Formação profissional e conceitos de moral e ética em estudantes de psicologia

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Concepções de graduandos de pedagoaia sobre sua formação ética e a relação com seu trabalho pedagógico

The Psychology of Morality is an area that has to be strengthened in the academic environment for social, political and scientific. The research of Jean Piaget (1932) on the development of moral judgments are the main sources for this area of knowledge, followed by studies of Lawrence Kohlberg (1981), Jose Maria Puig (1998) and others. This project intends to investigate and analyze the conception of the ethical training of graduate students of Pedagogy, Unesp, Campus Bauru, in order to see how these conceive their ethical, what importance they give to the subject and how to relate such training to the work that will develop with their students. Some research has shown a total lack of respect for the theories and concepts related to the issue by presenting a framework of moral indifference since graduation, space in which there is discussion about major educational theories. Through the proposed research is to analyze whether such a deficiency exists and educate future educators of the fundamental importance of its role in moral education and ethics of their students

Testes de estresse na avaliação do vigor de sementes de milho

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Contando uma história: ficcionando uma dissertação sobre a relação entre professor e aluno

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Manuais pedagógicos e programas de ensino: interpretações da Escola Nova sobre a prática de ensino na formação de professores (1946-1961)

Pós-graduação em Educação - IBRC

Física no futebol: objeto de aprendizagem gamificado para o ensino de física em mídias digitais por meio do esporte a partir do edutretenimento

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

As matemáticas modernas: um ensaio sobre os modos de produção de significado ao(s) movimento(s) no ensino primário brasileiro

The main goal of this paper is to discuss the production of meaning of the Modern Math Movement. The main sources were data available in school archives and interviews with former teachers that we use in order to focus on the diversity of perspectives -that complement it or oppose it-, which comes up when teachers refer to the Movement. Using this process of signification, teachers whether accept it, invalidate it or adapt it to guidelines imposed to them in their teaching activities. We establish a methodology by following the premises of Oral History to gather oral testimonies. The theoretical foundations in which this article is written are the guidelines of Paul Ricoeur’s Hermeneutics, John Thompson’s Depth Hermeneutics and Bolívar’s narrative analysis.

Performance-Based Engineering Framework for Earthquake and Fire Following Earthquake

The objective for this thesis is to outline a Performance-Based Engineering (PBE) framework to address the multiple hazards of Earthquake (EQ) and subsequent Fire Following Earthquake (FFE). Currently, fire codes for the United States are largely empirical and prescriptive in nature. The reliance on prescriptive requirements makes quantifying sustained damage due to fire difficult. Additionally, the empirical standards have resulted from individual member or individual assembly furnace testing, which have been shown to differ greatly from full structural system behavior. The very nature of fire behavior (ignition, growth, suppression, and spread) is fundamentally difficult to quantify due to the inherent randomness present in each stage of fire development. The study of interactions between earthquake damage and fire behavior is also in its infancy with essentially no available empirical testing results. This thesis will present a literature review, a discussion, and critique of the state-of-the-art, and a summary of software currently being used to estimate loss due to EQ and FFE. A generalized PBE framework for EQ and subsequent FFE is presented along with a combined hazard probability to performance objective matrix and a table of variables necessary to fully implement the proposed framework. Future research requirements and summary are also provided with discussions of the difficulties inherent in adequately describing the multiple hazards of EQ and FFE.

Changing the Face of Traditional Education

At large, research universities, a common approach for teaching hundreds of undergraduate students at one time is the traditional, large, lecture-based course. Trends indicate that over the next decade there will be an increase in the number of large, campus courses being offered as well as larger enrollments in courses currently offered. As universities investigate alternative means to accommodate more students and their learning needs, Web-based instruction provides an attractive delivery mode for teaching large, on-campus courses. This article explores a theoretical approach regarding how Web-based instruction can be designed and developed to provide quality education for traditional, on-campus, undergraduate students. The academic debate over the merit of Web-based instruction for traditional, on-campus students has not been resolved. This study identifies and discusses instructional design theory for adapting a large, lecture-based course to the Web.

Is there a ‚Depth versus Participation‘ Dilemma in International Cooperation?

Much of the International Relations literature assumes that there is a “depth versus participation” dilemma in international politics: shallower international agreements attract more countries and greater depth is associated with less participation. We argue that this conjecture is too simple and probably misleading because the depth of any given cooperative effort is in fact multidimensional. This multidimensionality manifests itself in the design characteristics of international agreements: in particular, the specificity of obligations, monitoring and enforcement mechanisms, dispute settlement mechanisms, positive incentives (assistance), and organizational structures (secretariats). We theorize that the first three of these design characteristics have negative and the latter three have positive effects on participation in international cooperative efforts. Our empirical testing of these claims relies on a dataset that covers more than 200 global environmental treaties. We find a participation-limiting effect for the specificity of obligations, but not for monitoring and enforcement. In contrast, we observe that assistance provisions in treaties have a significant and substantial positive effect on participation. Similarly, dispute settlement mechanisms tend to promote treaty participation. The main implication of our study is that countries do not appear to stay away from agreements with monitoring and enforcement provisions, but that the inclusion of positive incentives and dispute settlement mechanisms can promote international cooperation. In other words, our findings suggest that policymakers do not necessarily need to water down global treaties in order to obtain more participation.

Cancer patients' attitudes toward cancer trials

Background. Accurate measurement of attitudes toward participation in cancer treatment trials (CTs) and cancer prevention trials (CPTs) across varied groups could assist health researchers and educators when addressing attitudinal barriers to participation in these trials. ^ Methods. The Attitudes toward Cancer Trials Scales (ACTS) instrument development was based on a conceptual model developed from research literature, clinical practice experience, and empirical testing of items with a sample of 312 respondents. The ACTS contains two scales, the Cancer Trials (CT) scale (4 components; 18 items) and the Cancer Prevention Trials (CPT) scale (3 components; 16 items). Cronbach's alpha values for the CT and CPT scales, respectively, were 0.86 and 0.89. These two scales along with sociodemographic and cancer trial history variables were distributed in a mail survey of former patients of a large cancer research center. The disproportionate stratified probability sampling procedure yielded 925 usable responses (54% response rate). ^ Results. Prevalence of favorable attitudes toward CTs and CPTs was 66% and 69%, respectively. There were no significant differences in mean scale scores by cancer site or gender, but African Americans had more favorable attitudes toward CTs than European Americans. Multiple regression analysis indicated that older age, lower education level, and prior CT participation history were associated with more favorable attitudes toward CTs. Prior CT participation and prior CPT participation were associated with more favorable attitudes toward CPTs. Results also provided evidence of reliability and construct validity for both scales. ^ Conclusions. Middle age, higher education, and European American ethnicity are associated with less positive attitudes about participating in cancer treatment trials. Availability of a psychometrically sound instrument to measure attitudes may facilitate a better understanding decision making regarding participation in CTs and CPTs. It is this author's intention that the ACTS' scales will be used by other investigators to measure attitudes toward CTs and CPTs in various groups of persons, and that the many issues regarding participation in trials might become more explicit. ^

Modeling corrective experiences as motivational mountain pass

Aim: The landscape metaphor allows viewing corrective experiences (CE) as pathway to a state with relatively lower 'tension' (local minimum). However, such local minima are not easily accessible but obstructed by states with relatively high tension (local maxima) according to the landscape metaphor (Caspar & Berger, 2012). For example, an individual with spider phobia has to transiently tolerate high levels of tension during an exposure therapy to access the local minimum of habituation. To allow for more specific therapeutic guidelines and empirically testable hypotheses, we advance the landscape metaphor to a scientific model which bases on motivational processes. Specifically, we conceptualize CEs as available but unusual trajectories (=pathways) through a motivational space. The dimensions of the motivational state are set up by basic motives such as need for agency or attachment. Methods: Dynamic system theory is used to model motivational states and trajectories using mathematical equations. Fortunately, these equations have easy-to-comprehend and intuitive visual representations similar to the landscape metaphor. Thus, trajectories that represent CEs are informative and action guiding for both therapists and patients without knowledge on dynamic systems. However, the mathematical underpinnings of the model allow researchers to deduct hypotheses for empirical testing. Results: First, the results of simulations of CEs during exposure therapy in anxiety disorders are presented and compared to empirical findings. Second, hypothetical CEs in an autonomy-attachment conflict are reported from a simulation study. Discussion: Preliminary clinical implications for the evocation of CEs are drawn after a critical discussion of the proposed model.

Einstellungen von Grundschulkindern zum Schulfach Mathematik

Einstellungen und Emotionen im Kontext der Schule spielen für das Lernen eine zentrale Rolle. Dennoch gibt es bisher eher wenige empirische Studien zu Wahrnehmungen und Bewertungen von Grundschulkindern. Insbesondere fehlen domänenspezifische Zügänge, d. h. Untersuchungen, in denen die Einstellungen der Kinder gegenüber einem bestimmten Fach analysiert werden. Im Zuge unserer Studie wurde versucht, die Einstellungen von N=165 österreichischen Grundschulkindern der Schulstufen 1-4 zum Fach Mathematik über ein Schuljahr hinweg und bis zu Beginn der nachfolgenden Schulstufen nachzuzeichnen und Veränderungen aufzuzeigen (vier Messzeitpunkte). Die Kinder wurden dabei zu ihren Fachpräferenzen in der Schule und zu ihren Bewertungen des Fachs Mathematik schriftlich befragt. Als Referenzfach diente das Fach Zeichnen, um die Ergebnisse zum Mathematikunterricht besser einzuschätzen zu können. Die Einstellungen gegenüber dem Mathematikunterricht wurden zudem mit Leistungen der Kinder (Mathematikzeugnisnoten und Rechentest) in Beziehung gesetzt. Die Ergebnisse verdeutlichen überwiegend positive Einstellungen zum Fach Mathematik, verweisen aber auch auf deren Rückgang im Verlauf des Schuljahrs, der sich weitgehend unabhängig vom Geschlecht und der Leistungen der Kinder vollzieht.

ASSOCIATIONS AND INTERRELATIONSHIPS OF SOCIOECONOMIC STATUS, BEHAVIORAL FACTORS AND BIOLOGICAL FACTORS WITH BIRTH WEIGHT

Although the influences of socioeconomic, behavioral and biological factors on birth weight have been extensively studied, most studies have been limited to clinical populations. This study examines such relationships in a national probability sample, the National Health and Nutrition Examination Survey of 1971-1974. The study sample consisted of 2161 white children and 812 black children, aged 1 to 5 years. Analyses were performed on a subsample consisting of 753 white and 138 black children whose mothers were also selected into the survey. Detailed analyses examined interrelationships among socio-economic, behavioral and biological factors by means of multiple regression and partial correlation procedures in the white population. These analyses were not carried out among blacks because of an observed clustering bias introduced in the black subsample that hampered generalization to the US population.^ The results among the whites indicated that the biological factors of maternal height, maternal weight, maternal size (weight/height('2)), maternal age and sex of child were independently related to birth weight and were also interrelated with socioeconomic factors such as family income, education of the mother and education of the head of the household. The joint effect was significantly associated with birth weight.^ Mothers' dietary practices represented the behavioral factors. Selected nutrients from the mothers' 24-hour dietary recall were used to develop indices of dietary quality. Dietary quality was significantly interrelated with socioeconomic status, biological factors and birth weight.^ The findings of this study suggest that smaller, younger mothers of lower socioeconomic status and female children were significantly associated with lower birth weight. The findings also suggest that dietary quality is a mediating factor among socioeconomic status and biological factors in that mothers with more financial and educational resources have better dietary practices. Such mothers may also practice other health behaviors that would prevent having a low birthweight baby. This dissertation contributes primarily to the further conceptualization and empirical testing of the interrelationships among socioeconomic, behavioral and biological factors with respect to birth weight. ^