à não reinserção no crime, através de atividades psicossiociais em grupo e na comunidade, e do treino de competências parentais na família. O projecto tem como população alvo jovens dos 12 aos 16 anos, a cumprir as referidas medidas, residentes na freguesia de Rio de Mouro do Concelho de Sintra. Numa primeira fase de intervenção é necessário consciencializar o jovem para o delito que cometeu, fazendo-o avaliar as consequências para si próprio e para os demais lesados. Seguidamente, torna-se premente fazer uma análise construtiva do jovem, com o jovem, no sentido de perceber quais são as suas capacidades e os seus objectivos de vida. Posteriormente, importa criar actividades que permitam a consolidação destas primeiras fases da intervenção ao mesmo tempo que se fortalecem laços de pertença à comunidade, à família e ao grupo de pares. Na intervenção o foco serão sempre os jovens e as suas famílias.<br>The aim of this work is to present a project of Community intervention with young people subjected to non-institutional tutelary educational measures in the community, supervising them during the implementation of the educational process and preventing recidivism through group and community activities , and also parenting skills training in the family. The project's target population are young people 12 to 16 years old subjected to tutelary educational measures, residents in the town of Rio de Mouro. In the first phase of intervention is necessary to raise the young offender’s awareness about the crime commited, helping him evaluate the consequences to himself and to others affected. Thereafter, it is urgent to make with the young offender a constructive analysis of the self, to understand what their capabilities are and what are their life goals. Subsequently, activities are developed to help consolidate these early stages of the intervention and at the same time to strengthen the bonds of belonging to the community, the family and the peer group. The focus of intervention will always be the young offender and their families.
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MOTA, Eliane Fonseca Campos. "Transtorno do déficit de atenção e hiperatividade infantil (TDAH): trabalho com jogos e materiais manuseáveis." Universidade Federal de Goiás, 2010. http://repositorio.bc.ufg.br/tede/handle/tde/542.
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Previous issue date: 2010-10-28<br>Treats yourself a qualitative research with the main goal of analyzing the effectiveness of
pedagogical activities ruled in the use of the games and materials manipulate for the
development of attention concentration, reasoning, and socialization of children with TDAH
diagnosis of who study in public schools of the Local authority of Ipameri-GO. To reach the
proposed objectives was necessary to spoon informations in the familiar and school context
of the children who constituted the subjects of research. Participated in the investigation from
the initial stage of data collection 05 children diagnosis with TDAH and 05 children without
the diagnosis. To the collection of the data four steps were developed: interview the
managers of the schools involved in the search, interview to parents, observations in
classroom, realization of workshops and materials with games manipulative. For both, was
necessary seek theoretical referential systems that gave support the understanding of TDAH,
the importance of contexts and school interventions and the pedagogical possibilities of
games and materials manipulative. The theoretical basis used colaborated to the choice of
games and materials manipulative and contributed to the previous planning of pedagogical
activities and interventions. Four games (game of the forms, Uno, catch-rods, Ouri) and four
manipulative materials (tangram, origami, pentamino, polyhedrons of straws) were worked in
the workshops. The data revealed contributions and limitations. The workshops so general,
revealed conflicts, dialogues, friendships, the conception of the others and of themselves,
argumentations, sundry feelings, curiosity, interest and mainly contributions in the area of the
attention, concentration, reasoning, selfconfidence and persistence. The workshops allowed
the children comprehend the rules of the games and served still to demystify who whole
pedagogical activity proposed by the idealizer, trough games and materials manipulative, it's
pleasant in the player's perspective. In this dynamic, the intervention arose as a potentiator
force for obtaining in the contributions above cited, but on the other hand, its contribution was
subtle when this was to developing social skills.<br>Trata-se de uma pesquisa qualitativa com o objetivo principal de analisar a eficácia das
atividades pedagógicas pautadas na utilização dos jogos e materiais manuseáveis para o
desenvolvimento da atenção, concentração, raciocínio e socialização das crianças com
diagnóstico do TDAH que estudam em escolas públicas do Município de Ipameri-GO. Para
alcançar os objetivos propostos foi necessário colher informações no contexto familiar e
escolar das crianças que constituíram os sujeitos da pesquisa. Participaram da investigação
desde a etapa inicial da coleta dos dados 05 crianças com diagnóstico do TDAH e 05
crianças sem o diagnóstico. Para a coleta dos dados quatro etapas foram desenvolvidas:
entrevista aos gestores das escolas envolvidas na pesquisa; entrevista aos pais;
observações em sala de aula; realização de oficinas com jogos e materiais manuseáveis.
Para tanto, foi necessário buscar referenciais teóricos que dessem suporte à compreensão
do TDAH, à importância dos contextos e das intervenções escolares e às possibilidades
pedagógicas dos jogos e materiais manuseáveis. O embasamento teórico utilizado
colaborou para a escolha dos jogos e materiais manuseáveis e contribuiu para o
planejamento prévio das atividades pedagógicas e intervenções. Quatro jogos (Jogo das
formas, Uno, Pega-varetas, Ouri) e quatro materiais manuseáveis (tangram, origami,
pentaminó, poliedros de canudos) foram trabalhados nas oficinas. Os dados revelaram
contribuições e limitações. As oficinas de modo geral revelaram conflitos, diálogos,
amizades, a concepção do outro e de si, argumentações, sentimentos diversos, interesse,
curiosidade e principalmente contribuições na área da atenção, concentração, raciocínio,
autoconfiança e persistência. Permitiram que as crianças compreendessem às regras dos
jogos e serviram ainda para desmistificar que toda atividade pedagógica proposta pelo
idealizador, em meio aos jogos e materiais manuseáveis, é agradável na perspectiva do
jogador. Nessa dinâmica, a intervenção surgiu como força potencializadora para obtenção
das contribuições acima citadas, mas, por outro lado, sua contribuição foi sutil no que tange
ao desenvolvimento de habilidades sociais.
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Carvalho, José Marcos Cavalcanti de. "A práxis fotográfica analógica e digital: um estudo experimental." Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/2712.
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Previous issue date: 2008-08-11<br>Fundo Mackenzie de Pesquisa<br>This work deals with issues surrounding the photographic practice within the interference by photographers in the processing of the images, and these, pre or post- photographic. Through artistic production of Man Ray (Emmanuel Rudnitzky) and relations stemming from the erudite and mass culture was the production of photographs involving the treatment and processing of the images on a trial, where the considerations are made from images produced and amended digitally. The work aims to explore the formal characteristics of the possibilities involved in the plastic processing of the images, where issues surrounding the erudite culture and mass production were included in the language, allowing questions about the practice in a contextualized artistic experimental bias.<br>O presente trabalho trata das questões em torno da práxis fotográfica no âmbito das interferências feitas por fotógrafos no processamento das imagens, sendo essas, pré ou pós-fotográficas. Por intermédio da produção artística de Man Ray (Emmanuel Rudnitzky) e das relações advindas da cultura erudita e massiva, houve a produção de fotografias que envolviam o tratamento e o processamento das imagens de maneira experimental, em que as considerações são feitas com base em imagens produzidas e alteradas digitalmente. O trabalho visa explorar as características formais das possibilidades plásticas envolvidas no processamento das imagens, em que questões sobre a cultura erudita e massiva estivessem inseridas na produção da linguagem, possibilitando indagações a respeito da práxis contextualizada num viés artístico experimental.