Relatório de estágio de Qualificação Profissional

Mestrado em Educação Pré-Escolar

Brincadeiras entre as crianças no jardim de infância

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

Gestão e controlo de grupo: o momento de grande grupo

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

O envolvimento de crianças em atividades de pequeno e grande grupo: o papel do educador

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

Relatório de estágio em Ensino do 1.º Ciclo do Ensino Básico

Relatório E1CEB - Relatório de estágio em Ensino do 1.º Ciclo do Ensino Básico: Atualmente, a sociedade encontra-se em constante mutação, pelo que urge formar profissionais de educação capazes de responder aos seus desafios, assim como formar cidadãos críticos e responsáveis e estimular a sua participação ativa na sociedade. Desta forma e, no âmbito das unidades curriculares (UC) de Prática Pedagógica Supervisionada na Educação Pré – Escolar e no 1º Ciclo do Ensino Básico (CEB), parte integrante dos 1.º e 2.º anos do Mestrado em Educação Pré-Escolar e Ensino do 1.º CEB, respetivamente, surge o presente relatório que apresenta o processo de desenvolvimento pessoal e profissional da mestranda. Assim, o presente documento pretende ser uma reflexão crítica sobre o processo formativo da formanda, revelando mobilização de conhecimentos teóricos e práticos e uma metodologia construtivista de Investigação – ação, que sustentou as práticas educativas e permitiu um conhecimento sólido e sustentável. Realça, ainda, o desenvolvimento da prática em díade de formação que estimulou o crescimento e a reconstrução de novos conhecimentos enriquecidos por uma reflexão sistemática e contínua. Este trabalho colaborativo promoveu um ambiente educativo profundo, significativo e agradável, contribuindo para a formação individual e coletiva dos vários intervenientes do contexto educativo. Acresce que, ao longo das práticas, a mestranda teve em consideração tudo o que foi aprendendo e desenvolvendo nas diversas UC’s, construindo a sua conceção de educadora e de professora, num contexto relacional e de consciência reflexiva que permitiu uma formação articulada com a ação pedagógica e organizacional, a partir da experiência e transformação dos saberes, eixos fundamentais para a profissionalidade docente.

The contribution of Rómulo de Carvalho to Portuguese science education (1934-1974): a humanistic project?

Submitted in accordance with the requirements for the degree of Doctor of Philosophy (Doutoramento em co-tutela)The University of Leeds School of Education

Aprender a gostar de poesia: contributos para uma didática do texto poético em contexto de Educação Pré-Escolar e Ensino do 1º Ciclo

Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico

Relatório de atividade profissional

Dissertação de mestrado em Ciências - Formação Contínua de Professores (área de especialização em Biologia e Geologia)

Formação de professores: uma prática pedagógica frente aos desafios das necessidades educativas especiais: um estudo de caso numa IES Particular em Manaus-Am

Dissertação de mestrado em Educação Especial (área de especialização em Dificuldades de Aprendizagem Específicas)

A eficácia da Mediação Familiar no contexto das Responsabilidades Parentais

Dissertação de mestrado em Direito das Crianças, Família e Sucessões

Subsídio ao melhor conhecimento do tifo exantemático neotrópico no Brasil: presença do virus no leite

In articles, already published, we have proved that the strain V. B. of Brazilian virus, goes through the placenta (Macacus rhesus) (1) and the apparently normal gastro-intestinal tube (1934-1937) (Canis familiaris) (2). Today we present the idea that the Brazilian virus can reach the milk of an animal even when the latter has only the unapparent disease. In former articles (**), we have shown that the goat (Capra hircus) can be an excellent reservoir of Brazilian virus, having the strain V. B. in its blood and presenting a Weil Felix reaction high and in “group”, with the disease unapparent. When the goats are bred in the laboratory, and even in some foci of the disease, they give a negative Weil Felix, being zero for all the nine strains of Proteus. In the interior of Brazil, in many localities, goats substitute cows, in supplying milk for children and adults, and in some districts goat’s milk is considered superior to cow’s milk, possessing marvellous qualities for men, women an children. Having proved, now, that goat’s milk can contain the virus even when the animal presents nothing clinically, and having also shown that this virus goes through the digestive tube apparently sound, it is easy to understand how infants-in-arms, that is, only a few months old, living in strictly domestic surroundings, can contract the disease; we have many such cases on record. Protocol of the experiments: Goat nº 2, white, January 1948. This animal had been inoculated with the V. B. strain of the Brazilian virus in June 1947, via intra-peritoneal, presenting nothing then, not even a feverish reaction. On that occasion it was not possible to isolate the virus of the blood, although the Weil Felix reaction was positive, high and in “group”. Now January 17, 1948, seven months later, the same animal was reinoculated with a semple of virus V. B. in the same manner (intra-peritoneal) two days after bringing forth two sturdy kids. The virus V. B. was obtained from guinea-pig n. 7170 whose thermic graph was as follows: Temperatura – 38,8 – 39,1 – 39,5 – 39,4 –39,8 – 40,4 – 40,2 – 40,1 - + Necropsy – Typical lesions. The spleen weighed 5 grammes. With 3c.c. of emulsion from the nervous system of this guinea-pig, we inoculated not only the goat, as also two guineapigs, number 14 and number 5. The following is the thermic graph of one: - Guinea-pig n. 14 – 38,9 – 39,1 – 39,2 – 39.2 – 40,7 – 41,0 – 40,5 – 40,4 – 40,1 - + Typical lesions. Guinea-pig n. 2 presented the following thermic graph after the infective inoculation: - 39,5 – 39,7 – 39,7 – 39,7 – 39,5 – 39,3 – 39,5 – 39,5 – 39,5 – etc. Clinically, this animal presented nothing unusual, feeding well and suckling the kids normally. The Weil Felix reaction was positive, in “group” high very similar to the reaction obtained in June 1947, with the first infective inoculation. On the third, fourth, fifth, sixth and seventh day after the infective inoculation, we took milk from the goat and inoculated male guinea-pigs via intra-celular and via intra-peritoneal, giving 5 c.c. to each animal. Guinea-pig n. 4663, inoculated with 5 c.c. of milk, via intra-muscular, taken on the third day of the infectaive inoculation, presented the following thermic graph: - 38.8 (*) – 39,1 – 39,0 – 39,1 – 40,1 – 40,1 – 40,8 (**) – 40,8 – Killed – Typical deisions (***). The virus V. B. of this goat, circulated naturally in the blood up to the third day, having passed into the milk, producing nothing in the kids, on account of the natural resistance of these animals to the disease. The Weil Felix reaction and that of Widal for the Burcellas suis, abortus and militensis were negative for the goat and the kids. It is remarkable that, even with inoculation of the living virus after a period of seven months we cannot get a real and absolute immunity of sensitive animals. We shall return to this subject later. The hart Mazama simplicicornis may be a carrier of the virus in Brasil. The experimental serum against the virus of Exanthematic neotropical typhus has not protected guinea-pigs.

Kid's food challenge

As parents and guardians many of you are making huge efforts to ensure your kids are eating healthily and limiting the number of sweets and unhealthy snacks they eat. You’ll know already that some of these treat foods are okay as part of a healthy balanced diet, but eating too many is not a good idea. At the moment, kids are eating on average about twice as many treat foods as they should be, so it’s time to think about cutting down.

La visite médicale en pratique hospitalière: entre soins et apprentissage [Conducting ward rounds: a balance between care and teaching].

Every day, hospital doctors spend time at conducting ward rounds. Rounds are a core clinical activity during which doctors interact with patients, synthetise a whole set of informations and make many decisions. In addition, rounds can become a crucial teaching moment, when a trainee gets supervised by an attending physician. However, litterature on the topic of rounds is scarce. This paper summarizes the results of the few key studies focusing on ward rounds. The results are presented in four sections, each one being dedicated to one of the round stakeholders: the trainee or resident, the trainer, the patient and the nurse. An emphasis is put on ward rounds involving both a trainee and a trainer, since such rounds always mean striking a balance between care and teaching.

ASIST training helping to tackle suicide

Work to help communities prevent suicide has taken a further step forward with over 50 ASIST Trainers from across Northern Ireland completing the new ASIST 11 upgrader trainer course.The Applied Suicide Intervention Skills Training (ASIST) enables people in a position of trust to recognise risk and learn how to intervene to prevent the immediate risk of suicide.The Public Health Agency (PHA) funded the upgrading training as part of their ongoing commitment to supporting quality training for a range of individuals, communities and organisations.Madeline Heaney, the PHA's strategic lead for Suicide Prevention, explained: "This programme enables people who have been trained to become more willing, ready and able to help those at risk of suicide, which can be vital in a crisis situation.�"We want to empower people who are in position of responsibility and care to know what to do if they find themselves in a situation where someone is at risk of taking their own lives."�ASIST has been delivered in Northern Ireland since 2003 and the course is designed for all caregivers or any person in a position of trust, making it useful for a range of people. The training is suitable for mental health professionals, nurses, doctors, pharmacists, teachers, counsellors, youth workers, police and prison staff, school support staff, clergy, community volunteers and the general public.This most recent training, which ASIST Trainers must complete, builds on previous editions and offers advances that help meet current challenges and provides new opportunities in helping to reduce suicides within communities.The intensive Trainer Upgrade was held in Derry/ Londonderry.More information on looking after your mental health and the support which is available across Northern Ireland can be found at www.mindingyourhead.info��You can also talk to your GP for advice.If you or someone you know is in distress or despair, call Lifeline on 0808 808 8000. This is a confidential service, where trained counsellors will listen and help immediately on the phone and follow up with other support if necessary. The helpline is available 24 hours a day, seven days a week. You can also access the Lifeline website at www.lifelinehelpline.info

Mental Health First Aid Northern Ireland wallet card

The MHFA wallet card supplements the MHFA Northern Ireland Manual and is used by MHFA trainers and instructors.It has the five actions of the MHFA action plan on the back.