Evaluation of pre-natal care from the perspective of different models in primary care

OBJETIVOS: avaliar a qualidade do cuidado pré-natal desenvolvido na atenção primária, comparando os modelos tradicional e Estratégia Saúde da Família. MÉTODO: estudo de avaliação de serviço, pautado nas políticas públicas de saúde. Os dados foram obtidos por meio de entrevista com gerentes, observação nas unidades de saúde e análise de prontuários de gestantes, selecionados aleatoriamente. Diferenças nos indicadores de estrutura e processo foram avaliadas pelo teste qui-quadrado, adotando-se p<0,05 como nível crítico, cálculo dos odds ratio e intervalos de confiança de 95%. RESULTADOS: foram evidenciadas estruturas semelhantes em ambos os modelos de atenção. Indicadores-síntese de processo, criados neste estudo, e os indicados pelas políticas públicas apontaram situação mais favorável nas Unidades de Saúde da Família. Para o conjunto de atividades preconizadas para o pré-natal, o desempenho foi deficiente em ambos os modelos, embora pouco melhor nas Unidades de Saúde da Família. CONCLUSÃO: os resultados indicam a necessidade de ações para melhoria da atenção pré-natal nos dois modelos de atenção básica no município avaliado.

Mathematics teaching life histories in the study of teachers' perceptions of change

The aim of this paper is to discuss teachers' perceptions of change in their thought and/or practice over time and their perceptions of what kind of experiences or challenges might have influenced those changes. Two mathematics teaching life histories of Brazilian teachers are examined, considering a context of curriculum development in the state of São Paulo, Brazil. Reflection on teachers' thought and practice and interest in their own development, including interest in their own learning of mathematics, seemed to be the most important internal aspects influencing change and development. Close support seemed to be the most important external aspect. The retrospective analysis put a good face on personal change and development. (C) 2000 Elsevier B.V. Ltd. All rights reserved.

Prevenção de problemas de comportamento em crianças pré-escolares: intervenção envolvendo múltiplos agentes

Pós-graduação em Educação - FFC

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.

Autoeficácia de professores do ensino fundamental: um estudo a partir dos memoriais de formação

The practice of teaching is a complex, dynamic and challenging. Several obstacles are faced by educators, among them, excessive workload, classrooms with large numbers of students, reducing the support team manager etc. These experiences call into question the belief that such teachers have in their own ability to teach and motivate your students, including those with the greatest difficulties. Studies show that this belief, called self-efficacy, mediates the action of teachers and are related to the goals, persistence and motivation of teachers. The teacher self-efficacy is formed by direct experience, by observation, persuasion and psychophysiological states. The objective of the study is to identify aspects of the formation of self-efficacy teacher in-service teacher. This is a documentary study, after online search using the keywords memorials training and school as keywords, was found eight jobs at the State University of Campinas, two of which were dropped from the analysis due to not meeting the pre-established criteria. The data were organized into spreadsheets for analysis specifically designed for the study, considering the theoretical framework proposed by Bandura (1997) and Tschannen-Moran & Woolfolk Hoy (2001). The results indicate that family support throughout schooling, the role of teachers as models from basic education and teaching experiences are widely cited in memorials analyzed. These results offer from further reflections, indicating contribute to discussions on the formation and performance of teachers regarding the ability to teach, especially in the early years of elementary school

Knowledge of professionals from public service on oral health promotion for babies

Health promotion seeks to integrate oral health practices to other public health, by building healthy public policy and the development of strategies directed to all people in the community. This study aimed to analyze the knowledge and actions on the infants’ oral health promotion by dentists, pediatricians and nurses. Were interviewed dentists (n=34), pediatricians (n=31) and nurses (n=26) from Basic Health Units, Family Health Units and Centers for Education and Recreation in Araraquara - SP about knowledge and actions on oral health promotion for infants, by filling out a pre-tested questionnaire. Data were analyzed by association tests. Generally, the professionals are aware of and perform actions on oral health promotion for infants. Most participants were female; mean age of 39.9 years, worked in Basic Health Units, had over 10 years of graduation, demonstrated knowledge on and considered oral health promotion in infants very important. The time since graduation and actions on oral health promotion for infants were associated (p<0.05) with issues concerning the use of dental floss. That most of the professionals who participated in this study know about, take actions on oral health promotion for infants and consider them crucial.

Potencialidades das narrativas para a formação inicial de professores que ensinam matemática

Pós-graduação em Educação Matemática - IGCE

School inclusion: analyzing the establishment and organization of a special needs education service in a brazilian municipality

The present research integrates a network of studies called National Monitoring Center for Special Education (NMCSE) which studies the Multi-purpose Feature Rooms (MFRs) in regular schools. We aim to investigate whether the service offered by such rooms, maintained by the Department of Education of the Municipality of Araraquara, in São Paulo State, Brazil, is being successful at supporting the education of children and youth with special needs, pervasive developmental disorders and high skilled/gifted individuals. We have also investigated the limits and possibilities of such rooms concerning the set of services offered to their participants. In order to conduct the present research, we have performed: an interview with the Special Education Program manager from the abovementioned Department of Education; and the analysis of a Training Program that MFRs teachers must take. The training program consists of ten morning and afternoon shift meetings. The analyzed data leads us to conclude that the policy of implementation of MFRs, even in this relatively restricted universe is seen from different perspectives. Some interpretations are still permeated by the clinical model, considering individual action. The challenges observed in the classrooms show that the cooperation among teachers still occur randomly and, among other difficulties raised by them, is the selection of the right placement methods to identify eligible students who will benefit from the Specialized Educational Service (SES). In addition, teaching evaluation was considered fragile, as well as the training and the general requirements demanded in order to achieve the expected results.

Gestar: formação de professores em serviço e a abordagem da geometri

This present article aims to present some results of a PhD research in which intended to answer the following investigation question: In which extent a Program of Teacher Education in service in the early years of elementary school, GESTAR, contributed to the development of positive attitudes about Geometry? The participants were twelve teachers from two schools in the State of Mato Grosso. The instruments for data collection were a range of attitudes towards Geometry (EARG) developed and experimented by Viana and Brito (2004). The results showed a meaningful change in Geometry of the data pre and post-experiment.

Reconceptualising professional development in early childhood education. A study on teachers' professionalism carried out in Bologna province.

The research undertaken for this doctoral thesis explores the issue of teachers professionalism within pre-school institutions. The issue of early childhood professionalism has become increasingly important in the academic debate over the last decade as it is documented by a growing body of research published on the topic both nationally (Contini & Manini, 2007; Bondioli & Ferrari, 2004) and internationally (Peeters, 2008; Urban & Dalli, 2008; Urban, 2010). The study presented in this thesis aims at investigating teachers’ conceptualisations of professionalism by focusing on their understandings of educational work. The idea standing at the core of this research is that exploring the concept of professionalism from a ground-up perspective could lead to important reflections for a re-conceptualisation of professional development as a space for change directed from within institutions. The study is framed within a broadly sociological concern that inform the data analysis by contextualising the issue of early childhood professionalism in the contemporary socio-political arena. The research involves sixty teachers operating in state, municipal and private pre-school institutions located in Bologna province that took part to focus groups and interviews. The empirical materials, consisting of oral and written statements, are interpreted through phenomenographical analysis that gives account of how features of professionalism vary across the different institutional settings in which they are played out. This thesis, written in English and informed by an European research background, offers a contribution to the furthering of systemic approaches to the investigation of early childhood education professionalism in the context of the national and international academic debate.

Workflow Patterns for Service Oriented Computing in JOLIE

Il presente lavoro di tesi ha come punto focale la descrizione, la verifica e la dimostrazione della realizzabilità dei Workflow Patterns di Gestione del Flusso(Control-Flow) e Risorse (Resource) definiti da parte della Workflow Pattern Initiative (WPI)in JOLIE, un innovativo linguaggio di programmazione orientato ai servizi nato nell'ambito del Service Oriented Computing. Il Service Oriented Computing (SOC) è un nuovo modo di pensare la programmazione di applicazioni distribuite, i cui concetti fondamentali sono i servizi e la composizione. L’approccio SOC definisce la possibilità di costruire un’applicazione in funzione dei servizi che ne realizzano il comportamento tramite una loro composizione, definita secondo un particolare flusso di lavoro. Allo scopo di fornire la necessaria conoscenza per capire la teoria, le meccaniche e i costrutti di JOLIE utilizzati per la realizzazione dei pattern, il seguente lavoro di tesi è stato diviso in quattro parti, corrispondenti ad altrettanti capitoli. Nel primo capitolo viene riportata una descrizione generale del SOC e della Business Process Automation (BPA), che costituisce l’ambiente in cui il SOC è inserito. Per questo viene fatta una disamina della storia informatica sui sistemi distribuiti, fino ad arrivare ai sistemi odierni, presentando in seguito il contesto del BPA e delle innovazioni derivanti dalle sue macro-componenti, di cui il SOC fa parte. Continuando la descrizione dell’approccio Service Oriented, ne vengono presentati i requisiti (pre-condizioni) e si cerca di dare una definizione precisa del termine “servizio”, fino all'enunciazione dei principi SOC declinati nell’ottica delle Service Oriented Architectures, presentando in ultimo i metodi di composizione dei servizi, tramite orchestrazione e coreografia. L’ultima sezione del capitolo prende in considerazione il SOC in un’ottica prettamente industriale e ne evidenzia i punti strategici. Il secondo capitolo è incentrato sulla descrizione di JOLIE, gli aspetti fondamentali dell’approccio orientato ai servizi, che ne caratterizzano profondamente la definizione concettuale (SOCK), e la teoria della composizione dei servizi. Il capitolo non si pone come una descrizione esaustiva di tutte le funzionalità del linguaggio, ma considera soprattutto i concetti teorici, le strutture di dati, gli operatori e i costrutti di JOLIE utilizzati per la dimostrazione della realizzabilità dei Workflow Pattern del capitolo successivo. Il terzo capitolo, più lungo e centrale rispetto agli altri, riguarda la realizzazione dei workflow pattern in JOLIE. All'inizio del capitolo viene fornita una descrizione delle caratteristiche del WPI e dei Workflow Pattern in generale. In seguito, nelle due macro-sezioni relative ai Control-Flow e Resource pattern vengono esposte alcune nozioni riguardanti le metodologie di definizione dei pattern (e.g. la teoria sulla definizione delle Colored Petri Nets) e le convezioni adottate dal WPI, per passare in seguito al vero e proprio lavoro (sperimentale) di tesi riguardo la descrizione dei pattern, l’analisi sulla loro realizzabilità in JOLIE, insieme ad un codice di esempio che esemplifica quanto affermato dall'analisi. Come sommario delle conclusioni raggiunte sui pattern, alla fine di ognuna delle due sezioni definite in precedenza, è presente una scheda di valutazione che, con lo stesso metodo utilizzato e definito dalla WPI, permette di avere una rappresentazione generale della realizzabilità dei pattern in JOLIE. Il quarto capitolo riguarda gli esiti tratti dal lavoro di tesi, riportando un confronto tra le realizzazioni dei pattern in JOLIE e le valutazioni del WPI rispetto agli altri linguaggi da loro considerati e valutati. Sulla base di quanto ottenuto nel terzo capitolo vengono definite le conclusioni del lavoro portato avanti sui pattern e viene delineato un’eventuale scenario riguardante il proseguimento dell’opera concernente la validazione ed il completamento della studio. In ultimo vengono tratte alcune conclusioni sia riguardo JOLIE, nel contesto evolutivo del linguaggio e soprattutto del progetto open-source che è alla sua base, sia sul SOC, considerato nell’ambito del BPA e del suo attuale ambito di sviluppo dinamico.

La traduzione automatica e i language service provider: il caso di CTI

La presente tesi nasce da un tirocinio avanzato svolto presso l’azienda CTI (Communication Trend Italia) di Milano. Gli obiettivi dello stage erano la verifica della possibilità di inserire gli strumenti automatici nel flusso di lavoro dell’azienda e l'individuazione delle tipologie testuali e delle combinazioni linguistiche a cui essi sono applicabili. Il presente elaborato si propone di partire da un’analisi teorica dei vari aspetti legati all’utilizzo della TA, per poi descriverne l’applicazione pratica nei procedimenti che hanno portato alla creazione dei sistemi custom. Il capitolo 1 offre una panoramica teorica sul mondo della machine translation, che porta a delineare la modalità di utilizzo della TA ad oggi più diffusa: quella in cui la traduzione fornita dal sistema viene modificata tramite post-editing oppure il testo di partenza viene ritoccato attraverso il pre-editing per eliminare gli elementi più ostici. Nel capitolo 2, partendo da una panoramica relativa ai principali software di traduzione automatica in uso, si arriva alla descrizione di Microsoft Translator Hub, lo strumento scelto per lo sviluppo dei sistemi custom di CTI. Nel successivo passaggio, l’attenzione si concentra sull’ottenimento di sistemi customizzati. Un ampio approfondimento è dedicato ai metodi per reperire ed utilizzare le risorse. In seguito viene descritto il percorso che ha portato alla creazione e allo sviluppo dei due sistemi Bilanci IT_EN e Atto Costitutivo IT_EN in Microsoft Translator Hub. Infine, nel quarto ed ultimo capitolo gli output che i due sistemi forniscono vengono rivisti per individuarne le caratteristiche e analizzati tramite alcuni tool di valutazione automatica. Grazie alle informazioni raccolte vengono poi formulate alcune previsioni sul futuro uso dei sistemi presso l’azienda CTI.

Overcommitment but not effort-reward imbalance relates to stress-induced coagulation changes in teachers

BACKGROUND: Stress-related hypercoagulability might link job stress with atherosclerosis. PURPOSE: This paper aims to study whether overcommitment, effort-reward imbalance, and the overcommitment by effort-reward imbalance interaction relate to an exaggerated procoagulant stress response. METHODS: We assessed job stress in 52 healthy teachers (49 +/- 8 years, 63% women) at study entry and, after a mean follow-up of 21 +/- 4 months, when they underwent an acute psychosocial stressor and had coagulation measures determined in plasma. In order to increase the reliability of job stress measures, entry and follow-up scores of overcommitment and of effort-reward imbalance were added up to total scores. RESULTS: During recovery from stress, elevated overcommitment correlated with D-dimer increase and with smaller fibrinogen decrease. In contrast, overcommitment was not associated with coagulation changes from pre-stress to immediately post-stress. Effort-reward imbalance and the interaction between overcommitment and effort-reward imbalance did not correlate with stress-induced changes in coagulation measures. CONCLUSIONS: Overcommitment predicted acute stress-induced hypercoagulability, particularly during the recovery period.

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.