Conceção, planeamento,análise e orientação de uma equipa de futebol de iniciados ao longo da época desportiva 2014/2015

relatório de estágio apresentado para a obtenção do grau de Mestre em Desporto com especialização em Treino Desportivo

Formação inicial de pedagogos: a construção dos saberes no âmbito do estágio supervisionado

O espaço da formação docente apresenta-se como um campo de investigação rico de informações frente ao contexto da sociedade contemporânea. Assim, diferentes dimensões do processo formativo vem se destacando no cenário educacional, como é o caso da Formação Inicial de Pedagogo: construção dos saberes no âmbito do Estágio Supervionado, tema desta investigação. Este estudo faz uma abordagem sobre os dois modelos de formação de professores: o racionalismo técnico e o emergente pautado nos princípios do agente social, passando por um breve histórico da pedagogia no Brasil, e avança enfocando as concepções dicotômica e de unidade dos saberes teóricos e práticos, além de analisar a construção e mobilização dos saberes docentes. Destaca-se a relevância do Estágio Supervisionado no processo de formação, o seu papel articulador entre os vários tipos de saberes. Após, contextualiza-se o Curso de Pedagogia da UVA/AP, seus dispositivos legais, enfocando as ementas das disciplinas Estágio Supervisionado I e II contempladas na matriz curricular deste curso. Em seguida faz-se um apanhado da metodologia utilizada nesta investigação, que tem uma natureza descritiva, pautando-se na pesquisa bibliográfica e na pesquisa de campo. Os instrumentos de coleta de dados utilizados foram à entrevista semiestruturada e questionário, com os supervisores de estágios e alunos-estagiários sujeitos desta investigação. Finalizando com o tratamento e análise dos dados, apresentados graficamente das informações dos supervisores de estágios e alunos-estagiários e da análise das compreensões dos alunos-estagiários na entrevista semiestruturada, a qual são interpretadas a luz do referencial teórico utilizado na revisão literária. Os resultados mostraram que a metodologia proposta foi adequada para apreciar sobre a formação inicial do pedagogo e a construção dos saberes no momento do Estágio Supervisionado. ABSTRACT: The sphere of educator training is presented as a rich of information research field in face of the contemporary society context. Thus, different scopes of the training process have been standing out in the educational scenario, as the case of initial educator training: The construction of the knowledge in the scope of the supervised traineeship, topic of this research. This study provides a comprehensive approach about the two models of teacher training: the technical rationalism and the emerging based on the social agent principles, followed by a short historical of the pedagogy in Brazil, right through focusing on dichotomous conceptions and units of the practical and theoretical knowledge, furthermore, analyze the construction and mobilization of the educational knowledge. The relevance of the supervised traineeship stands out in the training process; its role integrates different types of knowledge. After, Put the Pedagogy course: from UVAIAP into context, their legal arrangements, focusing on the subjects "Supervised Traineeship I and II", included in the study programme. Then is made an overview of the methodology used in this research, that is descriptive in nature, also be guided by a bibliographical research and a field research. The data collection resources were semi-structured interview and a questionnaire, with the traineeships supervisor and the trainee-student’s agents of this research. Concluding with the data processing and analysis, graphically presented according to the traineeships supervisor and trainee-students information and also analysis of the trainee-students comprehension in the semi-structured interview, which are interpreted in accordance of the theoretical framework used in the literary review. The results prove that the methodology proposed was appropriated to appreciate about the initial educator training and the construction of knowledge at the moment of the supervised traineeship.

Knowledge, perceptions and attitudes on the sexuality of nursing students and teachers

Introduction: The personal attitudes regarding specific aspects of sexuality are of interest to practices of personal concern, as they are to practices inserted in professional roles. General attitudes towards sexuality and sexual health were evaluated. Objectives: To describe the perceptions and attitudes of students and nursing teachers about sexuality. Methods: We used a mixed methods design with a sequential strategy: QUAN→qual of descriptive and explanatory type. 646 students and teachers participated. The Sexual Attitudes Scale (EAS) of Hendrick & Hendrick (Alferes, 1999) and Attitude Scale Address Sexual and Reproductive Health (EAFSSR) of Nemčić et al (Abreu, 2008) were used. Results: There are significant differences in the level of knowledge about sexuality depending on the sample (χ2KW (2)=18.271; p=.000): students of 1st year have lower levels. The profile of the four dimensions of EAS per sample is identical in all 3 samples, having responsibility the highest average value. In subscales EAFSSR per sample and sex there are significant diferences (p<.05) for all samples and uniform pattern was noted: females have higher median values, indicating that they have more favorable attitudes towards sexual health. Conclusions: Sexual attitudes reveal a multidimensional structure based in the female identity, that shows responsibility towards family planning and sexual education, as well as towards individual self-care regarding the body and sexual and reproductive health. An attitudinal profile by gender emerges, accentuating the polarity between male and female. The importance of the training process in nursing following the personal and social development of students is corroborated.

A Best Practice Process for Fleet Safety Training

This paper outlines a process for fleet safety training based on research and management development programmes undertaken at the University of Huddersfield in the UK (www.hud.ac.uk/sas/trans/transnews.htm) and CARRS-Q in Australia (www.carrsq.qut.edu.au/staff/Murray.jsp) over the past 10 years.

Changing motorcycle rider safety attitudes and motives for risk taking : process evaluation of a rider training intervention

Risk-taking behaviour by motorcyclists has been shown to contribute to a substantial proportion of road crashes in Australia and abroad. Concern has been expressed that traditional motorcycle licence training programs do not sufficiently address such behaviour. Accordingly, the Three Steps to Safer Riding program was developed to address risk taking behaviour by riders as an adjunct to existing skills-based rider training. The program was designed to be delivered in a one hour classroom session at the start of training, with a 20 minute debrief to revise the key concepts at the end of training. This paper reports on the key training concepts, methodology and implementation of the pilot program with a major rider training organisation in Queensland and presents findings from a process evaluation. The Three Steps to Safer Riding intervention pilot was delivered to 518 learner riders over a three month period. Follow-up focus groups and one interview with intervention participants (N=18) five to eight months after completion of the program suggest that new riders (absolute novices) embraced and internalised many of the intervention concepts. However, some riders who had previous riding experience prior to training stated these issues were common sense, yet still expressed riding styles that were contrary to some of the key intervention messages. This is discussed in terms of raising awareness of risk issues for motorcyclists versus behaviour change. Additionally, interviews conducted with riding instructors are discussed regarding logistical challenges of implementation, training consistency, skills required to deliver the program, support for the program, and student engagement.

Exploring the process of implementing a smoking cessation intervention in pregnancy training program for midwives

The question of how to implement evidence effectively reveals a deficiency in our knowledge and understanding of the compound factors involved in such a process (Kitson, Rycroft-Malone et al. 2008). Although there is some awareness of the complexities of the process, there has been little exploration of the effectiveness of implementing evidence-based programs in health care. Despite public awareness of the dangers of smoking in pregnancy, and widespread public health measures to prevent smoking-related disease, women still continue to smoke in pregnancy (Ananth, Savitz et al. 1997; Laws and Hilder 2008). Evaluation of public health measures concludes that smoking cessation interventions during pregnancy increase quit rates among pregnant women (Melvin, Dolan-Mullen et al. 2000; Albrecht, Maloni et al. 2004; Lumley, Oliver et al. 2007). Notwithstanding the potential for improvement in health outcomes for pregnant women and their unborn babies, smoking interventions are often conducted poorly or not at all. Although midwives understand why women smoke in pregnancy and parenthood and are aware of the risks of smoking to both the pregnancy and the unborn child, they require specific knowledge and skills in the provision of support and advice on smoking for pregnant women (Bull and Whitehead 2006) . Organisational-change research demonstrates the complexity of the process of planned change in professionalised institutions such as health care (Greenhalgh, Robert et al. 2005). Some innovations and interventions are never accepted, and others are poorly supported (Greenhalgh, Robert et al. 2004). Comprehension of the change process around health promotion is crucial to the implementation of new health promotion interventions within health care (Riley, Taylor et al. 2003). This study utilised a case study approach to explore the process of implementing a smoking cessation training program for midwives in Queensland metropolitan and regional clinical areas, who attended a ‘Train-the-Trainer program’. The study draws on the organisational change work of Greenhalgh et al (2004) as the theoretical framework through which situational and structural factors are explored and examined as they inform the implementation of smoking cessation programs. The research data constituted staged interviews with midwives who instituted training programs for midwives, as well as organisational and policy documentation. Analysis of the data identified some areas that were not fully addressed in the theoretical model; these formed the basis of the Discussion and Implications for Future Research.

Gaussian Process training with input noise

In standard Gaussian Process regression input locations are assumed to be noise free. We present a simple yet effective GP model for training on input points corrupted by i.i.d. Gaussian noise. To make computations tractable we use a local linear expansion about each input point. This allows the input noise to be recast as output noise proportional to the squared gradient of the GP posterior mean. The input noise variances are inferred from the data as extra hyperparameters. They are trained alongside other hyperparameters by the usual method of maximisation of the marginal likelihood. Training uses an iterative scheme, which alternates between optimising the hyperparameters and calculating the posterior gradient. Analytic predictive moments can then be found for Gaussian distributed test points. We compare our model to others over a range of different regression problems and show that it improves over current methods.

Second-Order Training of Adaptive Critics for Online Process Control

A new algorithm for training of nonlinear optimal neuro-controllers (in the form of the model-free, action-dependent, adaptive critic paradigm). Overcomes problems with existing stochastic backpropagation training: need for data storage, parameter shadowing and poor convergence, offering significant benefits for online applications.

The inclusive process of training in social museology: alternative museology in action in Carapateira, Portugal

Pierre Mayrand is a long-time member of ICTOP and founder of MINOM. He did graduate studies in Montreal and overseas, studying art history with a specialization in architecture and urban planning. In 1970, when the Université du Québec was founded, Pierre entered the teaching profession, participating (as director, professor, and researcher) in the setting up of programs in national heritage, museology and cultural development. He is still active in teaching and project development now as a altermuseologist.

Social Work Education and Training in Europe and the Bologna Process

A short review of the last three decades shows that social work programmes have developed similarly in (almost) all European countries, both in terms of structural and content-related characteristics. Here I would like to focus on the following aspects: Increased academic focus of training, Generalist programme, International/European orientation. Increased academic focus means that social work programmes have been established at uni-versities or comparable higher education institutions, such as universities of applied sciences. The only exception is France where the approximately 150, generally fairly small colleges and the 14 larger instituts regionaux have a hybrid position between vocational colleges and universities and are roughly comparable to academies.

Interactive Graphic Simulation: An Advanced Methodology to Improve the Teaching-Learning Process in Nuclear Engineering Education and Training

Nowadays, computer simulators are becoming basic tools for education and training in many engineering fields. In the nuclear industry, the role of simulation for training of operators of nuclear power plants is also recognized of the utmost relevance. As an example, the International Atomic Energy Agency sponsors the development of nuclear reactor simulators for education, and arranges the supply of such simulation programs. Aware of this, in 2008 Gas Natural Fenosa, a Spanish gas and electric utility that owns and operate nuclear power plants and promotes university education in the nuclear technology field, provided the Department of Nuclear Engineering of Universidad Politécnica de Madrid with the Interactive Graphic Simulator (IGS) of “José Cabrera” (Zorita) nuclear power plant, an industrial facility whose commercial operation ceased definitively in April 2006. It is a state-of-the-art full-scope real-time simulator that was used for training and qualification of the operators of the plant control room, as well as to understand and analyses the plant dynamics, and to develop, qualify and validate its emergency operating procedures.

Selection, training and validation process of a sensory panel for bread analysis: Influence of cultivar on the quality of breads made from common wheat and spelta wheat

A protocol of selection, training and validation of the members of the panel for bread sensory analysis is proposed to assess the influence of wheat cultivar on the sensory quality of bread. Three cultivars of bread wheat and two cultivars of spelt wheat organically-grown under the same edaphoclimatic conditions were milled and baked using the same milling and baking procedure. Through the use of triangle tests, differences were identified between the five breads. Significant differences were found between the spelt breads and those made with bread wheat for the attributes ?crumb cell homogeneity? and ?crumb elasticity?. Significant differences were also found for the odor and flavor attributes, with the bread made with ?Espelta Navarra? being the most complex, from a sensory point of view. Based on the results of this study, we propose that sensory properties should be considered as breeding criteria for future work on genetic improvement.

Kaiser aluminum weldor's training manual; inert gas process.

Mode of access: Internet.