Inclusão no trabalho de pessoas com deficiência: um estudo da Apae de Barcarena-PA

A Pesquisa Inclusão no trabalho de pessoas com deficiência: Um estudo da APAE de Barcarena-PA, objetivo: Diagnosticar políticas públicas de formação para inclusão no trabalho das pessoas com deficiência, sujeitos: 2 gestores, 3 professores e 3 alunos=8. Pesquisa qualitativa, estudo de caso, coleta de dados: entrevistas, observatório e registros iconográficos. Abordagem teórica: materialismo histórico dialético, técnica de análise dos conteúdos: Bardin. Resultados: A instituição em estudo possui 3 programas de formação profissional mantidos por doações da comunidade, funcionários e empresas; um programa de formação em serviço da empresa ALUBAR, não detectamos nenhuma política pública governamental e ações do poder público para os programas de formação em estudo, além da Lei 8213/91, outras Leis, Decretos e Resoluções determinam a existência de políticas públicas de formação profissional para as pessoas com deficiência. Os programas atendem em parte a necessidade do trabalho formal do município, os alunos incluídos exercem atividades de serviços gerais por possuírem baixa escolaridade e nenhuma experiência no trabalho formal, os programas de formação possibilitam Inclusão Social das pessoas com deficiência por meio do trabalho informal e formal. Conclusão: Os programas de formação profissional em estudo funcionam com precariedade devido a insuficiência de recursos para sua execução.

Differential effects of variation in athletes training on myocardial morphophysiological adaptation in men: Focus on I-123-MIBG assessed myocardial sympathetic activity

High intensity systematic physical training leads to myocardial morphophysiological adaptations. The goal of this study was to investigate if differences in training were correlated with differences in cardiac sympathetic activity.58 males (19-47 years), were divided into three groups: strength group (SG), (20 bodybuilders), endurance group (EG), (20 endurance athletes), and a control group (CG) comprising 18 healthy non-athletes. Cardiac sympathetic innervation was assessed by planar myocardial I-123-metaiodobenzylguanidine scintigraphy using the early and late heart to mediastinal (H/M) ratio, and washout rate (WR).Left ventricular mass index was significantly higher both in SG (P < .001) and EG (P = .001) compared to CG without a statistical significant difference between SG and EG (P = .417). The relative wall thickness was significantly higher in SG compared to CG (P < .001). Both left ventricular ejection fraction and the peak filling rate showed no significant difference between the groups. Resting heart rate was significantly lower in EG compared to CG (P = .006) and SG (P = .002). The late H/M ratio in CG was significantly higher compared to the late H/M for SG (P = .003) and EG (P = .004). However, WR showed no difference between the groups. There was no significant correlation between the parameters of myocardial sympathetic innervation and parameters of left ventricular function.Strength training resulted in a significant increase in cardiac dimensions. Both strength and endurance training seem to cause a reduction in myocardial sympathetic drive. However, myocardial morphological and functional adaptations to training were not correlated with myocardial sympathetic activity.

Perfil dos professores participantes da 2ª edição do curso de LIBRAS a distância: uma propsota de formação continuada no contexto educacional inclusivo

This research presents an analysis of the profile of participants in the second edition of the Extension Course “Libras by distance: a proposal for continuing education of teachers in inclusive educational settings”, funded by the Program for Continuing Education of Teachers in Special Education, the SEESP / MEC and the support of the UAB, whose goal was to promote a theoretical-practical-discourse on the importance of Libras in deaf education. The course was developed by the School of Philosophy and Science of UNESP / Marília, in distance mode. practicing teachers in public schools, linked to 19 Departments and / or Directors of Education in several regions of Brazil took the course. The information was collected from the questionnaire responses of the diagnostic evaluation performed in the pre-registration course. In general, the information was about place of residence, marital status, family constitution, educational training and professional experience in special education. We performed quantitative analysis and descriptive statistics on the data. The information presented refers to a summary of results for the total sample investigated. With the release of the profile of participants we expect to contribute towards the organization of new extension courses in the area of deafness, in distance mode, aimed at the in-service training of teachers with a view to Inclusive Education.

Educational and professional background and success in the labor market: the case of Portuguese immigrants in the Netherlands

The aim of this paper is to describe the relationship between educational and professional occupation trajectories of Portuguese immigrants in The Netherlands. To this end, the sample used comprises Portuguese immigrants that arrived in The Netherlands in two periods which represent the highest influx of immigrants: around the years 1966 and 2002. The analysis of the data shows a strong relationship between the level of professional education and the level of professional occupation. Furthermore, some exceptions to the generalizations found show that in service training may lead to an improvement of the possibilities to ascend regarding the level of professional occupation.

A abordagem CCS na formação de professores para uma escola inclusiva

Pós-graduação em Educação - FCT

A load-balancing spare capacity reallocation approach in service-rich SONET metro mesh networks

The next-generation SONET metro network is evolving into a service-rich infrastructure. At the edge of such a network, multi-service provisioning platforms (MSPPs) provide efficient data mapping enabled by Generic Framing Procedure (GFP) and Virtual Concatenation (VC). The core of the network tends to be a meshed architecture equipped with Multi-Service Switches (MSSs). In the context of these emerging technologies, we propose a load-balancing spare capacity reallocation approach to improve network utilization in the next-generation SONET metro networks. Using our approach, carriers can postpone network upgrades, resulting in increased revenue with reduced capital expenditures (CAPEX). For the first time, we consider the spare capacity reallocation problem from a capacity upgrade and network planning perspective. Our approach can operate in the context of shared-path protection (with backup multiplexing) because it reallocates spare capacity without disrupting working services. Unlike previous spare capacity reallocation approaches which aim at minimizing total spare capacity, our load-balancing approach minimizes the network load vector (NLV), which is a novel metric that reflects the network load distribution. Because NLV takes into consideration both uniform and non-uniform link capacity distribution, our approach can benefit both uniform and non-uniform networks. We develop a greedy loadbalancing spare capacity reallocation (GLB-SCR) heuristic algorithm to implement this approach. Our experimental results show that GLB-SCR outperforms a previously proposed algorithm (SSR) in terms of established connection capacity and total network capacity in both uniform and non-uniform networks.

Reliability of buildings in service limit state for maximum horizontal displacements

Brazilian design code ABNT NBR6118:2003 - Design of Concrete Structures - Procedures - [1] proposes the use of simplified models for the consideration of non-linear material behavior in the evaluation of horizontal displacements in buildings. These models penalize stiffness of columns and beams, representing the effects of concrete cracking and avoiding costly physical non-linear analyses. The objectives of the present paper are to investigate the accuracy and uncertainty of these simplified models, as well as to evaluate the reliabilities of structures designed following ABNT NBR6118:2003[1&] in the service limit state for horizontal displacements. Model error statistics are obtained from 42 representative plane frames. The reliabilities of three typical (4, 8 and 12 floor) buildings are evaluated, using the simplified models and a rigorous, physical and geometrical non-linear analysis. Results show that the 70/70 (column/beam stiffness reduction) model is more accurate and less conservative than the 80/40 model. Results also show that ABNT NBR6118:2003 [1] design criteria for horizontal displacement limit states (masonry damage according to ACI 435.3R-68(1984) [10]) are conservative, and result in reliability indexes which are larger than those recommended in EUROCODE [2] for irreversible service limit states.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.