Tesi sul tema "SALE OF CHILDREN"

The number of girls that are being exploited for prostitution in Nepal has increased in recent years, and girls suffer a high risk of being exposed when they come from already poorly conditions. Previously, uneducated girls could be found in the adult entertainment sector, but nowadays even educated girls are being exploited. This thesis aims to gain further understanding to why girls are being exposed and why it is difficult to protect them. By conducting qualitive interviews with employees from several NGOs working to protect girls from being exploited for prostitution, insights has been given about socio-structural factors that influences the situation for girls. By examining these factors with support from theoretical approaches that highlights social injustice, gender discrimination and structural oppression this thesis presents how different factors affect the work of protecting girls, and how the same factors also are contributing to why girls get exposed. The state of Nepal shows several efforts in trying to eradicate the problem and have ratified both the Convention on the Rights of the Child and the Optional Protocol to the Convention on the Rights of the Child on the sale of children, child prostitution and child pornography. The state has also made changes in national law that shall promote and strengthen children's rights. Although the laws are strong, the protection for girls is insufficient and girls are vulnerable to being exploited by traffickers. The Government of Nepal, NGOs and several other authorities are working together to eradicate the problem, but the work needs be strengthened, coordinated and responsive to influencing factors simultaneously in order to achieve a long-term solution. This thesis suggest that cultural norms need to be challenged more and that the Government of Nepal needs to oversee how structural injustices affect opportunities for girls to take part of social benefits. In addition, knowledge about legal and moral rights needs to be increased among girls and in society as a whole, moreover the knowledge about trafficking and prostitution needs to be spread.

This thesis explores how in the last two decades a ‘child-safe organisations movement’ has emerged in Australia. The thesis title does not signal that the question posed therein is answered in this project, or even that it is answerable. The title is an invitation to the reader to hold the question in their mind as they read the thesis.This thesis addresses two research questions: What is a child-safe organisation? How can an organisation’s child-safe status be effectively represented to stakeholders? The outcomes of this project include a child-safe organisations framework and its critique. These are offered to those involved in organisations providing services to children as stimuli for reflection and loose scripts for enactment.The child-safe organisations framework and its critique were developed within interpretivist theoretical traditions and assumptions. Qualitative research methods consistent with these traditions were utilised to derive data from various sources including organisations’ stakeholders and purposively selected professionals (social workers, lawyers, administrators and insurers) to develop the framework.The research questions’ context is established by identifying the emergence of an Australian child-safe organisations movement. Impetus for the movement’s emergence came from revelations in the mid-1980s about child abuse in children’s institutions and then from recommendations of the Royal Commission into the New South Wales Police Service, which made findings about paedophilia. The thesis argues the movement’s advice can be typologised as good management, child protection, children’s rights and injury reduction.The thesis’ relevance and topicality has become more evident throughout the period of the project. In 2009 the Council of Australian Governments announced a specific strategy within a broad national framework to develop a nationally consistent approach to working with children checks and child safe organisations across jurisdictions (Protecting children is everyone's business: National framework for protecting Australia's children 2009-2020, 2009).

Population census data show that increasing numbers of children are migrating within Britain. The general geographic pattern is of urban areas losing children whilst rural areas gain. As the majority of children migrate within families, the aim of this thesis is to explore: the motivations for families’ migrations to the English countryside; the processes of these migrations; children’s involvement in migration decision-making; and children’s experiences of these migrations. In-depth interviews were carried out with children and parents in thirty-seven families who had recently migrated from urban locations within Britain to rural Devon. It has been posited that families migrate to the English countryside ‘for the sake of the children’. However, there is a dearth of research that justifies this suggestion. The ‘for the sake of the children’ hypothesis is deconstructed in several ways in this thesis. Firstly, the motivations for families’ migrations are shown to be more complex than simply ‘for the sake of the children’. Secondly, exploring the processes of family migration shows that half of the families had experienced more than one migration step and that this often had implications for children’s social and educational adjustment. Thirdly, examination of children’s involvement in making migration decisions demonstrates that, despite the recommendations of global and national legislation, the majority of children did not have high levels of involvement in migration decision-making. In relation to children’s experiences of living in their rural migration destinations, the dominant social imagining of idyllic country childhoods is shown to be misleading. The majority of families had not expected living in the countryside to be idyllic prior to migrating, and the majority of children’s experiences had not been wholly positive. However, many of the children were happy in their migration destinations, perceiving elements of rural living to be beneficial for them.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. John Galliher. Vita. Includes bibliographical references.

Variable drug response and lack of information on drug disposition and action in rare diseases are challenges that need to be addressed for safe and effective provision of medicines. The main aim of work presented in this thesis was to address these challenges in selected areas of liver disease in children. Population pharmacokinetic and pharmacogenetic analyses in children with liver transplant revealed that tacrolimus apparent clearance decreased over time, and was higher in carriers of the CYP3A5*1 allele in both donors and recipients, however, the recipient genotype showed a more profound impact. A sub-analysis in CYP3A5 non-expresser recipients, revealed that tacrolimus clearance in this subpopulation was higher in carriers of the POR*28 allele. When compared to liver transplant patients, children with intestinal transplant exhibited higher tacrolimus clearance. Several genetic variations were investigated for correlation with phannacodynamic outcomes; of these, the IL-4 -590 C allele showed a trend towards association with acute rejection in intestinal transplant patients, while selected ABCB1 SNPs at 6 months post-transplant were associated with tacrolimus associated nephrotoxicity only in liver transplant patients. Data on the use of nitisinone for treatment of tyrosinemia type I in children, revealed that, compared to dietary treatment alone, the use of this agent is associated with enhanced patient survival and decreased need for transplant, especially if the therapy is initiated early after birth. A distinct α-fetoprotein profile was noted in children who developed hepatic cancers. The population pharmacokinetics of nitisinone was evaluated for the first time in the UK population and a gradual time dependent decrease in nitisinone clearance was observed over a period of five years. A secondary aim of the present thesis was to analyse the content, quality and trends of reporting of issues relating to liver/intestinal transplantation in UK and USA newspapers. The newspaper coverage of this topic was generally poor in quantity and in quality. The general slant regarding transplantation and donation was positive, but few articles provided information regarding the means through which an individual could become a donor. In general the current research demonstrated the usefulness of population approaches in analysing the pharmacokinetics of drugs prescribed to children and the role of genetics in variable pharmacokinetic and pharmacodynamic outcomes of narrow therapeutic index drugs such as tacrolimus.

This thesis contributes to developing an evidence-based toolkit for designers when designing products based on theoretical inputs from human-factors study. Theoretical and developmental knowledge, relevant to the design of warning and risk communications and the area of design for child safety, is translated into support for reflections to practitioners. The risk management framework derived from this study aims to increase awareness of the implications of the aspects involved and as a reference point for groups involved in design for child safety. The thesis covers a shift from risk communications with children to information about children (including physical dimensions etc.) for designers. The final output is a collation of this knowledge base and some conceptual tools that can be applied to a specific design context whether that context be in risk communications or the area of general safety design considerations. Designers with little experience in managing design for children can benefit from this study when deciding on their design strategies. This reflective support is the result of a study of risk communication as a complex and unique activity in which various groups and domains are involved. The process of building an understanding started with an analysis of the literature in the field and with the direct experience of the researcher, who worked directly within ergonomics as part of a design-innovation team. The framework presented in this thesis follows a more structured approach to risk communications. It is conceived as an aid to help practitioners reflect on the implications each stage of the development process has on the experience of developing appropriate risk communications and appropriate products. In this way, it is thought of as a dynamic and flexible reference that can be adapted by design researchers when planning and coordinating design to suit different design situations. The use of this tool in the childsafety, design, and study communities would provide validation of the effectiveness of the framework and its continuous improvement. The purpose of this study is twofold: to contribute to study and practice with the aim of providing fundamental guidance to designers. The research detailed in this thesis brings readers up-to-date with the current literature on theories of risk communications. It then highlights methodologies, tools, guidelines and requirements for risk communication advances in study and practice. A framework for risk communication for young children has been developed out of a resource review based on previous work in the area by McLaughlin and Mayhorn, (2014). The information accumulated in this study has been used to develop initial prototype tools for designers who are considering young children. The developed platform supports practitioners from two different angles: theoretical and practical. Designers engaged in the core activity of design for child safety need methods that support the consideration of ergonomics and other product requirements, such as risk communications. This study contributes to developing methods and tools that can be used by designers and other relevant groups when designing risk communications for young children. Available knowledge is collated and integrated into the framework with the intention that it will be developed further throughout the thesis to consider effective use within the design cycle. This study aims to contribute to child safety by providing the first development of tools/decision supports aimed at designers who are designing for young children and are accordingly evaluating human-factors methods in design for child safety. The aim of this study is to gather the requirements of a collaborative design tool for use by industrial designers, engineers and other groups involved in design for child safety. This thesis aims to address these needs. When considering the needs, limitations and capabilities, ( mental model ) of the intended users (i.e., children), important aspects such as safety have been considered. The general need for support methods are addressed through a review of the safety, design and ergonomics literature. After this, empirical study through interviews and observations is used to outline some problem areas: the development and implementation of human-factors methods in design, lack of available resources and inaccessibility of data. Three empirical studies were conducted to meet the requirements of this study: Study 1 in Chapter 4 involves documentary analysis of existing models and methods, Study 2 in Chapter 5 involves formal interviews with designers (N = 30), and Study 3 in Chapter 7 involves an online survey for initial feedback about the prototype-persona (N = 50) respondents. The first section outlines the study questions. It discusses the outputs of the three main studies contained within this thesis.

Safe and effective use of medicines is an important issue especially in children with chronic illness who are less resilient to adverse events and in whom disease progression may not be addressed if appropriate medication is not taken. The research programme presented in this thesis focused on the use of dried blood spot (DBS) sampling in the assessment of adherence and population pharmacokinetics (PK) of medicines in children. The first aspect of the research focused on the use of azathioprine/6- mercaptopurine (AZA/6-MP) for the treatment of children with Inflammatory Bowel disease (IBD). Portraying IBD and its treatments by the newspaper media in the UK and USA, as·a source of information and advice to the public, was investigated. Research demonstrated that information about IBD and its treatment was not frequently mentioned and reporting was generally of low quality. The media may impact public beliefs and concerns about medications and in turn influence how they use medicines themselves and give them to their children. Assay methods for the quantification of AZA/6-MP metabolites (as an adherence measure} in packed RBCs and plasma (using HPLC) and in dried blood spots (using LC/MS/MS) were developed and validated. The Bland-Altman test indicated equivalence in determined concentrations of AZA/6-MP metabolites in packed red blood cells and DBS samples. These assays were applied successfully, as part of a multi-method approach, to assess adherence to AZA/6-MP in a pilot study in children with IBD, including home DBS samples collected by children or their parents. The overall adherence rate using this method, coupled with other objective and subjective measures, was determined to be 71 %. The return rate of home DBS was reasonably high (81 .0%), however, more training on the proper use of the calibrated capillary used to collect home samples is required to help ensure good quality samples. Child concerns about medicines and the presence of side-effects, were found to significantly decrease the probability of the patient being adherent. The second major piece of clinical research presented in this thesis involved the development of a pharmacokinetic model for ketamine when used for procedural sedation and anaesthesia in neonatal intensive care patients. An LC-MS/MS method was developed, validated and applied effectively to the quantification of ketamine and norketamine enantiomers in dried blood spot samples collected from neonates recruited into the clinical trial. Utilising the data generated from the work, pharmacokinetic parameters were estimated for this patient group using population pharmacokinetic modelling. A lower volume of distribution and a shorter half-life for both ketamine enantiomers, compared to published data for older children and adults, were found. Weight was found to be the only covariate with a significant influence on the PK parameters. With further refinement, the final pharmacokinetic models can be utilised when designing ketamine dosage regimen in neonates. The research presented in this thesis clearly demonstrated the utility of the novel DBS approach which has extended the scope for conducting adherence and population pharmacokinetic studies in children.

Objective: The aim of this study was to develop and evaluate a 12-week multi-faceted, child-focused intervention that included a point-of-purchase kiosk featuring fresh fruits, vegetables, and healthy grab-and-go snacks; and a sampling pod, comprised of food items from the kiosk. Design: An observational uninterrupted time-series design was used in one intervention grocery store. The intervention consisted of two components, a Healthy Kids Kiosk and food sampling. Subjects/Setting: Patrons of Ukropâ s Inc. Grocery store in Roanoke, Virginia. May-September 2009 Measures: The study measures consist of three components: 1) examination of changes in sales data for featured products, provided by the grocery chain; 2) candid, unobtrusive, blind observations of customers near and around the intervention; and 3) brief questionnaires of customers, who engaged at some level with the Kiosk and sampling pod. Results: The results yielded an overall increase in the proportion of the sales of the featured items to total store sales during the intervention period. Individual items that increased sales during the intervention period, included whole-wheat mini bagels, bananas, radishes, honey, sunflower, baked tortilla chips, and almond butter (p<.05). Parents whose children were arguing, crying/whining, or not in the shopping cart, had higher levels of engagement with the kiosk. Almost two-thirds (61.7%) of the patrons interviewed noticed the healthy kids kiosk, with about one-quarter (28.7%) indicating that they purchased at least one item. Fifty-eight percent reported that the kiosk encouraged them to buy healthier foods. Conclusion: Promoting healthy foods at point-of purchase locations can result in increased purchases of these foods among families with young children. Application: These findings have provided insight into the effectiveness of grocery store interventions on purchasing patterns and behaviors of families with young children.
Master of Science

This Integrated Learning Experience (ILE) investigates literature regarding the impact of national Safe Routes to School (SRTS) programs and takes a deeper dive into the lessons that can be learned from North Carolina’s Active Routes to School (NC ARTS) programs through an analysis of data collected from 2007 to 2019. This report is focused on understanding the relationship between and among variables included in the Six Es of SRTS framework: Education, Engineering, Encouragement, Enforcement, Equity, and Evaluation. This investigation provides insight that extends understanding of parental comfort and engagement with these programs. A unique theoretical model was developed as were recommendations for future research in the areas of parental engagement, social norming, and the need for engaging low-wealth communities. Additionally, a community-based social marketing product was developed to improve parental attitudes toward independent active travel for older elementary-, middle school-, and high school-aged children.

This small scale study explores pupil and staff perspectives about what makes pupils feel safe in school. This is from the perspectives of children and staff who have been part of a project to reduce exclusion and improve attendance. The present study explored perceptions of Head Teachers and senior management about the impact of the project on children's feelings of safety. The study also explored the relationship between the implementation of the project from the perspectives of children and staff, and the initiatives put in place in relation to feeling safe. The participants were 24 children and 15 members of participating schools' senior management teams, who were interviewed using semi-structured interviews. The study also tracked exclusion and attendance figures. Thematic analysis was used to analyse interviews and descriptive statistics and nonparametric tests used to analyse exclusion and attendance data. Key findings were that children associated feeling safe with being protected and having their emotional needs met. Adults and children determined children's feelings of safety. The behaviour of peers and school behaviour management had an impact on children's feelings of safety. Children reported that specific places in school such as the playground had a role in maintaining feelings of safety, as did the school curriculum, the local community and the security of the school. The necessity for targeted work on learning and the emotional development of children to keep children safe was also a key finding. Project funding was used by schools to develop the curriculum and to employ and train additional staff. Schools reported that the playground was a key factor in maximising pupils' feelings of safety. Effective school systems which monitored and supported pupils' needs facilitated implementation of the project. Interventions that made children feel safe were significant in reducing levels of exclusion and unauthorised absence.

“Human trafficking” has become part of the everyday lexicon in the United States and globally over the last fifteen years. The issue has made its way into political platforms, scholarly work, church congregations, and international aid agendas. Florida is currently recognized as third in the nation for number of cases of human trafficking. This thesis employs ethnographic interviews and observations to understand one portion of Florida’s human trafficking problem referred to as domestic minor sex trafficking. This type of trafficking affects mostly teenage girls from marginalized populations, such as those that have experienced the child welfare system, homelessness, and impoverished circumstances. In 2013 the state passed the Florida Safe Harbor Act, modeled after the New York State Safe Harbour for Exploited Children Act, to address the needs of this population through legislation. The Act specifies certain policy and procedural changes, as well as the role of the Department of Children and Families. Further, it prohibits minors from facing prostitution charges, recognizing that they cannot consent to commercial sex because of their age. This study investigates the Safe Harbor Act’s impact on agencies and the public in terms of raising awareness about domestic minor sex trafficking. With no immediate funding attached to the bill, or dedicated in the state budget, Florida is still struggling to provide adequate care for this population. In addition to policy analysis, this study examined existing services, assessed current needs in the field, and created an interactive map to locate services for professionals working in the field. While Florida has clearly improved its ability to manage these cases over the last three years, there is still much work to be done to address domestic minor sex trafficking. Based on these findings, this thesis offers recommendations for policy and further research on successful practices in working with this population’s specific needs.

The purpose of this study was to explore foundation phase teachers' perceptions of the way in which supportive school environments are being created for children from same-sex parented families. It focused specifically on how foundation phase teachers perceive their role in accommodating, including, and positively representing the same-sex parented family in their classroom practice. Current literature highlights the negative experiences of homophobia and heteronormativity in schools, together with the need to create more supportive school environments for children from samesex parented families. The increasing prevalence of same-sex parented families in South Africa has created the need for extended research in this regard, and yet there is a gap in national literature on the school experiences of children from this nontraditional minority family form. Foundation phase teachers play a central role in teaching their young learners to accept and celebrate diversity. However, no research has been done in South Africa to explore foundation phase teachers' perspectives on their role in interrupting heteronormativity in their schools and classrooms. This study was approached from an interpretive paradigm and qualitative methods were employed to collect and analyse the data. Individual interviews were conducted with four foundation phase teachers, and interpretive thematic data analysis techniques were used to analyse the data. Culturally responsive pedagogy was used as a framework to explore barriers to inclusion, and to recommend ways in which foundation phase teachers in South African schools can be supported in creating safe, positive and counter-heteronormative school environments for children from same-sex parented families.
Dissertation (MEd)--University of Pretoria, 2016.
Educational Psychology
MEd
Unrestricted

Thesis (MA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Reading skills of Deaf schoolchildren in the United States of America are reported to be significantly below those of their hearing peers. In South Africa, Deaf learners’ prospects of attaining high levels of literacy are even bleaker. This fact gave rise to the current study, which examines the impact of a newly introduced Curriculum Assessment Policy Statements (CAPS) curriculum with South African Sign Language (SASL) both as a school subject and as language of learning and teaching on (i) the course of language development in SASL and (ii) early reading development in second language (L2) Afrikaans amongst young Deaf learners. The expressive language (SASL) of four participants with various home language backgrounds (some with signing, Deaf parents; others with hearing, non-signing Afrikaans- or English-speaking parents) was regularly video-recorded over a period of three years, from the beginning of their pre-Grade R (i.e., Grade 0) year until the end of their Grade 1 year. These learners all started reading at the beginning of Grade 1, but were exposed to SASL for varying periods prior to that. The language development (in terms of handshape and discourse skills) and literacy development (reading comprehension) of the participants were qualitatively analysed based on the recordings. Despite the diverse circumstances of the four participants in terms of date of diagnosis, length of exposure to SASL and age of first exposure, parental mastery of SASL, and length of attendance of the school in which the SASL curriculum was piloted, they all showed notable progress in terms of SASL acquisition over the course of the study period, and they all managed to acquire reading skills up to the level expected of a Grade 1 learner. As was found for hearing users of a spoken language, language competence appears to be a prerequisite for the development of literacy skills in Deaf children (see Adams 1990; Gathercole and Baddeley 1993). The assumption is that the four children studied here were successful readers in their L2 (despite Deaf children usually finding the acquisition of reading skills very challenging) because they had sufficiently developed first language (SASL) skills as a foundation for literacy acquisition. The participants’ phonological, morphological, syntactic, semantic and pragmatic knowledge of SASL appeared to have “come together” by the time they reached Grade 1, although these were not necessarily taught explicitly. This, again, enabled the acquisition of grade-appropriate reading skills in the L2. The findings of this study indicate the potential benefit of early intervention for Deaf children and that the SASL CAPS curriculum ought to be introduced at the time of enrolment in a school for the Deaf (i.e. from age three years onwards), and not only in Grade R.
AFRIKAANSE OPSOMMING: Leesvaardighede van dowe skoolkinders in die Verenigde State van Amerika is na berigte beduidend laer as dié van hul horende eweknieë. In Suid-Afrika is dowe leerders se kanse om hoë geletterdheidsvlakke te bereik selfs skraler. Hierdie feit het aanleiding gegee tot die huidige studie, wat die impak ondersoek van ‘n nuut-bekendgestelde Kurrikulum-assesseringsbeleidstellings- (KABS) kurrikulum met Suid-Afrikaanse Gebaretaal (SAGT) as beide skoolvak en taal van leer en onderrig op (i) die verloop van taalontwikkeling in SAGT en (ii) vroeë leesontwikkeling in tweedetaal- (T2) Afrikaans onder jong Dowe leerders. Daar is gereeld oor die verloop van drie jaar video-opnames gemaak van die ekspressiewe taal (SAGT) van vier deelnemers met diverse huistaalagtergronde (sommige met Dowe gebaretaalgebruikers as ouers; andere met horende Afrikaans- of Engelssprekende ouers wat geen gebaretaal ken nie), van die begin van hul pre-Graad R- (i.e., Graad 0-) jaar tot die einde van hul Graad 1-jaar. Hierdie leerders het almal begin lees aan die begin van Graad 1, maar is voor dit vir verskillende periodes aan SAGT blootgestel. Hul taalontwikkeling (in terme van handvorm en diskoersvaardighede) en geletterdheidsontwikkeling (leesbegrip) is aan die hand van die opnames kwalitatief geanaliseer. Ondanks die diverse omstandighede van die vier deelnemers in terme van diagnosedatum, lengte van blootstelling aan SAGT en ouderdom van eerste blootstelling, ouers se bemeestering van SAGT, en lengte van bywoning van die skool waarin die SAGT-kurrikulum geloods is, het hulle almal noemenswaardige vordering getoon in terme van SAGT-verwerwing oor die verloop van die studietydperk, en het hulle almal daarin geslaag om leesvaardighede te verwerf tot op die vlak wat van ‘n Graad 1-leerder verwag word. Soos gevind is in die geval van horende gebruikers van ‘n gesproke taal, blyk taalkompetensie ‘n voorvereiste te wees vir die ontwikkeling van geletterdheidsvaardighede in dowe kinders (kyk Adams 1990; Gathercole en Baddeley 1993). Die aanname is dat die vier bestudeerde kinders suksesvolle leerders in hul T2 was (ondanks die feit dat die verwerwing van leesvaardighede gewoonlik vir dowe kinders ‘n groot uitdaging is) omdat hulle eerstetaalvaardighede (in SAGT) voldoende ontwikkel was om as fondament vir geletterdheidsverwerwing te dien. Die deelnemers se fonologiese, morfologiese, sintaktiese, semantiese en pragmatiese kennis van SAGT blyk “byeen te gekom het” teen die tyd wat hulle Graad 1 bereik het, alhoewel daar nie noodwendig eksplisiete onderrig hieroor gegee is nie. en dit het die verwerwing van graadtoepaslike leesvaardighede moontlik gemaak. Die bevindinge dui die belang van vroeë intervensie vir die Dowe kind aan. Die bevindinge ondersteun ook die seining dat die SAGT KABS-kurrikulum vanaf toetrede tot ‘n skool vir Dowes gevolg behoort te word (d.i. vanaf ouderdom drie jaar), en nie eers vanaf Graad R nie.

Thesis (Msc Food Sc (Food Science))--Stellenbosch University, 2008.
The physical and mental development of underprivileged children, living in developing countries, is detrimentally affected by the exposure to poverty, malnutrition and poor health. The aim of the present study was to determine the possible risk of nutritional deficiencies of children (aged 5 – 6 years) in a low socio-economic community in the Grabouw area of the Western Cape, South Africa. The nutritional status of the children was evaluated by using anthropometric measurements (weight and height). Furthermore, the dietary intake provided by the meals offered at the schools they attended (Agapé 1 and Agapé 2), was assessed using the school menus. The latter were analysed using the FoodFinder3® computer programme (Medical Research Council of SA, Tygerberg, South Africa). Three supplementary food products (biscuit, health bar and soy milk-based drink) were subsequently developed to address possible nutritional deficiencies. The microbial stability of the products was determined, after which sensory acceptability of all three products was determined using a consumer panel consisting of children (n = 51; M:F = 27:24; 5 – 6 years) from the mentioned schools within the low socio-economic community. Anthropometric results were in agreement with those found by the National Food Consumption Survey (NFCS) (1999) and the South African Vitamin A Consultative Group (SAVACG) (1995), with stunting found to be most prevalent (16%). Only 5% of the children were found to be underweight and none were found to be wasted. The developed biscuit and health bar was found to be microbiologically safe when stored for at least 30 d at 25° and 35°C respectively, and the soy milk-based drink for 7 d if stored at refrigeration temperatures (5°C). Concerning the sensory preference, no significant difference was found between the preference for any of the developed products by the males and the females. For the specific products the preference for the biscuit did not differ significantly from the health bar, nor did the health bar differ significantly from the soy milk-based drink, but the biscuit did differ significantly (p = 0.006) from the soy milk-based drink for preference. The biscuit was found to be the most preferred of the three products and the soy milk-based drink the least. The majority of the juvenile consumer panel (95%) found all three developed food products acceptable and could, therefore, be considered possible supplementary foods in a school nutrition programme. The aim of nutritional supplementation is to supplement the existing diet and in doing so ensuring a more ideal nutrient intake closer to what is recommended by the recommended dietary allowance (RDA). It is proposed that nutritional deficiencies should, however, not only be addressed by means of nutritional supplementation, but should also be assisted by the nutrition education of the parent/guardian so as help them to make informed nutritional choices and in doing so providing their children with the nutrients necessary for optimal mental and physical development.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Classroom misbehavior is one of the main teachers’ complaints regarding problems they face within the school. When it happens too often, misbehavior not only detract from learning in class but also make the teacher’s work in the classroom unfeasible. The aim of this study was to identify the types and frequency of classroom misbehavior, situations in which such behaviors are emitted the most and the way teachers act facing them. The present research was carried out with a 9th grade class Elementary School II in a municipal school in São Paulo and consisted in an observation of mathematics classes (with holder and substitutes), history, reading room and geography. Among the results, it was identified that more than half of the episodes observed had a misconduct. Most frequent ones were; talk, handle cell phone and stand/walk around the room, and less frequent were; apply makeup, throw things on someone and sing. Most of the episodes with indiscipline, teachers did not release any consequences for this students, and the subjects in which teachers did not release any consequences for them (history and mathematics with substitutes) their frequency was higher, and in the subjects which the teachers most consequence them (geography and mathematics with holder) their frequency was lower. It was also found that the aversive consequences released by teachers for the misbehavior had only immediate effect, however, it was verified that teachers’ practices that engaged the students in the proposed activities were more efficient to weaken misbehavior. Thus, it is concluded that in order to have a better control of indiscipline, it is important that teachers have a repertoire of practices that create favorable conditions for students' learning and engagement in the classroom
A indisciplina em sala de aula é uma das principais queixas dos professores no que se refere aos problemas enfrentados dentro da escola. Quando acontecem com muita frequência, os comportamentos de indisciplina não só prejudicam a aprendizagem da turma como inviabilizam o trabalho do professor em sala. O objetivo da presente pesquisa foi identificar tipos e frequência dos comportamentos de indisciplina em sala de aula, as situações em que tais comportamentos são mais emitidos e as formas dos professores atuarem frente a eles. Foi realizada com uma turma do 9° ano do Ensino Fundamental II em uma escola municipal de São Paulo e consistiu na observação das aulas de matemática (com titular e substitutos), história, sala de leitura e geografia. Dentre os resultados, identificou-se que mais da metade dos episódios observados tiveram emissão de comportamentos de indisciplina sendo que os mais frequentes foram conversar, manusear o celular e ficar de pé/andar pela sala, e os menos frequentes maquiar-se, jogar algo em alguém e cantar. Na maioria dos episódios em que houve emissão de comportamentos indisciplina, constatou-se que os professores não liberaram qualquer consequência, e que nas matérias em que os docentes menos consequenciaram tais comportamentos (história e matemática com substitutos) sua frequência foi mais elevada, enquanto que nas matérias em que os docentes mais os consequenciaram (geografia e matemática com titular) sua frequência foi menor. Também se verificou que consequências aversivas liberadas pelos professores, para os comportamentos de indisciplina, tiveram efeito apenas imediato; diferentemente, foi constatado que práticas docentes que engajaram os alunos nas atividades propostas foram mais eficientes para enfraquecer tais comportamentos. Assim, conclui-se que, para o controle dos comportamentos de indisciplina, é importante os professores terem repertório de práticas que criem condições favoráveis para a aprendizagem e engajamento dos alunos na aula

Orientador: Maria Regina Cavalcante
Banca: Maria Amália Pie Abib Andery
Banca: Jair Lopes Júnior
Resumo: A educação infantil inclusiva deve considerar a diversidade inerente à espécie humana e garantir a todos os alunos o acesso aos conhecimentos produzidos pela humanidade, bem como o seu desenvolvimento pessoal. Para a promoção das aprendizagens, a prática pedagógica dos professores deve ser constituída por uma variedade de procedimentos de ensino a serem executados em função do repertório dos alunos. Na literatura da Análise Experimental do Comportamento as instruções têm se mostrado procedimentos eficazes no ensino de novos comportamentos e nas situações em que as consequências para o responder são remotas. Este estudo investigou as instruções, como procedimento de ensino, apresentadas por uma professora de Educação Infantil para os alunos com desenvolvimento típico e para os alunos com necessidades educacionais especiais durante as atividades de rotina e no ensino dos conteúdos de Linguagem Oral e Escrita (LOE), realizadas em sala de aula. Os dados foram coletados através de filmagem das interações da professora com dois alunos com desenvolvimento típico e com dois alunos com necessidades especiais - um com diagnóstico formal de Mielomeningoceli associada à hidrocefalia e outro com diagnóstico informal de deficiência mental. Constatou-se que a professora utilizou-se das instruções, como procedimento de ensino, para todos os alunos tanto durante as atividades de rotina como no ensino dos conteúdos de LOE. Essas instuções, na maioria das situações, descreviam apenas as classes de respostas a serem emitidas pelos alunos e esses as seguiam exatamente da forma como haviam sido descritas pela professora. Verificou-se, em algumas situações, que a professora identificava algumas das dificuldades apresentadas pelos alunos com necessidades educacionais... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The inclusive infantile education must consider the inherent diversity to the human specie being and guarantee to all pupils the access to the knowledge produced by the humanity, as well as its personal development. To promote the learnings, professor's pedagogical practice must be constituted by a variety of educational procedures to be executed in function of the repertoire of the pupils. In the experimental analysis of the behavior literature the instructions have shown efficient procedures in the education of new behaviors and in the situations where the consequences of answer it are remote. This study investigated the instructions, as educational procedure, presented by a teacher of infantile education to the pupils with typical development and for the pupils with special educational necessities during the routine activities and in the education of the contents of verbal and written language (VWL) occurred in the classroom. Data had been collected by filming the interactions of the teacher with two pupils with typical development and two pupils with special educational necessities - one with foram diagnosis of mielomeningoceli associated to hidrocefalia and another on with informal diagnosis to mental deficiency. It was verified that the teacher used the instructions, as educational procedure, to all the pupils in such a way during the routine activities in VWL contents teachings. These instructions, in the majority of the situations, described only anwers classes to be emitted by the pupils and they followed accurately in the way... (Complete abstract click electronic access below)
Mestre

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This dissertation named “Leitura literária de Saudade da Vila: Lei 10.639/03 in classroom” presents a work proposal for the final years of Elementary School, through the reading of a literary work for children which focuses on social issues. This research aims to develop a literay reading proposal that closes the book and the reader, in order to guarantee that Literature has more space in the classroom and, through this, the students at 6th grade in a public school in Bahia, have a conscious and reflective reading formation. Therefore, we use the concepts of reading, literary reading, literary literacy, model reader, recepcional method, basic sequence, children and youth literature, afro-Brazilian literature, racism at school, character under the perspective of Jouve (2002), Cosson (2010, 2011), Cruz (2012), Franco (2011), Eco (1986), Bordini e Aguiar (1988), Zilberman (2003, 2009), Filipouski (2012), Coelho (1991), Turchi (2006), Costa (2002), Silva (1995), Munanga (2005), Gomes (2016), Rodrigues (2011), Duarte (2008), Brait (1985), Candido (2007), Rosenfeld (2007), Cavalleiro (2007), among others. Besides, we also use The National Curriculum Standards (1988), National Curriculum Guidelines for Education and Ethnic-racial Relationships and for the Afro-Brazilian History and Culture and Law 10.639/03. In order to achieve the goals of this work, we have elaborated a sequence of activities, based on the receptional method and on the basic sequence, that has explored the literary work Saudade da Vila, by Luiz Galdino. The sequence was divided in four moments: talk early, introduction, reading and interpretation, which has facilitated the proposal aplication and the involvment of students. This research has adopted as metodological tool the research-action approach. Because of this choice, in all the steps of the work, we have searched to involve the students and enhance the literary reading to discuss the ethnic-racial issues. We have divide this dissertation into the sections of theoretical foundation, metodology and data analysis. We hope, therefore, that the experience with literary reading developed in this work can motivate other teachers and contribute to challenge of forming good readers.
Esta Dissertação denominada “Leitura literária de Saudade da Vila: Lei 10.639/03 em sala de aula” apresenta uma proposta de trabalho para o Ensino Fundamental II, a partir da leitura literária de uma obra infanto-juvenil atenta às questões sociais. Objetiva desenvolver uma proposta de leitura literária que aproxime a obra do leitor, a fim de que a Literatura tenha mais espaço na sala de aula e, por meio dela, os estudantes do sétimo ano de uma escola da rede pública municipal da Bahia, tenham uma formação leitora consciente e reflexiva. Para tanto, utilizamos os conceitos de leitura, leitura literária, letramento literário, leitor-modelo, método recepcional, sequência básica, literatura infanto-juvenil, literatura Afro-Brasileira, racismo na escola, personagem sob a perspectiva de Jouve (2002), Cosson (2010, 2011), Cruz (2012), Franco (2011), Eco (1986), Bordini e Aguiar (1988), Zilberman (2003, 2009), Filipouski (2012), Coelho (1991), Turchi (2006), Costa (2002), Silva (1995), Munanga (2005), Gomes (2016), Rodrigues (2011), Duarte (2008), Brait (1985), Candido (2007), Rosenfeld (2007), Cavalleiro (2007), entre outros; além dos Parâmetros Curriculares Nacionais (1998), das Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana e da Lei 10.639/03. Para atingirmos os propósitos desse trabalho, foi elaborada uma sequência de atividades, baseada no método recepcional e na sequência básica, que explorou a obra literária Saudade da Vila, de Luiz Galdino. A sequência foi dividida em quatro momentos: início de conversa, introdução, leitura e interpretação, o que facilitou a aplicação da proposta de intervenção e o envolvimento dos discentes. Esta pesquisa adotou como instrumento metodológico a pesquisa-ação, por esse motivo em todas as etapas do trabalho procuramos envolver os estudantes e potencializar a leitura literária que discute as questões etnicorraciais. Dividimos esta Dissertação nas seções da fundamentação teórica, metodologia e análise de dados. Esperamos, dessa forma, que a experiência com a leitura literária desenvolvida neste trabalho motive outros professores a contribuir com o desafio de formar bons leitores.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A educação infantil inclusiva deve considerar a diversidade inerente à espécie humana e garantir a todos os alunos o acesso aos conhecimentos produzidos pela humanidade, bem como o seu desenvolvimento pessoal. Para a promoção das aprendizagens, a prática pedagógica dos professores deve ser constituída por uma variedade de procedimentos de ensino a serem executados em função do repertório dos alunos. Na literatura da Análise Experimental do Comportamento as instruções têm se mostrado procedimentos eficazes no ensino de novos comportamentos e nas situações em que as consequências para o responder são remotas. Este estudo investigou as instruções, como procedimento de ensino, apresentadas por uma professora de Educação Infantil para os alunos com desenvolvimento típico e para os alunos com necessidades educacionais especiais durante as atividades de rotina e no ensino dos conteúdos de Linguagem Oral e Escrita (LOE), realizadas em sala de aula. Os dados foram coletados através de filmagem das interações da professora com dois alunos com desenvolvimento típico e com dois alunos com necessidades especiais - um com diagnóstico formal de Mielomeningoceli associada à hidrocefalia e outro com diagnóstico informal de deficiência mental. Constatou-se que a professora utilizou-se das instruções, como procedimento de ensino, para todos os alunos tanto durante as atividades de rotina como no ensino dos conteúdos de LOE. Essas instuções, na maioria das situações, descreviam apenas as classes de respostas a serem emitidas pelos alunos e esses as seguiam exatamente da forma como haviam sido descritas pela professora. Verificou-se, em algumas situações, que a professora identificava algumas das dificuldades apresentadas pelos alunos com necessidades educacionais...
The inclusive infantile education must consider the inherent diversity to the human specie being and guarantee to all pupils the access to the knowledge produced by the humanity, as well as its personal development. To promote the learnings, professor's pedagogical practice must be constituted by a variety of educational procedures to be executed in function of the repertoire of the pupils. In the experimental analysis of the behavior literature the instructions have shown efficient procedures in the education of new behaviors and in the situations where the consequences of answer it are remote. This study investigated the instructions, as educational procedure, presented by a teacher of infantile education to the pupils with typical development and for the pupils with special educational necessities during the routine activities and in the education of the contents of verbal and written language (VWL) occurred in the classroom. Data had been collected by filming the interactions of the teacher with two pupils with typical development and two pupils with special educational necessities - one with foram diagnosis of mielomeningoceli associated to hidrocefalia and another on with informal diagnosis to mental deficiency. It was verified that the teacher used the instructions, as educational procedure, to all the pupils in such a way during the routine activities in VWL contents teachings. These instructions, in the majority of the situations, described only anwers classes to be emitted by the pupils and they followed accurately in the way... (Complete abstract click electronic access below)

In the field of sexual offender treatment, there is limited literature on cultural influences and processes in therapy. Conventional treatment approaches for minority groups, including Maori in Aotearoa/ New Zealand, may be less effective if interventions are not culturally responsive. This thesis presents the findings of a process evaluation of Te Kakano, the SAFE Network Incorporated programme implemented by Maori clinicians and offered to Maori men who have committed sexual offences against children. The evaluation aimed to describe the programme with a focus on cultural concepts and practices, to identify the programme’s strengths and weaknesses, and to make recommendations for improving programme content and delivery. Qualitative methods including interviews with service users and observations of group therapy sessions were carried out over a 15-month period. Twelve Tane (men), four whanau (family) members and three Kaimahi Maori (staff) participated in the research. The central finding was that Tikanga processes and values encompassed all aspects of the programme and were highly valued by men and their whanau despite differing levels of cultural knowledge amongst the group. A Maori-centred approach has a number of potential benefits: 1) it allows for participation in activities that can strengthen cultural identity and knowledge; 2) the approach recognises the importance of relationships as a context for change; 3) Te Kakano provides a programme that addresses sexually abusive behaviour and is culturally responsive to Maori offenders; 4) the involvement of Maori amongst therapy staff and management is a step towards ensuring that Maori values and perspectives are represented within the organisation. The results indicate that therapeutic initiatives for Maori offenders that utilise Tikanga Maori beliefs and practices may help to reduce offending by improving engagement in treatment, providing a rationale for prosocial behaviours, and assisting healing and reparation processes for individuals, whanau and the wider community. The results are discussed in terms of specific recommendations for programme improvement as well as theoretical and clinical implications. This study makes a unique contribution to the literature by exploring the value of indigenous approaches to treating sexual offending with the aim of protecting tamariki (children) in our communities.

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Financiadora de Estudos e Projetos
This dissertation is an anthropological study about the relations constructed by children of art and its objects in Art-Education classes. Following concerns built from my experience as a teacher, I have conducted an ethnographical research that pointed out to differences in the definition, classification and contemplation of art objects between students and teachers at Art-Education classes. From an ethnography carried out at two 5th grades of elementary education at public schools in Sao Carlos-SP, it was possible to notice on processes of construction of knowledge that children, besides teachers, as well as art objects and other field agents, are active subjects in those learning relationship. Their drawings contributed to highlight that relationships constructed in the teaching-learning process affect the ways of knowing, appreciating and making art. They also showed that children act in a particular way toward art objects. Finally, ethnography led to reflections about art-education for children, as well as about our own art system.
Essa dissertação é um estudo antropológico sobre as relações que as crianças constroem com a arte e seus objetos em sala de aula. Partindo de inquietações advindas de minhas experiências enquanto professora, constatei, em uma pesquisa etnográfica, diferenças na definição, classificação e fruição dos objetos artísticos entre alunos e professores nas aulas de Arte. Por meio da etnografia realizada em duas 5as séries de escolas da cidade de São Carlos SP, foi possível perceber que os processos de produção do conhecimento apontam para as crianças, além de professores, objetos de arte e outros agentes do campo artístico, como sujeitos ativos nas relações de aprendizagem. Os desenhos realizados por elas contribuíram para evidenciar que as relações construídas no processo de ensino e aprendizagem interferem nas formas de conhecer, apreciar e fazer arte, mas também mostraram que as crianças agem de forma particularizada, frente aos objetos artísticos, nos contextos dessas três ações. Por fim, a etnografia levou a reflexões sobre a educação em arte com as crianças, bem como, sobre nosso próprio sistema artístico.

A presente pesquisa dedicou-se ao tema da liberdade nas escolas de Educação Infantil de zero a três anos e teve como objetivo identificar as concepções de crianças pequenas, educadores e mães sobre o tema em duas creches públicas do município de Jundiaí-SP. Buscou-se compreender também os motivos pelos quais a liberdade de ação das crianças pequenas não se generaliza como uma prática comum no interior das escolas por meio das concepções. Para tanto, foram realizadas entrevistas semi-estruturadas com 18 crianças de três e quatro anos, 9 mães e 10 educadores (professores, agentes de desenvolvimento infantil, coordenadores e diretores) nas creches investigadas. Foram feitas também observações das rotinas diárias de trabalho com as crianças e exame dos Projetos Político Pedagógicos das duas instituições. O conjunto de relatos foi analisado de maneira qualitativa, tendo por base a técnica de Análise de Conteúdos com triangulação de dados. Os resultados obtidos indicaram que as concepções de liberdade de adultos e crianças relacionam-se ao contato com a natureza e às possibilidades de movimentação corporal ampla, duas características acessadas pelas crianças pesquisadas nas creches, somente quando estão no espaço externo, período reduzido em relação ao que passam no interior das salas referência. Este estudo analisa e discute as concepções identificadas, com reflexões sobre impedimentos e possibilidades de liberdade de ação para as crianças pequenas no ambiente escolar
The present research was dedicated to the theme of freedom in pre-school education from zero to three years and had as objective to identify the conceptions of young children, educators and mothers on the theme in two public day care centers of the municipality of Jundiaí-SP. We attempted to understand too the reasons why the freedom of action of young children is not generalized as a common practice within schools based on identified conceptions. To attend this purpose, semi-structured interviews were made with 18 children aged three and four, 9 mothers and 10 educators (teachers, child development agents, coordinators and directors) in the day care centers. Observations of the daily routines of work with the children and examination of the Political Pedagogical Projects of the two institutions were also made. The collected data was analyzed in a qualitative approach. The results indicate that the conceptions of freedom of adults and children are related to the contact with nature and the possibilities of free body movement, two characteristics that are accessed by the children researched only when they are in outer space, a reduced period in relation to what they spend in the reference rooms. This study analyzes and discusses the conceptions identified, with reflections about impediments and possibilities of freedom of action for young children in the school

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Este estudo investiga o papel do uso da seqüência Iniciação – Resposta – Avaliação & Iniciação – Resposta – Follow up (doravante IRA & IRF), bem como o papel dos fantoches em promover o uso da língua alvo e contribuir para o desenvolvimento de novas identidades na sala de aula de língua estrangeira pesquisada. Para tanto, adotam-se princípios e procedimentos da pesquisa-ação e, por isso, da metodologia qualitativa de análise. A professora-pesquisadora utilizou, em sala de aula, material didático elaborado por ela mesma em um estudo anterior. As aulas de inglês gravadas para este estudo ocorreram em uma turma de educação infantil de uma escola particular do Vale dos Sinos. A geração de dados, que ocorria uma vez por semana, durante três meses e meio, foi realizada em uma turma composta por 20 alunos, sendo que 10 eram meninas e 10 eram meninos. À primeira vista, as filmagens pareciam revelar grande recorrência de seqüências IRA nas interações. Contudo, a análise empreendida sugere outra interpretação das ações
This study seeks to investigate the role of using the Initiation – Response – Evaluation & Initiation – Response – Follow up sequences (hereafter IRE & IRF), as well as the role of puppets in fostering the use of the target language and the development of new identities in the second language classroom researched. In order to do so, principles and procedures of action-research, and therefore, from qualitative methodology of analysis were adopted. The researcher-teacher applied, in her classroom, didactic material that she had elaborated in a previous study. The classes of English recorded for the present study took place in a kindergarten class of a private school located in Vale do Rio dos Sinos. The recordings, which occurred once a week, during three months and a half, were made in a class composed by 20 students, of whom 10 were boys and 10 were girls. In a preliminary analysis, the recordings seemed to disclose a great deal of IRE sequences in the interactions. However, upon closer inspection, the analys

Thesis (Ph.D.)--University of Melbourne, Dept. of Opthalmology, 2007.
Typescript. SAFE Strategy refers to Surgery for trichiasis, Antibiotics for active infection, Facial cleanliness and Environmental improvements. Includes bibliographical references (leaves 233-253). Also available electronically: http://eprints.unimelb.edu.au/archive/00003844.

Since 1990, many countries world-wide implemented salt iodisation programs in an effort to

tackle iodine deficiency. It was however only during the last few years that an effort was

undertaken in order to eliminate iodine deficiency as a public health problem in Belgium. In autumn 1998, a nation-wide study among children clearly showed mild iodine deficiency in

Belgium, but no action was taken before 2009. It was only in the framework of the first

National Nutrition and Health Plan 2005-2010 that iodine deficiency was formally recognized

as a public health problem. An agreement between the Ministry of Health and the bakery

sector in April 2009 aimed to encourage and increase the use of iodised salt in the

production of bread. A selective and progressive approach was used in order to keep control

and to avoid a too rapid increase of iodine intake or an excessive iodine intake among the

population. It was calculated that the net yearly savings after installation of such a program

amount to at least 14 million Euros a year.

A recent national survey among school-aged children in autumn 2010 showed a clear and

significant improvement in iodine status compared to more than 10 years ago, suggesting

iodine sufficiency among school-aged children. The median urinary iodine concentration was

however at the lower end of the optimal range and seasonal effects were not taken into

account. The improvement was at least partly linked to the increasing use of iodised salt in

the bakery industry. However, some further silent iodine prophylaxis might also have

occurred, due to changing dietary habits (milk and fish consumption). Pregnant women and

women of child-bearing age in Belgium were found to still suffer from mild iodine deficiency

according to the current recommendations. This is at least partly linked to their lower

consumption of milk and dairy drinks compared to children and due to the higher iodine

requirements during pregnancy. Although the use of iodine-containing supplements among

pregnant women was found to be quite high in Belgium compared to other European

countries, because of the low iodine status among women of child-bearing age, women

became pregnant with a suboptimal iodine status.

In view of these findings, a further increase in the use of iodised instead of non-iodised

household salt and iodised salt by the bakers is recommended. In addition, one should put

efforts in increasing awareness among the public and among health professionals with

regard to iodine-rich food sources and with regard to the use of iodine-containing

supplements starting before conception and continuing during lactation.

In order to further improve iodine status in Belgium and sustain an optimal iodine status

over time, a legal framework is necessary. Mandatory fortification of all household salt and

bread is recommended, while non-iodised alternatives could still be offered upon specific

request. A rigorous monitoring program is indispensable, including vulnerable groups such as

pregnant and lactating women and infants. In addition, sustainability is a key issue as iodine

deficiency re-emerged in several industrial countries due to lack of interest, regulations and

monitoring. Political willing, salt reduction measures, changes in dietary habits among the

population and changes in industrial practices all may affect iodine status in Belgium in the

future. Therefore the strategy of controlling iodine deficiency needs to be directed and

monitored by a Belgian Scientific Committee for the Control of iodine deficiency disorders.
Doctorat en Sciences biomédicales et pharmaceutiques
info:eu-repo/semantics/nonPublished

In a time when Americans are waking up to the health consequences of consuming fast food, researchers have discovered that fast food restaurants seem to be located in greater concentrations near primary or secondary schools. While this phenomenon affects the food environments of some children and carries implications as to their short term and long term health (which has also been well researched), this paper focuses primarily on fast food restaurants that are within walking distance of schools. Using Geographic Information Systems (GIS) to integrate geospatial, business, demographic, and food quality data, I use linear regressions to examine whether and which fast food restaurants achieve greater sales by being closer to schools. By including an interaction term in my regressions, I find that low-quality, unhealthy fast food restaurants are rewarded with higher sales when in proximity to schools than identical restaurants that are farther away. Conversely, higher-quality fast food establishments actually earn lower sales when in proximity to schools. This paper adds to the existing literature by using fast food sales near schools to infer the dietary choices of children, evaluate the success of location strategies employed by the fast food industry, and offer new insights to public health professionals.

Dissertação de Mestrado em Segurança Alimentar
O iodo é um micronutriente essencial, cuja deficiência pode implicar alterações cognitivas, deficiência mental e bócio. Para erradicar a deficiência em iodo, a maioria dos países europeus tem levado a cabo a implementação de programas de utilização de sal iodado. Em Portugal, os estudos mais recentes acerca do estado nutricional em iodo têm evidenciado a existência de deficiência em iodo em grupos de risco, nomeadamente nas crianças e nas mulheres grávidas. Por forma a reduzir este problema na população infantil, a Direção-Geral da Educação emitiu uma recomendação no sentido de substituir o uso de sal não fortificado por sal iodado na confeção das refeições escolares; todavia, os poucos estudos que se dedicaram a verificar o cumprimento desta recomendação permitiram perceber que o uso de sal iodado não é frequente neste contexto. Este trabalho teve como objetivo geral a avaliação do estado nutricional em iodo de crianças do ensino pré-escolar e do primeiro ciclo do município de Sintra, através da medição da iodúria. Como objetivos específicos, procurou-se relacionar os níveis de iodúria com os hábitos alimentares da população estudada e suas características socioeconómicas. Este trabalho, no qual se mediu a iodúria por espectrometria de massa acoplada a plasma indutivo (ICP-MS) de 177 crianças com idades entre os 3 e os 10 anos e se aplicou às respetivas famílias um questionário sobre dados sociodemográficos e sobre os hábitos alimentares relacionados com a ingestão de iodo, permitiu verificar que, apesar da mediana da iodúria – 106 μg/L – ser consistente com a classificação de “Adequado”, 42,4% das crianças apresentaram deficiência em iodo. O rendimento familiar mensal influenciou a iodúria, bem como o consumo de polvo, camarão, solha, lula, peixe-espada e iogurte. Observou-se correlação positiva entre o consumo de leite e iodúria, verificando-se que as crianças que consomem leite 2 ou mais vezes por dia tinham 2,457 vezes mais hipóteses de apresentar valores de iodúria superiores a 100 μg/L. Verificou-se correlação inversa (r=-0,183; p=0,018) entre o consumo de bebidas vegetais e a iodúria. Estes resultados reforçam a necessidade da definição de estratégias para corrigir a deficiência em iodo da população estudada, através da aplicação de medidas com impacto efetivo na sua erradicação.
ABSTRACT - Iodine status in children from 3 to 10 years old - Iodine is an essential micronutrient. Its deficiency may lead to cognitive disfunction, mental impairment and goitre. To eradicate iodine deficiency, most European countries have implemented iodized salt programs. Portuguese most recent studies about iodine status found iodine deficiency in school aged children and pregnant women. To reduce this issue in school aged children, Portuguese government recommended to change the use of non-fortified salt to iodized salt in school canteens; however, the few studies that assessed the use of iodized salt in Portuguese school canteens showed that few schools actually adhered to this policy. This work aimed to assess 3 to 10 years old children’s iodine status from the municipality of Sintra through urine iodine concentration (UIC) and to connect their urine iodine concentration to food habits and socio-economic characteristics. A total of 177 participants were included in this study. UIC was assessed by inductively coupled plasma-mass spectrometry (ICP-MS) to every child. A sociodemographic and food intake questionnaire was completed by parents or tutors. UIC median was 106 μg/L, which indicates the adequacy of iodine status. However, 42.4% of the children had UIC < 100 μg/L, which is assessed as iodine deficiency. Family monthly income influenced the UIC, so as eating octopus, shrimp, sole, squid, sword-fish and yogurt. A positive correlation was found between drinking milk and UIC, and children who drunk milk 2 or more times per day had 2.457 more chances to have UIC > 100 μg/L. An inverse correlation (r=-0.183; p=0.018) was found between drinking non-dairy plant-based beverages and UIC. These results reinforce the need to define strategies to eradicate iodine deficiency in the studied population, through the use of effective policies to improve iodine status.
N/A

Orientador: Suely Amaral Mello
Banca: Maria Aparecida Mello
Banca: Cyntia Guizilim Girotto
Resumo: Este trabalho tem como objetivo analisar a influência que a organização e uso do espaço da escola da infância têm no desenvolvimento humano das crianças pequenas. A partir de leituras que apresentam sobre o desenvolvimento humano relacionado ao acesso à cultura e sobre a organização dos espaços para educação das crianças pequenas que priorizam este acesso, decorreu a hipótese do trabalho, de que o espaço da sala de educação infantil reorganizado num ambiente rico de materiais e objetos encorajaria as crianças a participar de múltiplas situações, direcioná-las-ia para atividades interessantes e criaria um clima positivo de relacionamentos, de cooperação, de cordialidade entre seus pares e adultos, possibilitando melhores oportunidades de desenvolvimento para as crianças. Em virtude disso busquei fundamentação teórica em estudos da Teoria Histórico-Cultural e procurei conhecer, por meio de estudos bibliográficos, a abordagem italiana para educação infantil. A metodologia consistiu na observação direta dos espaços e das relações mediadas por eles em duas fases diferentes: na primeira fase foram observadas as atividades e as relações advindas do espaço organizado aos moldes da sala de aula do ensino fundamental, e na segunda fase foram observadas as atividades e as relações advindas do espaço reorganizado em cantos específicos como leitura, casinha, fantasia, jogos, artes, sucatas e escritório, com material diversificado e acessível às crianças e registradas em diário de campo e em fotografias. O resultado desta pesquisa sugere que a acessibilidade aos objetos, aos materiais de uso das crianças, aos jogos e aos brinquedos possibilita a formação das funções psíquicas superiores e estimula a autonomia, o espírito investigativo e a criatividade. Enfim, a nova organização e uso do espaço proporcionaram mais interação entre as crianças... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This work aims to analyze the influence that the organization and the use of area of the children's school have in the human development of the children. From readings that present about the human development related to the access to the culture and about the organization of space for education of the little children that prioritize this access, it occurred the hypothesis of the work, that the space of the children classroom rearranged in an environment rich of materials and objects would encourage children to participate in many situations, also would direct them to interesting activities and would create a positive climate of relationships, of cooperation, of cordiality between the peers and adults, enabling better opportunities of development for children. In this view, I searched theoretical basis in studies of the Historic- Cultural Theory and I sought to know, by bibliographical studies, the Italian approach to the infant education. The methodology consisted in the direct observation of the area and relations mediated by them in two different phases: the first phase were observed the activities and the relations coming from the organized area to the mould of the classroom of elementary school, and the second phase were the activities and relations arising from the reorganized area in specific corners as reading, little house, fantasy, games, art, and scraps and office, with diversified accessible to children material and recorded in a field diary and photographs. The result of this research suggests that the accessibility to the objects, to the materials of use of the children, to the toys and to the games allow the formation of higher mental functions and stimulates autonomy, the investigative spirit and the creativity. Finally, the new organization and use of the space provided more interaction between children and their peers and between children... (Complete abstract click electronic access below)
Mestre

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The Good Behavior Game is a behavior management technique that has its effectiveness proven in changing various behavioral cathegories, on groups of different ages, in various settings, over 50 years of research. It is based in the division of the participants in teams, in the punctuation or withdrawal of points of these teams given the occurrence of inappropriate or unwanted behaviors and in the awards of the teams that have reached a certain score. This study investigated the changes in the occurrence of engagement and non-engagement on the task behaviors of 26 students of the 2nd year of Elementary School in a Brazilian public school, given the application of a positive variation of the Good Behavior Game, in which the teams are scored by the occurrence of appropriate behaviors. The students were divided into four teams and were scored by the teacher if all the members were following the rules: respect the teacher and colleagues, have good manners, do the homework and speak quietly. The results showed an increase in the occurrence of the engagement behaviors and a decrease in the occurrence of non-engagement. The results of this research base the recommendation of using the positive variation of the Good Behavior Game in Brazilian schools because it is an easy-to-implement technique that demands little or no monetary resources, requires minimal response cost in its application and is based on the use of positive reinforcement, rather than aversive control, with its participants
O Good Behavior Game é uma técnica de manejo de comportamentos que teve sua eficácia comprovada no que se refere à alteração de diversas categorias de comportamento, com grupos de diversas faixas etárias e em diversos settings de aplicação ao longo de 50 anos de pesquisa e baseia-se na divisão dos participantes em times, na pontuação ou retirada de pontos destes dada a ocorrência de comportamentos inadequados ou indesejados e na premiação dos times que tenham alcançado determinada pontuação. Este estudo investigou as alterações na ocorrência de comportamentos de engajamento e não-engajamento na tarefa de 26 alunos do 2º ano do Ensino Fundamental de uma escola pública brasileira dada a aplicação em sala de aula de uma variação positiva do Good Behavior Game, na qual pontua-se os times pela ocorrência de comportamentos adequados. Os alunos foram divididos em quatro times e eram pontuados pela professora num quadro caso todos os integrantes estivessem seguindo as regras: respeitar a professora e os colegas, ter bons modos, fazer a tarefa de sala e falar baixo. Os resultados mostraram aumento na ocorrência dos comportamentos de engajamento e diminuição na ocorrência nos de não-engajamento. Os resultados dessa pesquisa embasam a recomendação do uso da variação positiva do Good Behavior Game nas escolas brasileiras por ser uma técnica de fácil implementação, que demanda pouco ou nenhum recurso monetário, requer um investimento de tempo mínimo na sua aplicação e se baseia no uso de reforçamento positivo, e não de controle aversivo, sobre seus participantes

Il y a encore quelques années, être homosexuel, en couple et adopter un enfant relevait de l’utopie. Aujourd’hui, l’adoption par des couples homosexuels est devenue une réalité légale et une possibilité concrète dans plusieurs pays du monde.Pourtant, lorsqu’il faut placer les enfants dans des familles adoptives, l’orientation sexuelle des futurs parents demeure une question controversée qui divise l’opinion publique (Patterson, 2009). Souvent, le débat oppose « le droit de l’enfant », défendu par la Convention internationale des droits de l’enfant, et « le droit à l’enfant », réclamé par les homosexuels ou sympathisants (Herbrand 2006).Entre les débats socio-politiques, les controverses de nature idéologique et éthique, ces nouvelles familles, de plus en plus nombreuses, affirment haut et fort leur droit à « sortir de l’oubli » et s’engagent dans une bataille dont l’objectif est de normaliser leur contexte familial aux yeux de la société.Malgré l’expansion de l’adoption homoparentale, l’expérience de vie de ces nouvelles familles est à peine abordée dans la littérature scientifique actuelle. En effet, même si, ces quarante dernières années, de nombreuses recherches ont été consacrées à l’homoparentalité, très peu d’études se sont focalisées sur les familles ayant choisi l’adoption comme mode de filiation, surtout dans le contexte européen.L’objectif de la présente recherche était de combler ce vide dans la littérature, en analysant les expériences de la première génération de familles adoptives homoparentales résidant en Europe. Pour ce faire, nous avons donné la parole à 31 familles adoptives homoparentales, sur un total de 62 parents adoptifs (46 gays et 16 lesbiennes) et de 44 enfants adoptés (entre 3 et 18 ans) en Belgique, France et Espagne.Ces trois pays ont été choisis pour les éléments qu’ils partagent ou qui les opposent dans le contexte socio-politique des droits des minorités sexuelles et la procédure d’adoption. La Belgique et l’Espagne sont considérées aujourd’hui comme deux des pays les plus avant-gardistes et gay- friendly en Europe et dans le monde entier. De fait, ces deux pays ont été parmi les premiers à ouvrir l’adoption aux couples de même sexe(respectivement en 2006 et 2005). En revanche, la France n’a légiféré sur cette question qu’en 2013, après des débats longs et houleux qui ont suscité de nombreuses réactions.Etudier les familles homoparentales dans ces trois pays nous a permis d’avoir accès à des situations d’adoption différentes: en effet, tous les participants belges ont adopté des enfants en bas âge via une procédure d’adoption conjointe nationale, tandis que tous les participants français et la plupart des espagnols ont adopté des enfants à l’étranger et généralement plus âgés, via une procédure où seul l’un des deux partenaires adoptait légalement l’enfant.La théorie qui a orienté notre étude est celle du cycle de vie de la famille adoptive (Brodzinsky, Smith & Brodzinsky, 1998; Brodzinsky & Pinderhughes, 2002; Hajal & Rosenberg, 1991). S’inspirant du schéma « classique » du cycle de vie (Carter & McGoldrick, 1980) cette théorie identifie des phases clef à travers lesquelles la famille adoptive transite :la phase pré-adoption, durant laquelle le couple est souvent confronté à l’infertilité et décide d’entamer un parcours adoptif ;la procédure d’adoption, souvent vécue comme un moment de stress et d’incertitude; l’arrivée de l’enfant dans la famille, suivie du processus de « parentage » de l’enfant adopté, différent en fonction de l’âge de celui-ci (préscolaire, scolaire, ou adolescent). Selon cette conception, à chaque étape du cycle de vie, la famille adoptive est confrontée à de nouveaux défis et tâches développementales, qui sont à la fois similaires et différents de ceux vécus par des familles non-adoptives.Cette recherche avait pour but d’éclairer à la fois le vécu des homoparents adoptifs et des enfants adoptés au sein de ces nouvelles familles, en analysant leurs expériences en fonction de l’étape de leur cycle de vie.En ce qui concerne les parents, nous avons analysé trois moments clefs: le processus décisionnel, le parcours d'adoption et leurs expériences en tant qu’homoparents suite à l'arrivée de l'enfant dans la famille. Plus précisément, les questions suivantes ont guidé notre recherche :quel cheminement a été celui des homoparents avant de choisir l'adoption ?Quels sont les enjeux de la transition à l’homoparentalité adoptive ?Et quels sont les défis et les tâches parentales auxquels ils sont confrontés suite à l’adoption ?Concernant les enfants, nous avons analysé leur construction identitaire à différentes étapes de leur développement. Notre attention s’est portée sur les questions suivantes :quelle est l’expérience subjective de ces enfants ?Quelles sont les spécificités de leur construction identitaire à l’intersection de la situation adoptive et homoparentale ?Quelles sont leurs questions, leurs demandes tout au long de leur développement ?Ainsi, un intérêt particulier a été consacré à la thématique de la perte des parents de naissance et à l'exploration de dynamiques familiales au tour de cette issue. Plus précisément, nous avons analysé la communication familiale concernant la « double appartenance » des enfants (famille d’origine et famille adoptive) afin de répondre aux questions de recherche suivantes :comment ces familles gèrent- elles la perte des parents d’origine ?Quels sont les sentiments des homoparents et des enfants adoptés vis-à-vis des parents de naissance? Et comment cela impacte-t-il les dynamiques familiales ?Du point de vue méthodologique, nous avons conduit des entretiens semi-structurés et soumis les homoparents et leurs enfants à un test projectif graphique (La Double Lune, Greco 1999). L’entretien visait à approfondir les expériences des participants ;le test projectif, en permettant d’accéder à une dimension «plus inconsciente », a complété les informations obtenues. Cet instrument projectif s’est révélé particulièrement utile pour l’exploration des sentiments et des dynamiques relationnelles autour de la thématique de la perte de la famille d’origine.L’originalité de la présente recherche consiste dans le fait qu’elle est pionnière dans le contexte européen ainsi que dans le domaine psychologique. Notre étude a le mérite de fournir des réponses scientifiques à une question sociale de grande actualité, en recentrant les débats sur les principaux intéressés :les homoparents et leurs enfants. Leurs récits nous ouvrent la porte à un nouvel univers familial, dont les « points de repères » et les critères sont uniques et nouveaux. Les familles adoptives homoparentales sont des avant-gardistes de la société, des petits laboratoires de nouveaux mondes possibles. Ces familles anticipent et précèdent. Par leur exemple, elles accélèrent les changements de la société, elles poussent vers le futur.Les expériences des familles rapportées dans la présente thèse nous amèneront, page après page, à déconstruire nos propres préconceptions de la famille, du couple et de la filiation et à porter de « nouveaux regards » qui permettent de saisir l’incontestable richesse dont ces nouvelles géométries familiales sont dépositaires. Leurs témoignages nous permettront de concevoir une nouvelle manière de faire famille, mais aussi de « repenser » et « réinventer » le principe de l’adoption, sur base de leur expérience inédite.
Only a few years ago, being homosexual, in a relationship, and adopting a child was a utopia. Nowadays, same-sex adoption is a legal reality and a concrete possibility in many countries in the world. However, the right of gay and lesbian people to adopt a child remains a controversial issue that strongly divides public opinion. In the debate there are often those who defend “the right of the child” (according to the International Convention on the Rights of the Child) and those, these being sexual minorities and their sympathisers, who defend “the right to a child” (Herbrand 2006). Among socio-political debates, ideological and ethical controversies, these new families, who are becoming more and more numerous, claim, loud and clear, their right to "emerge from oblivion" and engage in a "battle" of which the objective is to normalise their family context in the eyes of society.Despite the progressive diffusion of same-sex adoption, the life experiences of these new families remain practically unexplored in scientific literature. In fact, even if in the last 40 years a great deal of research was dedicated to same-sex parenting, very few studies focused on families who chose adoption as a pathway to parenthood. Especially in the European context, there is a dearth of data on this topic. In order to fill this gap in literature, the present research aimed to analyse the experiences of the first generation of gay and lesbian adoptive families living in Europe. To this end, we gave the floor to 31 adoptive same-sex families, totalling 62 adoptive parents (46 gay men and 16 lesbians) and 44 adopted children (between 3 and 18 years old) living in Belgium, France and Spain.The choice for these three countries was motivated by the fact that they have a number of elements in common but also differ at some points as to the socio-political context of the rights of sexual minorities and the adoption process.Nowadays, Belgium and Spain are considered to be two of the most avant-garde and gay friendly countries both in Europe and worldwide. These two countries were among the first to open adoption to same-sex couples (respectively in 2006 and 2005). In turn, France legislated this aspect only in 2013, after long and controversial social debates. Studying same-sex families in these three countries enabled us to have access to varied adoption situations: in fact, all Belgian participants adopted infants through a joint national adoption procedure, while all the French and most of Spanish participants adopted generally older children abroad, through an international adoption procedure in which only one of the two partners legally adopted the child.Our study was oriented by the adoptive family cycle theory (Brodzinsky et al. 1998; Brodzinsky & Pinderhughes, 2002; Hajal & Rosenberg, 1991). Inspired by the classic theory of the family life cycle (Carter & McGoldrick, 1980), this theory identifies key phases through which the adoptive family transits: the pre-adoptive phase, during which the couple is often confronted with infertility and decides to start an adoption path; the adoption process, often experienced as a period of stress and uncertainty; the arrival of the child in the family, and the successive process of parenting the adopted child which changes according to the child’s age (infancy, preschool, school, or adolescence years). According to this theory, in each stage of the life cycle adoptive families encounter new challenges and developmental tasks, which are both similar and different from those experienced by non-adoptive families.This research aimed to study the experiences of both same-sex parents and the adopted children in these new families, by taking the stage of the family life cycle in which they were into account.On the side of the same-sex parents, we analysed three key moments: the decision-making process, the adoption procedure and their daily experiences as same-sex parents after the arrival of the child in the family.More precisely, the following questions guided our research: What is the personal journey of gay and lesbian people before choosing adoption? What are the main barriers encountered during the transition to same-sex adoptive parenthood? What are the main challenges and parental tasks they face after adoption? On the side of the adopted children, we were interested in exploring their identity construction process at different stages of their development. Our attention was focused on the following research questions: What is the personal experience of these children? What are the specificities of their identity construction at the intersection of their adoptive and family minority statuses? What are their questions and their developmental issues during their growing years?In addition, special attention was paid to the theme of the loss of birth parents and to the exploration of family dynamics surrounding this issue.We particularly studied the family communication concerning the double family connection of adopted children (family of origin and adoptive family), answering the following research questions: How do these families deal with the theme of the loss of the birth family? What are the feelings of same-sex parents and their adopted children towards the birth family? How does this element impact the family dynamics?From a methodological point of view, we conducted semi-structured interviews and applied a projective graphical test (the Double Moon Test, Greco, 1999) to both same-sex parents and their children. The purpose of the interviews was to explore the participants' experiences, while the projective test enriched the information obtained through the interviews, giving access to a more "unconscious" dimension. This projective instrument in particular, proved to be very useful for the exploration of feelings and relational dynamics connected with the theme of the loss of the birth family.The originality of this research is that it is pioneering in the European context as well as in the field of psychology. Our study has the merit of providing scientific answers to a very topical social question, by refocusing debates on the main stakeholders: gay and lesbian parents and their children. Their stories lead us into a new family universe whose distinguishing features and criteria are unique and new. Same-sex families are the avant-garde of society, small laboratories of possible new worlds. These families anticipate and precede. By their example, they accelerate changes in society, they push towards the future. The experiences of the families reported in this thesis will induce us, page after page, to deconstruct our own preconceptions of family, couples and filiation and bring about "a new perspective" that allows us to grasp the undeniable wealth for which these new family geometries are custodians. Their testimonies will allow us to imagine a new way of being a family, but also to "rethink" and "reinvent" the adoption clinic, based on their unique experience.
Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished

Contexte : En France, le Programme National Nutrition Santé (PNNS) est en charge d’appliquer les recommandations visant à diminutions les quantités de sel, de sucre et de matières grasses dans les aliments. Cependant, l’effet de ces réductions sur les préférences et les consommations est mal connu. Objectifs : Ce travail vise à comprendre l'impact des variations de sel, de sucre et de matières graisses dans les aliments, sur les préférences et les consommations alimentaires des enfants.Méthodes : Des études ont été menées dans l’environnement habituel du repas des enfants (crèche ou cantine scolaire), aux heures normalement prévue pour le déjeuner et / ou le goûter.Résultats : Concernant le saccharose, l'ajout d'une faible quantité paraît suffisant pour induire un prise alimentaire; ainsi, le saccharose peut être réduit sans affecter les préférences ni les consommations alimentaires. Dans la mesure où le gras est concerné, la suppression ou l’ajout de beurre n'a pas eu un impact immédiat sur la consommation des haricots verts ou celle des pâtes. Quant aux produits allégés en matière grasse, ils semblent être bien acceptés par les enfants et les adultes. Concernant le sel, sa réduction semble plus délicate et devrait donc être considérée avec prudence. Par ailleurs, nos résultats mettent en évidence la dissociation entre l'effet positif et directe du sel sur les préférences et les consommations d’un côté, et son rôle sur l'apprentissage de l’autre.Conclusions : Les qualités sensorielles des aliments sont importantes pour le comportement alimentaire. Cependant, alors qu’il semblerait que des réductions de sucre et de gras sont possibles, contribuant ainsi à réduire l'apport énergétique, celles concernant le sel doivent être considérées avec prudence
Background: In France, the National Nutrition and Health Programme (“Programme National Nutrition Santé” or “PNNS”) is in charge of implementing the recommendations aiming at reducing salt, sugar and fat quantities in foods. However, the extent to which this might impact children’s food preferences and intake is limited. Objective: The present work aimed at understanding the impact of varying salt, sugar and fat variations in foods, on toddlers and children’s food preferences and intake. Methods: Studies were conducted in toddlers’ and children’s natural eating environment (nursery and school canteen), at their usually scheduled lunch and/or snack times. Results: Concerning sucrose, the addition of a low amount seems enough to trigger intake; thus, sucrose can be reduced without affecting food preferences and intake. As far as fat is concerned, suppressing or adding butter did not have an immediate impact on toddlers’ green beans or pasta intake. Besides, low-fat products seem to be well accepted by toddlers and adults. Concerning salt, its reduction seems more puzzling and should be considered cautiously. Our results highlighted dissociation between the direct positive effect of salt on food preferences and intake, and its role on learning. Conclusions: Food sensory qualities are important for eating behaviour. Although it seems that reductions of sugar and fat in foods are possible, thus helping to reduce energy intake, those concerning salt should be considered cautiously

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Este trabalho tem como objetivo analisar a influência que a organização e uso do espaço da escola da infância têm no desenvolvimento humano das crianças pequenas. A partir de leituras que apresentam sobre o desenvolvimento humano relacionado ao acesso à cultura e sobre a organização dos espaços para educação das crianças pequenas que priorizam este acesso, decorreu a hipótese do trabalho, de que o espaço da sala de educação infantil reorganizado num ambiente rico de materiais e objetos encorajaria as crianças a participar de múltiplas situações, direcioná-las-ia para atividades interessantes e criaria um clima positivo de relacionamentos, de cooperação, de cordialidade entre seus pares e adultos, possibilitando melhores oportunidades de desenvolvimento para as crianças. Em virtude disso busquei fundamentação teórica em estudos da Teoria Histórico-Cultural e procurei conhecer, por meio de estudos bibliográficos, a abordagem italiana para educação infantil. A metodologia consistiu na observação direta dos espaços e das relações mediadas por eles em duas fases diferentes: na primeira fase foram observadas as atividades e as relações advindas do espaço organizado aos moldes da sala de aula do ensino fundamental, e na segunda fase foram observadas as atividades e as relações advindas do espaço reorganizado em cantos específicos como leitura, casinha, fantasia, jogos, artes, sucatas e escritório, com material diversificado e acessível às crianças e registradas em diário de campo e em fotografias. O resultado desta pesquisa sugere que a acessibilidade aos objetos, aos materiais de uso das crianças, aos jogos e aos brinquedos possibilita a formação das funções psíquicas superiores e estimula a autonomia, o espírito investigativo e a criatividade. Enfim, a nova organização e uso do espaço proporcionaram mais interação entre as crianças...
This work aims to analyze the influence that the organization and the use of area of the children’s school have in the human development of the children. From readings that present about the human development related to the access to the culture and about the organization of space for education of the little children that prioritize this access, it occurred the hypothesis of the work, that the space of the children classroom rearranged in an environment rich of materials and objects would encourage children to participate in many situations, also would direct them to interesting activities and would create a positive climate of relationships, of cooperation, of cordiality between the peers and adults, enabling better opportunities of development for children. In this view, I searched theoretical basis in studies of the Historic- Cultural Theory and I sought to know, by bibliographical studies, the Italian approach to the infant education. The methodology consisted in the direct observation of the area and relations mediated by them in two different phases: the first phase were observed the activities and the relations coming from the organized area to the mould of the classroom of elementary school, and the second phase were the activities and relations arising from the reorganized area in specific corners as reading, little house, fantasy, games, art, and scraps and office, with diversified accessible to children material and recorded in a field diary and photographs. The result of this research suggests that the accessibility to the objects, to the materials of use of the children, to the toys and to the games allow the formation of higher mental functions and stimulates autonomy, the investigative spirit and the creativity. Finally, the new organization and use of the space provided more interaction between children and their peers and between children... (Complete abstract click electronic access below)

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Nesta dissertação, buscou-se refletir a respeito de uma experiência com o livro Exercícios de ser criança (1999), de Manoel de Barros, realizada com alunos de uma 4a série do Ensino Fundamental, numa escola pública da cidade de Campina Grande. Neste trabalho, foram analisados os caminhos percorridos, tanto pela pesquisadora quanto pelo poeta, para proporcionar às crianças uma experiência sensível com a narrativa "O menino que carregava água na peneira". Primeiramente, observou-se o modo como o autor faz uso, em sua poesia infantil, de várias características de sua obra para adultos - a exemplo da valorização da inventividade do ser-poeta. encontrado nas crianças, o gosto por coisas miúdas, além do uso peculiar que é atribuído à água, à imaginação, à brincadeira a partir de brinquedos, etc. Como bases teóricas foram utilizadas, por exemplo, teorias de Bachelard (2002), Kishimoto (1999), Held (1990), Camargo (1990), Bosi (2000), que auxiliaram na análise das qualidades textuais e imagéticas do livro. As leituras de Cosson (2006) e Pinheiro (2000, 2002 e 2003) apontaram para a necessidade de não se exigir estritamente dos alunos que fizessem interpretações do texto do poeta Manoel de Barros, o que atendeu à perspectiva poética do autor. Já leituras de textos como os de Iser (1979) e Jauss (1979) auxiliaram na elaboração de uma sequência de leitura que levasse em conta as experiências de mundo do aluno, sua criatividade, elementos estes que contribuem para uma leitura ao mesmo tempo individual e coletiva do texto poético. A partir desse trabalho sensível com a poesia, põde-se observar o quão necessário se faz o texto poético para a formação humana dos alunos.
Due to the necessity to do some work on Manoel de Barros' poetry in Júnior High School, we have attempted, in this dissertation, to reflect on an experiment with the book "Exercícios de ser criança" (1999) ( Exercises on being a child ), performed with some 4th grade students, at a public school in the city of Campina Grande. In this work, we analysed the routes taken by both the researcher and the poet, in order to provide children with a sensitive experience involving the narrative "O menino que carregava água na peneira" (The boy who carried water on the sieve). We observed the way the author uses, in his children's poetry, several characteristics of his work for adults, as for example, the valuation of the poet being found in the child, the appreciation of tiny things, besides the peculiar use which is attributed to water, to imagination, to toy play, and so on. As a theoretical background, we used the theories from Bachelard (2002), Kishimoto (1999), Held (1990), Camargo (1990), Bosi (2000), which helped with the analysis of the textual and imagetic qualities of the book. Readings from Cosson (2006) and Pinheiro (2000, 2002 and 2003) pointed to the need for not strictly requiring of the students that they interpret the texts by the poet Manoel de Barros, something which fulfils the autho^s poetic perspective. Now, readings from Iser ( 1979 ) and Jauss ( 1979 ) helped in producing a reading sequence which would take into account the studenfs world experience, his/her creativity, elements which contribute to the reading of the poetic text which is at the same time individual and collective. From this sensitive work on poetry, we could perceive how necessary the poetic text is for the students' humane education.

A common way to examine children's language production is to analyze their narrative ability, which has been observed in several studies in various languages. The present study aims to analyze Swedish children's stories at microstructural level (grammatical and utterance level) and macrostructural level (discourse level) and examine how these results differ between two narrative elicitation methods. Furthermore, the study aims to investigate if the results from Swedish and English speaking children differ between these two elicitation methods. The present study involved 40 typically developing children aged 7;0–8;11 years with Swedish as their native language from southeastern Sweden. The two narrative elicitation methods used were personal narrative generation and fictional narrative retell. During personal narrative generation the participants were prompted to share their own experiences based on given themes with image support. In the fictional narrative retell participants were asked to retell the tale "Frog, Where are you?" (Mayer, 1969). The participants' two stories were transcribed in the program Systematic Analysis of Language Transcripts (SALT) and analyzed at micro- and macrostructural level. At the microstructural level the following measures were investigated: Total utterances (TU), Mean Length of Utterance in Words (MLU-w), Type Token Ratio (TTR), Percentage of Maze Words (PcMw), Overgeneralization Errors (EO) and Total Number of Words (TNW). For macrostructural analysis the Narrative Scoring Scheme (NSS) was used. At the microstructural level participants achieved higher MLU-w, TTR and PcMw in the fictional narrative retell than in personal narrative generation. TNW and MLU-w correlated with participants' age at fictional narrative retell. The participants generated higher values regarding TU and TNW in personal narrative generation. Analysis of the macrostructure showed that the majority of the participants achieved higher scores in fictional narrative retell than in personal narrative generation. The results regarding the macrostructural level of the fictional narrative retell correlated with the age of the participants. Similar trends between the elicitation methods appeared in the English-speaking participants.

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This research aimed to test the utilization of a inferential training, to evaluates its effects on the text comprehension skill, in a class with students on the fourth grade of the Basic Education. For this, the 38 participants were divided in groups: 19 children to Intervention s Group and 19 children to the Control Group. For the GI's children, was performed one intervention in class whom students were stimulated and taught to seek clue that would lead them to make inferences and justified the generating bases of these inferences, relating text's information with previous knowledge, and to integrate information mentioned in the same text. No significant differences were found between the two groups in the pre-test. In the pos-test, every GI s children were significantly more successful than those in the CG. Only the children in the GI showed improvement of their comprehension skills when compared in the pre- and in the post-test 1 and 2. These intervention proceedings and their educational implication are analyzed and discussed in terms of finding useful ways of teaching comprehension in the school setting
A presente pesquisa teve como objetivo testar a utilização de um procedimento de treino em fazer inferências, para verificar seus efeitos sobre a habilidade de compreensão de textos em uma turma de alunos de 4º ano do Ensino Fundamental. Para isso, os 38 participantes do estudo foram divididos em 19 crianças para um Grupo de Intervenção, e 19 crianças para um Grupo Controle. Com as crianças do GI foi realizada uma intervenção em sala de aula, na qual os alunos foram estimulados e ensinados a procurar pistas que os levassem a fazer inferências e justificar as bases geradoras destas inferências, relacionando informações textuais com seu conhecimento de mundo e relacionando informações diferentes presentes no mesmo texto. Não foram identificadas diferenças significativas entre os grupos no Pré-teste. No Pós-teste, todas as crianças do GI tiveram desempenho melhor do que as do GC. Foram as únicas que melhoraram significativamente seu desempenho do Pré-teste para os Pós-testes 1 e 2. Os procedimentos de intervenção e suas implicações educacionais são analisados e discutidos em termos de práticas de ensino que possam ser utilizadas para desenvolver a compreensão de texto em sala de aula

I have worked my whole career with children presenting with what is now refer to as ‘social, emotional and behavioural difficulties’ (SEBD) and I feel I have gained much expertise in this field. One of the ongoing problems of working in the field is that although much good work is done with the children and many strategies, that seem to work well, are intuitively used by experienced teachers, there is little research to back this experiential approach. Therefore there is a lack of evidence- based practice as to what works with these young people and even less evidence about what the children think works for them. Researchers in the field, Cooper and Jacobs (2011, p3) state ‘The paucity of literature was in itself significant given not only the current widespread concern about addressing emotional and behavioural difficulties within schools in England but also the ready acceptance of a relatively small number of initiatives, which have an identifiable structure in terms of training courses and anecdotal evidence of efficacy but negligible support in terms of research studies’. They conclude their ‘International Review’ suggesting, ‘There is relatively little independent research and evaluation on curriculum provision for permanently excluded pupils below key stage 4. Apart from notable examples such as Hayden and Ward (1996) the experiences of such pupils also do not feature in recent literature’ (Cooper and Jacobs, 2011,p.23). Fletcher-Campbell and Wilkin (2003,p.3) concur that, ‘ the sources upon which this review draws were limited to post-1994 literature. It became apparent that a considerable number of the post-1994 sources identified focused on statistical trends, causes, and preventative work in mainstream schools, rather than on provision for excluded pupils.’ Working in this area gives me a great opportunity to study some aspects that may add to the current research on the provision for excluded pupils. The other interest I have is to explore if the same approaches work for or can change behaviours in Looked After Children. This vulnerable group of young people are growing in numbers and schools are often ill equipped to manage the emotional and behavioural fallout of being a Looked After Child. Dowling et al. (2012,p.4) would suggest, ‘with the exception of a few important local studies, there remains a noticeable lack of research knowledge regarding the numbers, characteristics and experiences of this vulnerable group of children looked after by social services. In our school the number of looked after children is growing year on year and I thought it timely that we investigate if what we do not only helps change behaviours in children with SEBD but in children with SEBD who are also Looked After. According to VOIPIC (2012,p.2) ‘There is a gap in research, investment and services which leave Looked After Children/Care Leavers in Northern Ireland doubly disadvantaged.’ In a school such as ours we are in a prime position to help fill this research gap and improve the life chances of this very vulnerable group of young people.

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The ultimate goal of learning how to read is to understand the information present in a text and variables involved in reading with understanding have been widely studied. This paper aims to investigate whether teaching synonyms of words that make up the main structure of texts contributes to an increase in text comprehension. These words are also part of stories utilized in standardized teaching procedures. The participants in this study were 20 typically developing children, aged from 8 to 10 years old, pupils from first to fifth grade of a primary public school in the State of São Paulo. They showed high scores when reading single words, but a poor performance in understanding texts. The control group underwent a procedure for learning text comprehension. The experimental group underwent the same procedure as the control group but it was also taught synonyms. Performance in text comprehension was evaluated both before and after the interventions for both groups. The analysis of baseline and post intervention data for all participants was done through the T test of matched samples and the Mann-Whittman test was used for comparing data between groups. Posttest results don’t show any statistically significant difference between the performances of the experimental and control groups, which suggests that teaching synonyms had no effect on text comprehension. Considering the performance of all participants in the pre and posttests, regardless of which intervention the participant received, there is a significant difference between them, which points out the effectiveness of the teaching procedure to increase text comprehension.
O objetivo final de aprender a ler é compreender a informação presente em um texto, portanto, as variáveis envolvidas na leitura com compreensão necessitam ser amplamente estudadas. O presente estudo teve como objetivo investigar se o ensino de sinônimos de palavras que compõem a estrutura principal de histórias utilizadas em um procedimento informatizado de ensino contribui para o aumento da compreensão textual. Participaram do estudo 20 crianças com idades entre 8 a 10 anos, desenvolvimento típico, cursando o primeiro ciclo do Ensino Fundamental em uma escola pública do estado de São Paulo. Elas apresentavam alto desempenho em leitura de palavras isoladas e baixo desempenho em compreensão de textos. As crianças foram divididas em dois grupos, sendo que ambos participaram de um programa informatizado de ensino de compreensão de textos. O grupo experimental, além do ensino de compreensão de textos, participou também de um ensino de sinônimos. Foi utilizado um delineamento de grupo com pré e pós-teste. Para análise dos resultados foram utilizados o teste t de amostras emparelhadas e o Mann-Whittman. O resultado do Pós-teste não mostrou uma diferença estatisticamente significativa entre os desempenhos do Grupo Experimental e Grupo Controle em compreensão de textos após a intervenção. Houve uma diferença estatisticamente significativa entre os desempenhos no pré-teste e no pós-teste para todos os participantes.

Tese de Doutoramento em Estudos da Criança, apresentada à Universidade do Minho, Instituto de Estudos da Criança
Esta investigação centra-se na avaliação formal dos alunos ao longo de um ano lectivo numa escola do Io ciclo. O facto desta avaliação ser imposta administrativamente, ser a face socialmente visível da avaliação, ser produzida num órgão de decisão colectiva e dar lugar a uma informação aos pais, toma estes processos particularmente interessantes para compreender como se constrói a avaliação ao longo do ano, em termos das práticas dos professores avaliadores, quais os seus significados em termos da relação ensino/aprendizagem e ainda quais os valores dominantes de uma cultura institucional de avaliação no Io ciclo do Ensino Básico. O quadro teórico de referência assenta essencialmente na problemática da avaliação, em particular na psicologia da avaliação escolar, e na construção social da avaliação. Nesta perspectiva, a avaliação é entendida como acção orientada para uma tomada de decisão, que se desenrola no tempo e assenta em três pressupostos: a avaliação ê uma outra coisa, do que um simples processo de medida; a avaliação é um processo inserido num contexto específico com pessoas, objectos e valores; e finalmente, a avaliação é uma prática constituída, tanto por gestos profissionais, como simbólicos. A metodologia segue uma abordagem interpretativa, tomando como referência o estudo de caso de natureza etnográfica. Foi escolhida uma escola do Io ciclo e durante um ano lectivo foram recolhidos em situação presencial, e analisados os discursos avaliativos dos professores nos três conselhos escolares com funções de avaliação. Foram também estudados os registos de avaliação de onze alunos dos vários anos de escolaridade. Estes dados foram complementados com notas de terreno, recolhidas no quotidiano de três turmas, uma do 2o ano e duas do 4o ano, durante um período de duas semanas em cada turma respectivamente. A análise, que acompanhou parte da recolha de dados, seguiu fundamentalmente a análise de conteúdo, sendo as categorias construídas a posteriori, embora influenciadas pelo referencial teórico de partida. Os resultados do estudo mostram ao nível das práticas avaliativas, que a pessoa do avaliador está no centro do processo de avaliação formal, através das decisões que toma, existindo assim um espaço de liberdade e de individualidade nessas tomadas de decisão. As decisões, assentam em larga medida, quer nas intenções do professor avaliador, quer num vasto leque de informações que ultrapassam o mero desempenho escolar. Esta abordagem holística das informações em que se baseia o juízo avaliativo, contraria uma concepção da avaliação como um acto de medida centrada nos desempenhos escolares dos alunos. Uma outra constatação consiste em reconhecer que a avaliação sumativa tende a instituir-se como modelo não só nos três momentos de avaliação formal ao longo do ano, mas também, em todos os anos de escolaridade mesmo no Io ano onde não há lugar à transição ou retenção dos alunos. Constata-se também que apesar das intenções dos professores em termos de avaliação serem diferentes ao longo do ano, partem sempre da ideia de que a avaliação formal é sobretudo um momento de balanço do estado do aluno, em relação ao nível do grupo/turma. Em termos da informação avaliativa aos pais, aquilo que é comunicado acentua uma racionalidade administrativa em detrimento de uma razão de ser pedagógica. Finalmente, a atribuição interna, das causas dos problemas detectados, o individualismo, na forma de entender o papel dos actores no processo de avaliação, e a normalização enquanto modelo de funcionamento da avaliação, parecem ser traços dominantes em termos de uma cultura institucional de avaliação no Io ciclo do Ensino Básico. ------ ABSTRACT ------- This research focus on the formal assessment moments of the students of a primary school, over a school year. A number of facts make these moments especially interesting to understand how the assessment process develops over the year, in terms of the teachers' practices, of the meaning of this process in relation to the teaching and learning process, and of the mainstream values of an institutional assessment culture in the primary school. The facts are: assessment is an administrative imposition at central level; these moments are the visible face of the assessment process; they constitute a collective decision of a formal group of teachers; they constitute the basis of information to be delivered to the parents. The theoretical framework for the study is principally derived from theoretical issues related to evaluation and assessment, such as the psychology of school-based assessment and on the social construction of assessment. From this perspective, assessment is regarded as decision-making oriented action, which develops through time and is based on three assumptions: assessment is something more than measurement; assessment is a process, which occurs in a specific context of people, objects, and values; finally, assessment is a practice, which includes both professional and symbolic activity. An interpretive approach was followed, by adopting an ethnographic case study design. A primary school was selected, where the teachers' discourse concerning assessment was collected and analyzed during the three meetings aiming at assessment. The assessment records of eleven students from all the grades were also collected and analyzed. These data were complemented with field notes, which were collected in classroom over a period of two weeks. The focus was one class of the 2nd grade and two classes of the 4lh grade. The analysis was made alongside part of the data collection and mainly took the form of content analysis. This made use of a posteriori categories, which were drawn from the data, even though these were influenced by the initial theoretical framework. The results of the study suggest that, in terms of assessment practices, the assessor as an individual plays a central role in the assessment process, by making use of an existing element of freedom and individual action for the decisions he or she makes. Decisions are mainly based both on the intentions of the assessor-teacher and on a wide range of information, which goes far beyond the students1 school performance. The holistic approach to information, on which the assessment judgement is based, contradicts a conception of assessment as a measurement procedure, which is centered on the students1 school performance. Another finding is that summative assessment tends to be considered as the model, not only at the three formal assessment moments of the school year, but also in ali grades, including the lst grade, in which neither transition nor retention of students occurs. It can also be concluded that, regardless of their intentions, which vary along the year, the teachers view formal assessment as an opportunity to establish a balance of the individual students performance against the group/class. As far as information for parents is concerned, the data indicate that the content of this information is influenced by administrative concerns rather than by educational reasons. Finally, the mainstream institutional assessment culture in the primary school can apparently be described by the following main features: internal attribution of problems, individual ways of understanding the role of the different actors in the assessment process, and standardisation as a model for assessment procedures.

Children around the world suffer greatly due to conflicts. One of the most common interventions to support children affected by conflicts are Child Friendly Spaces (CFSs). Implemented within different cultural contexts, CFSs aim to be both culturally sensitive and contribute to gender equality, an interaction that can be complex. Previous research regarding CFSs is limited. As CFSs are commonly used in Humanitarian Action, further knowledge is central.This thesis aims to explore and compare how culture and gender appropriate responses in CFSs guidelines and manuals are expressed in order to gain an increased understanding of how these guidelines handle the interaction between gender norms in different cultures.In this study I discuss six CFSs guidelines and manuals by conducting comparative analysis and applying the Ecological Resilience Framework.The result suggests that culture and gender appropriate responses are central in all guidelines and manuals but emphasized in different ways. The participation of children, families and communities, as well as the adaption of activities, are all strategies aimed at cultural sensitivity. The result also entails that the equal inclusion of all children is a general gender appropriate approach. In addition, I claim that the main intervention, aiming to be both gender and culture appropriate, is separated groups between boys and girls. Finally, I argue that gender and culture may clash due to different perceptions of gender and culture appropriate responses.