In vitro-ex vivo model systems for nanosafety assessment

Engineered nanomaterials have unique and novel properties enabling wide-ranging new applications in nearly all fields of research. As these new properties have raised concerns about potential adverse effects for the environment and human health, extensive efforts are underway to define reliable, cost- and time-effective, as well as mechanistic-based testing strategies to replace the current method of animal testing, which is still the most prevalent model used for the risk assessment of chemicals. Current approaches for nanomaterials follow this line. The aim of this review is to explore and qualify the relevance of new in vitro and ex vivo models in (nano)material safety assessment, a crucial prerequisite for translation into applications.

Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action

In the past ten years, reading comprehension instruction has received significant attention from educational researchers. Drawing on studies from cognitive psychology, reader response theory, and language arts research, current best practice in reading comprehension instruction is characterized by a strategies approach in which students are taught to think like proficient readers who visualize, infer, activate schema, question, and summarize as they read. Studies investigating the impact of comprehension strategy instruction on student achievement in reading suggest that when implemented consistently the intervention has a positive effect on achievement. Research also shows, however, that few teachers embrace this approach to reading instruction despite its effectiveness, even when the conditions for substantive professional development (i.e. prolonged engagement, support, resources, time) are present. The interpretive case study reported in this dissertation examined the year-long experience of one fourth grade teacher, Ellen, as she leanled about comprehension strategy instruction and attempted to integrate the approach in her reading program. The goal of the study was to extend current understanding of the factors that support or inhibit an individual teacher's instructional decision making. The research explored how Ellen's academic preparation, beliefs about reading comprehension instruction, and attitudes toward teacher-student interaction influenced her efforts to employ comprehension strategy instruction. Qualitative methods were the basis of this study's research design. The primary methods for collecting data included pre- and post-interviews, field notes from classroom observations and staff development sessions, infonnal interviews, e-mail correspondence, and artifacts such as reading assignments, professional writing, school newsletters, and photographs of the classroom. Transcripts from interviews, as well as field notes, e-mail, and artifacts, were analyzed according to grounded theory's constant-comparative method. The results of the study suggest that three factors were pivotal in Ellen's successful implementation of reading strategy instruction: Pedagogical beliefs, classroom relationships, and professional community. Research on instructional change generally focuses on issues of time, resources, feedback, and follow-through. The research reported here recognizes the importance of these components, but expands contemporary thinking by showing how, in Ellen's case, a teacher's existing theories, her relationship with her students, and her professional interaction with peers impact instructional decisions.

Family Myths, Beliefs, and Customs as a Research/Educational Tool to Explore Identity Formation

This paper outlines a qualitative research tool designed to explore personal identity formation as described by Erik Erikson and offers self-reflective and anonymous evaluative comments made by college students after completing this task. Subjects compiled a list of 200 myths, customs, fables, rituals, and beliefs from their family of origin and then reflected upon the relevance and meaning of such items. The research and instructional tool described in the paper should be of considerable interest to teachers who work to promote self-reflection amongst adolescents as well as case study researchers and therapists who wish to study identity formation and values.

The Open Door Mission: Measuring and predicting outcomes of one community-based substance abuse treatment program

The objectives of this study were to identify and measure the average outcomes of the Open Door Mission's nine-month community-based substance abuse treatment program, identify predictors of successful outcomes, and make recommendations to the Open Door Mission for improving its treatment program.^ The Mission's program is exclusive to adult men who have limited financial resources: most of which were homeless or dependent on parents or other family members for basic living needs. Many, but not all, of these men are either chemically dependent or have a history of substance abuse.^ This study tracked a cohort of the Mission's graduates throughout this one-year study and identified various indicators of success at short-term intervals, which may be predictive of longer-term outcomes. We tracked various levels of 12-step program involvement, as well as other social and spiritual activities, such as church affiliation and recovery support.^ Twenty-four of the 66 subjects, or 36% met the Mission's requirements for success. Specific to this success criteria; Fifty-four, or 82% reported affiliation with a home church; Twenty-six, or 39% reported full-time employment; Sixty-one, or 92% did not report or were not identified as having any post-treatment arrests or incarceration, and; Forty, or 61% reported continuous abstinence from both drugs and alcohol.^ Five research-based hypotheses were developed and tested. The primary analysis tool was the web-based non-parametric dependency modeling tool, B-Course, which revealed some strong associations with certain variables, and helped the researchers generate and test several data-driven hypotheses. Full-time employment is the greatest predictor of abstinence: 95% of those who reported full time employment also reported continuous post-treatment abstinence, while 50% of those working part-time were abstinent and 29% of those with no employment were abstinent. Working with a 12-step sponsor, attending aftercare, and service with others were identified as predictors of abstinence.^ This study demonstrates that associations with abstinence and the ODM success criteria are not simply based on one social or behavioral factor. Rather, these relationships are interdependent, and show that abstinence is achieved and maintained through a combination of several 12-step recovery activities. This study used a simple assessment methodology, which demonstrated strong associations across variables and outcomes, which have practical applicability to the Open Door Mission for improving its treatment program. By leveraging the predictive capability of the various success determination methodologies discussed and developed throughout this study, we can identify accurate outcomes with both validity and reliability. This assessment instrument can also be used as an intervention that, if operationalized to the Mission’s clients during the primary treatment program, may measurably improve the effectiveness and outcomes of the Open Door Mission.^

Attitudes and other barriers to the utilization of clinical research findings by American physicians: A systematic review

Background: The Institute of Medicine estimates that only a maximum of 25% of clinical research findings are incorporated into practice by physicians. To improve clinical practice, efforts have been made to promote evidence-based medicine and the use of clinical guidelines. Despite these efforts, the gap between research and clinical practice remains wide.^ Objective: To systematically review the literature describing the factors which influence the use of clinical research recommendations by American physicians.^ Hypothesis: Barriers exist in the application of clinical research into clinical practice, and are multifactorial. The establishment of the Clinical and Translational Awards (CTSA; special federal grants awarded to selected institutions to support clinical and translational research) has reduced the effect of these barriers and improved the process of clinical research translation into practice among American physicians.^ Aims: Identify barriers and facilitators of the use of research findings in clinical practice by American physicians. Contrast studies published six years before and after the creation of the CTSA.^ Methods: The sources of data include published literature from Medline, PubMed and PsycINFO. Selected studies must be qualitative, a survey of American clinicians, based on evidence-based medicine practice, clinical guidelines or treatment pathways. Systematic reviews and reports were excluded, as well as studies with less than 100 respondents.^ Results: In total, 1036 abstracts were reviewed; 115 full text potential articles were identified and reviewed, and a total of 31 studies met all criteria for inclusion in the final review.^ Conclusions: The barriers against the application of clinical research findings, in the forms of clinical guidelines, evidence-based medicine guides and clinical pathways, can be divided broadly into physician barriers, practice/system barriers and patient barriers. Physician barriers are the most common barriers, especially the lack of familiarity with guidelines and the lack of time. Of the factors which improve the use of research based guidelines, physician factors such as younger age, lower duration of clinical practice, specialty training, and practice in large group Health Maintenance Organization (HMO) settings with fewer patients seen were the most commonly cited.^

Cost -effectiveness of services and treatments for ambulatory dually diagnosed CMHC clients: Implications for managed care

This paper reports a cost-effectiveness analysis of standard therapeutic interventions received by ambulatory dually diagnosed clients of a Community Mental Health Center (CMHC). For the purposes of this study dually diagnosed was defined as a DSM-III-R or IV diagnosis of a major mental disorder and a concomitant substance abuse disorder. The prevalence of dually diagnosed people among the mentally ill and their unique and problematic nature continues to challenge and encumber CMHCs and poses grave public health risks. An absence of research on these clients in community-based settings and the cost-effectiveness of their standard CMHC care has hindered the development of effective community-based intervention strategies. This exploratory and descriptive effort is a first step toward providing information on which to base programmatic management decisions.^ Data for this study were derived from electronic client records of a CMHC located in a large Southwestern, Sun-belt metropolitan area. A total of 220 records were collected on clients consecutively admitted during a two-and-one-half year period. Information was gathered profiling the clients' background characteristics, receipt of standard services and treatments, costs of the care they received, and length of CMHC enrollment and subsequent psychiatric hospitalizations. The services and treatments were compared with regard to their costs and predicted contributions toward maintaining clients in the community and out of public psychiatric hospitals.^ This study investigated: (1) the study groups' background, mental illness, and substance abuse characteristics; (2) types, extent, and patterns of their receipt of standard services and treatments; (3) associations between the receipt of services and treatments, community tenure, and risk of psychiatric hospitalization; and, (4) comparisons of average costs for services and treatments in terms of their contributions toward maintaining the clients in the community.^ The results suggest that substance abuse and other lifestyle factors were related to the dually diagnosed clients' admissions to the CMHC. The dually diagnosed clients' receipt of care was associated strongly with their insurability and global functioning. Medication Services were the most expensive yet effective service or treatment. Supported Education was the third most expensive and second most effective. Psychosocial Services, the second most expensive, were only effective in terms of maintaining clients in the community. Group Counseling, the fourth most expensive, had no effect on community maintenance and increased the risk of hospitalization when accompanied by Medication Services. Individual Counseling, the least expensive, had no effect on community maintenance. But it reduced the risk of hospitalization when accompanied by Medication Services. Networking/Referral, the fifth most expensive service or treatment, was ineffective.^ The study compared the results with findings in the literature. Implications are discussed regarding further research, study limitations, practical applications and benefits, and improvements to theoretical understandings, in particular, concepts underscoring Managed Care. ^

La formación de competencias digitales de estudiantes de profesorados universitarios : La estrategia de e-actividades en un modelo de aula extendida

Es un hecho que las Tecnologías de la Información y la Comunicación (TIC) han modificado nuestras prácticas sociales. También lo es que los jóvenes nacidos en los últimos años parecen haberse apropiado de ellas con gran habilidad. Sin embargo, luego de varios años enseñando TIC a alumnos de profesorados universitarios de la Facultad de Humanidades y Ciencias de la Educación (FaHCE) de la Universidad Nacional de la Plata, observamos que sus desempeños en relación a dichas tecnologías no parecía ni suficiente ni apropiado de acuerdo a los estándares internacionales y regionales vigentes de competencias digitales para el nivel universitario. Como estrategia didáctica superadora implementamos un diseño de instrucción basado en el modelo de aula extendida con e-actividades, buscando ampliar el contacto de los estudiantes con la propuesta de la asignatura, cuantitativa y cualitativamente. Luego, al haber obtenido algunas señales auspiciosas en cuanto el desarrollo de las competencias digitales de nuestros alumnos, nos formulamos la hipótesis que orientó nuestro trabajo: Las e-actividades en un modelo de aula extendida podrían favorecer el desarrollo de las competencias digitales académicas de los estudiantes de profesorados universitarios. Emprendimos entonces esta investigación que, con el objetivo principal de mejorar las competencias digitales de nuestros estudiantes, dirigimos en dos direcciones: Indagar cuáles son los niveles de conocimientos digitales deseables para un alumno futuro docente del siglo XXI. En base a la revisión documental sobre este tema, consideramos que un estudiante de profesorado universitario posee competencias digitales si, además de dominarlas, las valora y es consciente de cómo ellas contribuyen a su formación académica y de cómo seguirán haciéndolo en su desempeño profesional futuro, consciente al mismo tiempo de que las TIC no poseen un potencial transformador en sí mismas, sino en función del uso que se haga de ellas. Comprobar la veracidad de nuestra hipótesis sobre los potenciales beneficios de las e-actividades en la formación digital de nuestros estudiantes, y de verificarse este supuesto, destacar las condiciones de calidad según las cuales deberían diseñarse

La formación de competencias digitales de estudiantes de profesorados universitarios : La estrategia de e-actividades en un modelo de aula extendida

Es un hecho que las Tecnologías de la Información y la Comunicación (TIC) han modificado nuestras prácticas sociales. También lo es que los jóvenes nacidos en los últimos años parecen haberse apropiado de ellas con gran habilidad. Sin embargo, luego de varios años enseñando TIC a alumnos de profesorados universitarios de la Facultad de Humanidades y Ciencias de la Educación (FaHCE) de la Universidad Nacional de la Plata, observamos que sus desempeños en relación a dichas tecnologías no parecía ni suficiente ni apropiado de acuerdo a los estándares internacionales y regionales vigentes de competencias digitales para el nivel universitario. Como estrategia didáctica superadora implementamos un diseño de instrucción basado en el modelo de aula extendida con e-actividades, buscando ampliar el contacto de los estudiantes con la propuesta de la asignatura, cuantitativa y cualitativamente. Luego, al haber obtenido algunas señales auspiciosas en cuanto el desarrollo de las competencias digitales de nuestros alumnos, nos formulamos la hipótesis que orientó nuestro trabajo: Las e-actividades en un modelo de aula extendida podrían favorecer el desarrollo de las competencias digitales académicas de los estudiantes de profesorados universitarios. Emprendimos entonces esta investigación que, con el objetivo principal de mejorar las competencias digitales de nuestros estudiantes, dirigimos en dos direcciones: Indagar cuáles son los niveles de conocimientos digitales deseables para un alumno futuro docente del siglo XXI. En base a la revisión documental sobre este tema, consideramos que un estudiante de profesorado universitario posee competencias digitales si, además de dominarlas, las valora y es consciente de cómo ellas contribuyen a su formación académica y de cómo seguirán haciéndolo en su desempeño profesional futuro, consciente al mismo tiempo de que las TIC no poseen un potencial transformador en sí mismas, sino en función del uso que se haga de ellas. Comprobar la veracidad de nuestra hipótesis sobre los potenciales beneficios de las e-actividades en la formación digital de nuestros estudiantes, y de verificarse este supuesto, destacar las condiciones de calidad según las cuales deberían diseñarse

The Methodological Application of Modern Historical Science to Qualitative Research

Since the middle of the twentieth century criticism towards quantitative research tools in social sciences has gradually led to attempts to find a new methodology, called 'qualitative research'. At the same time, qualitative research has called for a reconsideration of the usefulness of many of the beneficial tools and methodologies that were discarded during the move to research based on the employment of quantitative research tools. The purpose of this paper is to discuss the essential elements of the qualitative research approach, and then argue for the possibility of introducing the old-established methodology of historical science into qualitative research, in order to raise the accuracy of the qualitative data.

Catadioptric panoramic stereovision for humanoid robots

This paper proposes a novel design of a reconfigurable humanoid robot head, based on biological likeness of human being so that the humanoid robot could agreeably interact with people in various everyday tasks. The proposed humanoid head has a modular and adaptive structural design and is equipped with three main components: frame, neck motion system and omnidirectional stereovision system modules. The omnidirectional stereovision system module being the last module, a motivating contribution with regard to other computer vision systems implemented in former humanoids, it opens new research possibilities for achieving human-like behaviour. A proposal for a real-time catadioptric stereovision system is presented, including stereo geometry for rectifying the system configuration and depth estimation. The methodology for an initial approach for visual servoing tasks is divided into two phases, first related to the robust detection of moving objects, their depth estimation and position calculation, and second the development of attention-based control strategies. Perception capabilities provided allow the extraction of 3D information from a wide range of visions from uncontrolled dynamic environments, and work results are illustrated through a number of experiments.

El enfoque integrado en los programas de regeneración urbana de barrios desfavorecidos: una visión relacional

Actualmente se reconoce de forma generalizada que la problemática de los barrios más desfavorecidos presenta un trasfondo estructural de magnitud multidimensional que implica a múltiples actores, que requiere respuestas de carácter multiescalar, multidimensional y multiagente y un alto nivel de cooperación institucional y de coordinación entre la diversidad de actores, que pone en cuestión los modelos de gobernanza y gestión urbana tradicionales. Frente a los retos e implicaciones que plantea la noción de espacio como construcción social y los problemas de coordinación detectados que limitan el alcance de la regeneración urbana integrada, en esta investigación se pregunta por los principales elementos que pueden facilitar la dinamización y coordinación de los procesos y se plantea que es preciso aprovechar el propio proceso participativo para reforzar el papel de estos elementos y generar mejores condiciones para la colaboración en un proceso de aprendizaje práctico de formas de análisis e intervención integrada y gestión relacional, que supere los niveles de información y consulta de la práctica participativa habitual. Se centra por tanto la atención en los factores que facilitan la dinamización y coordinación de los procesos (elementos dinamizadores y articuladores), en el nivel de participación social y cooperación institucional en los distintos momentos de la planificación de la estrategia entendida como un proceso continuo de reflexión-acción-reflexión y en aquellas condiciones del modelo de participación que pueden propiciar relaciones estratégicas y mejorar la capacidad de interacción y acción del sistema de actores y relaciones en el proceso de planificación y gestión, que lleva a cuestionar en qué medida los soportes (foros de participación y nodos y ejes de actividad y relación) y el tipo de técnicas (técnicas de dinamización y técnicas de identificación y activación de oportunidades) de los modelos de participación de experiencias concretas pueden fomentar formas de interacción que mejoren la comunicación y la movilización de recursos. Para analizar esta situación en la práctica, se desarrolla un marco conceptual, metodológico y operativo a partir de la contribución de conceptos, teorías y modelos basados en una visión relacional y multidimensional de las dinámicas de desarrollo local integrado. Esta metodología se valida en cuatro casos de referencia a partir de la información de documentos oficiales y de las visiones de la diversidad de actores implicados recogidas a través de una primera consulta a expertos (13) y entrevistas semiestructuradas a representantes de la diversidad de actores implicados (75), que se ha procesado por medio de tres herramientas conceptuales de análisis complementarias desarrolladas a lo largo de la investigación apoyadas en la perspectiva relacional de la reinterpretación actual del espacio y las escalas: el ‘Sistema de acción local’, el ‘Diagrama de momentos’ del proceso de planificación y gestión, y la ‘Matriz de caracterización’ del modelo de participación. La evaluación y la comparativa de los casos según el método de análisis evidencian la importancia del papel ejercido por los elementos articuladores (actores y organismos de enlace, espacios de encuentro y acción, y los significados y visiones compartidas) y dinamizadores (el capital social y las capacidades institucionales propiciadas en redes de colaboración) a la hora de facilitar la colaboración entre las distintas instituciones responsables, reforzar las relaciones entre actores, grupos y entidades del barrio, y mejorar los problemas de convivencia vecinal, y en definitiva, de mejorar las posibilidades de los diferentes actores urbanos de implicarse de manera activa. Además, las fórmulas alternativas que se han puesto en marcha en los distintos casos frente a las dificultades que presenta la administración a la hora de trabajar por proyectos y el resto de actores de colaborar de forma constructiva, han supuesto un importante proceso de aprendizaje y práctica en formas de participación y colaboración. ABSTRACT It is widely accepted that the current situation of multi-deprived neighborhoods has a structural and a multidimensional basis involving multiple actors that calls for multiscale, multidimensional and multiagent solutions and requires a high level of institutional cooperation and a great deal of coordination between different actors. This calls into question traditional governance and management models. In order to cope with the challenges and implications of the idea of the social construction of space and these coordination requirements that compromise the scope of integrated urban regeneration strategies, this research focuses on the main elements and factors that facilitate the mobilization and coordination of the regeneration processes, and recognizes the importance of participation processes facilitating better social, communication and collaboration skills in a practical learning process of integrated analysis and urban regeneration interventions and relational governance mechanisms going beyond mere information and consultation levels. Thus, the study focuses on the principal factors which facilitate the mobilization and coordination of integrated area regeneration, the level of social participation and institutional cooperation at different planning moments in a continuous process of reflection-action-reflection, and the conditions under which the participation process may promote strategic relationships and improve the performance of the system of actors and relationships in the planning and management process. This questions to what extent the supports (participation arenas and activity nodes and axis) and the type of techniques (participation encouragement and opportunities identification and activation techniques) considered in participation models had led to a level of interaction that has improved communication and resource mobilization capabilities. In order to analyze this situation in practice, a conceptual, methodological and operational framework is developed, which considers the contributions of the review of concepts, theories and models based on a relational and multidimensional view of local development dynamics. This methodology is validated in four representative case studies in view of official documents and the contributions of diverse stakeholders gathered through a first consultation to experts (13) and semi-structured interviews to representatives of the diversity of actors involved (75). This data has been processed by three complementary analytical tools developed during the research, based on the relational perspective of the current reinterpretation of space and scales: the 'Local Action System', the 'Diagram of planning moments', and the 'Characterization matrix of the participation model'. The comparative evaluation of the four case studies carried out using the analytical method developed during the project, shows the importance of the availability and the role of linkage elements (actors and organizations, collective spaces and shared visions) and drivers (social capital and institutional capacities generated through collaborative networks) in facilitating the collaboration among all responsible institutions, in promoting and strengthening relations between actors, groups and neighborhood organizations, and in improving the conviviality and social cohesion conditions, and ultimately in fostering the possibilities of diversity of urban actors to engage and participate actively in the transformation process, increasing accordingly the options for change. In addition, despite all the difficulties, these practices have implemented alternative formulas addressing the limitations of the administration in working by projects and not by competences and of the stakeholders in collaborating in a constructive way. The development and implementation of these participatory formulas has been an important learning process.

As lojas sociais como estruturas de apoio aos indivíduos em situação de vulnerabilidade económica

Dissertação de mestrado na área de Educação Social e Intervenção Comunitária

ERVING GOFFMAN, AS INTERAÇÕES NO COTIDIANO ESCOLAR, DESVENDANDO O ESTIGMA DENTRO DA INCLUSÃO ESCOLAR

As pessoas com deficiências são excluídas da sociedade devido à marca negativa de descrédito recebida pelo meio social - por sua aparência ou seu modo de ser diferentes - que os coloca fora da norma classificando-os como seres desviantes. No cotidiano escolar essas marcas se afirmam e se reproduzem, não promovendo às pessoas com deficiências uma superação desse estigma. A pesquisa visa analisar como o estigma incorporado pelos alunos com deficiências influencia no processo de interação e inclusão escolar, de forma a estudar indícios de como se desenvolve o processo de estigmatização no cotidiano escolar sob a luz dos pensamentos de Erving Goffman. O presente estudo utiliza-se uma revisão de literatura especifica do tema, fundamentada nos estudos de Erving Goffman, conjuntamente à pesquisa empírica baseada na etnografia vivenciada pelo autor em seus estudos de comunidade, foram utilizadas como estratégias de pesquisa, entrevistas com três professores e observações registradas por meio de de observação de cenas do cotidiano escolar de ´duas escolas públicas do estado de SPSão Paulo . No capítulo 1 buscamos entender os constructos de Goffman principalmente por meio de sua trajetória acadêmica, no capítulo 2 o trabalho centrou-se na compreensão da interação social e principalmente na questão definida pelo autor como ordem da interação, em queentende-se que as pessoas são autores dentro de um palco social, no capítulo 3. a pesquisa aborda o termo estigma e explica sua influência na interação e no avanço das pessoas com deficiência. Por fim, o trabalho se encerra no capítulo .4 apresentando a análise das entrevistas e dos registros das cenas do cotidiano escolar. As cenas selecionadas apresentam os atores envolvidos, o cenário, e o enredo das interações, identificando as estratégias do estigma incorporado pelos alunos com deficiência e buscando ligações com as políticas inclusivas e as escolas brasileira. A pesquisa identificou que a escola, como meio de socialização e criação de saberes, possui um papel importante neste processo de mudança, apesar de muitas vezes reproduzir o estigma social. Observamos então que a escola pode auxiliar na mudança do olhar que exclui, à maneira que mostra algumas máscaras do social e da própria inclusão; no entanto é importante salientar que sua renovação e de seus agentes sociais deve valorizar as diferenças para construção de novos conhecimentos.(AU)

ERVING GOFFMAN, AS INTERAÇÕES NO COTIDIANO ESCOLAR, DESVENDANDO O ESTIGMA DENTRO DA INCLUSÃO ESCOLAR

As pessoas com deficiências são excluídas da sociedade devido à marca negativa de descrédito recebida pelo meio social - por sua aparência ou seu modo de ser diferentes - que os coloca fora da norma classificando-os como seres desviantes. No cotidiano escolar essas marcas se afirmam e se reproduzem, não promovendo às pessoas com deficiências uma superação desse estigma. A pesquisa visa analisar como o estigma incorporado pelos alunos com deficiências influencia no processo de interação e inclusão escolar, de forma a estudar indícios de como se desenvolve o processo de estigmatização no cotidiano escolar sob a luz dos pensamentos de Erving Goffman. O presente estudo utiliza-se uma revisão de literatura especifica do tema, fundamentada nos estudos de Erving Goffman, conjuntamente à pesquisa empírica baseada na etnografia vivenciada pelo autor em seus estudos de comunidade, foram utilizadas como estratégias de pesquisa, entrevistas com três professores e observações registradas por meio de de observação de cenas do cotidiano escolar de ´duas escolas públicas do estado de SPSão Paulo . No capítulo 1 buscamos entender os constructos de Goffman principalmente por meio de sua trajetória acadêmica, no capítulo 2 o trabalho centrou-se na compreensão da interação social e principalmente na questão definida pelo autor como ordem da interação, em queentende-se que as pessoas são autores dentro de um palco social, no capítulo 3. a pesquisa aborda o termo estigma e explica sua influência na interação e no avanço das pessoas com deficiência. Por fim, o trabalho se encerra no capítulo .4 apresentando a análise das entrevistas e dos registros das cenas do cotidiano escolar. As cenas selecionadas apresentam os atores envolvidos, o cenário, e o enredo das interações, identificando as estratégias do estigma incorporado pelos alunos com deficiência e buscando ligações com as políticas inclusivas e as escolas brasileira. A pesquisa identificou que a escola, como meio de socialização e criação de saberes, possui um papel importante neste processo de mudança, apesar de muitas vezes reproduzir o estigma social. Observamos então que a escola pode auxiliar na mudança do olhar que exclui, à maneira que mostra algumas máscaras do social e da própria inclusão; no entanto é importante salientar que sua renovação e de seus agentes sociais deve valorizar as diferenças para construção de novos conhecimentos.(AU)

SONIA REGINA PRADO

A dissertação teve como objetivo principal estudar como uma Instituição de Ensino Superior Privada (IES) atuante no Brasil tem crescido pós Lei de Diretrizes e Bases (LDB) de 1996 até 2015, por meio da análise do curso de bacharelado em Administração de Empresas, nas modalidades: presencial, EAD e Flex (semipresencial). Para este fim, foi realizada uma pesquisa exploratória, de caráter qualitativo baseada no método do estudo de caso. Para coleta de evidências foram analisados relatórios corporativos (Annual Report, Relatórios Internos e outros documentos), entrevistas baseadas em roteiro semiestruturado com gestores da IES privada e observações. Dentre os principais achados, verificou-se que as principais estratégicas de crescimento da IES privada estudada se basearam em fusões e aquisições de outras IES, abertura de novos polos de EAD, na abertura de novas unidades próprias, bem como em inovações em várias dimensões da organização. Os programas governamentais de financiamento aos alunos também são fortes contribuintes para este crescimento, como o Fundo de Financiamento ao Estudante do Ensino Superior (FIES) e o Programa Universidade para Todos (Prouni). Com essa nova realidade, o ensino superior privado recebeu incentivo e facilitação para o seu crescimento, a um ritmo acelerado. Consequentemente pode-se concluir que a IES privada estudada adotou as seguintes estratégias de crescimento: Expansão orgânica com fusões/ aquisições de Instituições menores, com desenvolvimento de planos para todos os campi Brasil; Greenfield (por meio de solicitação de autorização de novas unidades e/ou cursos) em cidades sem possibilidades de aquisições/fusões, e aumentando o número de vagas/ matriculas nas unidades já existentes, aderiu aos programas do governo e também cuidou da evasão por meio de: Seguro educacional; gestão preparada para atender necessidades do discente; Sistema de Ensino com currículos integrados nacionalmente; Intercâmbio de alunos e professores entre as diversas unidades em todas as regiões do país e padronização dos processos.