O golfe enquanto meio de compreensão e transformação do indivíduo

Cada vez mais, o fenómeno desportivo é suportado pelo conhecimento de um conjunto de disciplinas científicas que, quando devidamente articuladas sob um quadro de complexidade coerente, promovem um melhor entendimento acerca das mudanças que ocorrem no indivíduo. Neste sentido, através da realização do presente trabalho, procurámos perceber qual o enquadramento conferido ao golfe e se esse enquadramento é compatível com a ideia de o golfe servir de ferramenta para a compreensão e transformação do indivíduo. Para isso, através da literatura existente, procurámos conhecer quais as suas origens e evolução, de que forma está caracterizado (conceitos e opiniões dos diferentes agentes desportivos), qual a sua expressão (ao nível dos diferentes mercados) e que tipo de estudos e investigações existentes (focados no jogador) apoiam a sua evolução. De seguida, realizámos o enquadramento do golfe à luz da Taxonomia das Actividades Desportivas de Fernando Almada e analisámos o swing com base no Modelo Taxonómico dos Desportos Individuais. Como forma de testar a conjectura de que o golfe pode servir para a compreensão e transformação do indivíduo, realizámos uma situação experimental com um grupo de 14 jogadores (com handicaps compreendidos entre 5 e 32) de forma a perceber se existiam diferenças significativas no seu desempenho (p _ 0,05), quando expostos a diferentes condições (uma condição confortável e a uma condição de desconfortável). Os resultados globais (da amostra) não evidenciaram diferenças significativas, ao contrário de alguns dos resultados individuais, que por sua vez, permitiram estabelecer ligações com as diferentes variáveis funcionais inerentes à realização do swing,possibilitando-nos a formulação de um conjunto de hipóteses que poderão servir de orientação à compreensão de algumas das características mais marcantes do jogador.

A Inclusão da pessoa com deficiência visual na UFRN: a percepção dos acadêmicos

A partir des deux dernières décénnies, des changements importants ont touché l éducation des personnes aux besoins éducatifs spéciaux. On est dans une quête permanente de leur inclusion dans les différents niveaux de l enseignement régulier. De ce fait, les institutions éducationnelles se confrontent avec le défi du changement, devant s adapter de plus en plus aux besoins de ces élèves et devenir plus récptives à l égard de tous. Malgré la lenteur de ce changement, cela favorise beaucoup l accès des élèves à des niveaux d enseignement que jamais on aurait supposés, tels que l enseignement supérieur. C est bien dans ce contexte qu au cours de l année 2002 des étudiants handicapés visuels ont accédé aux formations de Philosophie, Economie et Sciences Sociales de l Université Fédérale do Rio Grande do Norte. Cela nous a motivé à conduire une analyse, au cours de 2003, pour connaître de plus près ce processus d inclusion universitaires de trois étudiants handicapés visuels. Comme méthode nous avons utilisé l étude de cas, et l entretien comme instrument de collecte des données. Après l analyse, les résultats montrent bien que l inclusion a permis à ces étudiants de surmonter un tas de barrières, telles que l examen d accès à l Université (Vestibular), outre la chance de se socialiser et d être bénéficiaires d expériences qui, suscités dans un milieu universitaire, vont au-delà de l univers académique. Les collègues de ces étudiants, auprès desquels ils convivent, eux-aussi ont été les bénéficiaires, du fait qu ils ont eu l opportunité d apprendre ensemble les uns avec les autres, tout en respectant leur limitations et potentialités, mais en les appuyant et en les stimulant de mieux en mieux. Il faut reconnaître que plusieurs actions au sein de l Université envisageant l accès et la permanence de ces étudiants ont été couronnées de succès, mais force est de dire qu il y a aussi beaucoup de choses à faire en ce qui concerne : la préparation du corps enseignant et des fonctionnaires ; l orientation de la communauté plus élargie ; la chute des barrières pédagogiques et attitudinales, et surtout l appui humain et matériel indispensables au plein développement de ces étudiants

Sol-gel synthesis of titania-alumina catalyst supports

Titanium oxide is a good candidate as new support for hydrotreating (HDT) catalysts, but has the inconvenience of presenting small surface area and poor thermal stability. To overcome these handicaps TiO2-Al2O3 mixed oxides were proposed as catalyst support. Here, the results concerning the preparation, characterization and testing of molybdenum catalyst supported on titania-alumina are presented. The support was prepared by sol-gel route using titanium and aluminum isopropoxides, chelated with acetylacetone (acac) to promote similar hydrolysis ratio for both the alcoxides. The effect of nominal complexing ratios [acac]/[Ti] and of sol aging temperature on the structural features of nanometric particles was analyzed by quasi-elastic light scattering (QELS) and N-2 adsorption isotherm measurements. These characterizations have shown that the addition of acac and the increase of aging temperature favor the full dispersion of primary nanoparticles in mother acid solution. The dried powder presents a monomodal distribution of slit-shaped micropores, formed by irregular packing of platelet primary particles, surface area superior to 200 m(2) g(-1) and mean pore size of about 1 nm. These characteristics of porous texture are preserved after firing at 673 K. The diffraction patterns of sample fired above 973 K show only the presence of anatase crystalline phase. The crystalline structure of the support remained unaltered after molybdenum adsorption, but the surface area and the micropore volume were drastically reduced. (C) 2002 Published by Elsevier B.V. B.V.

O produto de moda para o portador de deficiência física: análise de desconforto

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Os elementos de inclusividade na prática curricular de uma professora: uma análise a partir da cultura escolar

Esta tese teve como objetivo analisar os argumentos da comunidade escolar da Escola Pará na indicação da prática de uma professora como inclusiva, buscando, a partir daí identificar os elementos de inclusividade presentes numa prática com fortes marcas de uma educação tradicional. Vale dizer que a expressão práticas curriculares com elementos de inclusividade compreende a inclusão como coisa que se materializa em estado, situação ou quantidade. Portanto, a inclusão como substantivo (inclusividade) aplicado ao termo práticas curriculares sai de uma dimensão adjetiva (juízo de valor) para uma dimensão constitutiva, nesse sentido, revela materialidade. Esse movimento se fez necessário porque a prática indicada como inclusiva apresentava fortes marcas daquilo que a literatura da inclusão denomina de inclusão fracassada ou excludente. Diante disso emergiu o seguinte problema: Por que uma prática que pode ser considerada não inclusiva a partir da literatura da inclusão é reconhecida como inclusiva pela comunidade escolar da Escola Pará? Esse problema se desdobrou nas seguintes questões norteadoras: 1) Que elementos de inclusividade compõem/alteram a cultura objetivada da escola materializada na prática curricular da professora L? 2) Que práticas curriculares são consideradas como inclusivas pela comunidade escolar da Escola Pará? 3) Qual a influência que a cultura escolar possui no que está subjacente à ideia de inclusão incorporada pela comunidade escolar da Escola Pará? A pesquisa foi desenvolvida numa abordagem qualitativa, por meio do estudo de caso, utilizando como técnica de coleta de dados a observação, a entrevista semiestruturada (aplicada dois responsáveis pelos alunos em situação de deficiência, uma professora e uma técnica da sala de recursos multifuncionais, uma coordenadora pedagógica e a professora indicada pela comunidade escolar) e, de forma complementar, a análise documental. Os dados revelaram entre outras coisas as expectativas que a comunidade escolar da Escola Pará possui sobre a inclusão educacional dos alunos em situação de deficiência, evidenciando que esta está assentada nas possibilidades de participação nas atividades da escola que ocorrem em diferentes espaços e tempos, no reconhecimento do aluno em situação de deficiência “apenas” como aluno, na apropriação de conhecimentos propriamente escolares e na utilização de determinados artefatos tipicamente escolares. Foi a partir desses aspectos e da compreensão de que a prática é cultura objetivada, que a cultura escolar apareceu como uma categoria central para a análise dos elementos de inclusividade presentes na prática da professora sujeito da pesquisa. Diante dos argumentos apresentados, desenvolveu-se a tese de que a prática curricular inclusiva para a comunidade escolar da Escola Pará é aquela que possibilita ao aluno em situação de deficiência participar/produzir se apropriar da cultura escolar, enquanto cultura própria da escola.

Os direitos humanos de acessibilidade e locomoção das pessoas com necessidades especiais: a realidade paraense, com ênfase em Belém/PA

Aborda a problemática enfrentada, diuturnamente, pelas pessoas com necessidades especiais, frente às barreiras arquitetônicas, nos edifícios destinados ao uso público e nos meios de transporte coletivo, bem como diante da falta de equipamentos e elementos do mobiliário urbano acessíveis. Utiliza dados censitários acerca das referidas pessoas. Analisa essa problemática sob o enfoque dos direitos humanos. Enfatiza a imprescindibilidade de eliminação das referidas barreiras ou de serem adaptadas. Demonstra como o assunto é tratado no plano internacional e como está substanciado em normas constitucionais nacionais e estaduais, nas leis orgânicas municipais e na legislação infraconstitucional específica nos níveis federal, estadual e municipal, bem assim em normas técnicas. Aponta a precariedade das estruturas físico-ambientais, principalmente no município de Belém, Estado do Pará. Contém propostas para a efetividade das normas de acessibilidade e locomoção das aludidas pessoas e a concreção desses direitos humanos.

Propaganda e inclusão social: uma análise dialógica do discurso publicitário

The means of mass communication are powerful tools to the spread of a concept as persuasion is a strong characteristic of discourses that gather around the sphere of communication, especially in advertising discourses. By the end of the 90’s, the advertisement “Down: the worst syndrome is prejudice”, did great success approaching prejudice / pre-concept in a subtle and innovative way, due its outstanding purpose and style inserting two boys in a carousel, one is a street child, the other a Down syndrome patient. The advertisement reveals a speak project of diffusion and spread of ideas that down syndrome patients are capable of dealing and supporting a routine full of activities, making a opposition to the campaigns and ideas that, in spite of raising the respect towards these kids, only contributed with the attenuation of their handicaps. Our objective is to investigate the presence of these social values in the quoted audio-visual material, and for that we’ve searched the contextualization of the advertisement in its own time period. The theory and methodological aspects got their base in Bakhtinian studies and concepts; we used the concepts of discourse gender, chronotope and mainly dialogism and enunciation. We analyzed the style utilized in the advertisement, the dialogue between the politically correct and the prejudice speeches, the verbal discourse of the music that flows with the progress of the enunciation, the non-verbal discourse of the photography (nostalgic, producing effects of sense in its relation with memory), the chronotope present in the utilization of the carousel and its significations. We concluded that the accession of the recipient, in it responsive comprehension of the enunciation at hand, is an effect produced by the well-succeded addition of these different types of discourses

Metas de inflação no Brasil (1999-2012): uma análise institucional

The paper shows the advantages and handicaps of implementing an inflation target (IT) regime, from post-keynesian and institutional stances. It is post-keynesian as long as it does not perceive any benefit in the mainstream split between monetary and fiscal policies. And it is institutional insofar as it shows there are several ways of implementing a policy, such that the chosen one is determined by historical factors, as illustrated by the Brazilian case. Thus, one could even support IT policies if their targets were seen just as “focusing devices” guiding economic policies, but also regarding with due attention other targets, as, in the short run, output growth and employment and, in the long run, technology and human development. Therefore, an IT is not necessary, although it can be admitted, mainly if the target is hidden from the public, in order to increase the flexibility of the central bank.

Implementing inflation targeting in Brazil: an institutional analysis

The paper shows the advantages and handicaps of implementing an inflation target (IT) regime, from a Post-Keynesian and, thus, an institutional stance. It is Post-Keynesian as long as it does not perceive any benefit in the mainstream split between monetary and fiscal policies. And it is institutional insofar as it assumes that there are several ways of implementing a policy, such that the chosen one is determined by historical factors, as it is illustrated by the Brazilian case. One could even support IT policies if their targets were seen just as “focusing devices” guiding economic policy, notwithstanding other targets, as, in the short run, output growth and employment and, in the long run, technology and human development. Nevertheless, an IT is not necessary, although it can be admitted, mainly if the target is hidden from the public, in order to increase the flexibility of the Central Bank.

Analyse du processus d'inclusion d'un élève avec déficience physique en cours d'éducation physique: étude de cas

The aim of this study was to evaluate the effects of peer tutor teaching strategy, after a re-training, in relation to the inclusion process of a student with physical disability during physical education classes. The participants were: the student with physical disability, eight peer tutors, and a physical education teacher of a public school in Bauru, Brazil. As the students had previously experienced the tutoring training, a re-training was prepared, which enabled the reinforcement of some aspects of the tutoring and assistance strategies, in order to improve the tutor colleague action. To analyze, two observation instruments were used: System for Observing Fitness Instruction Time (SOFIT) and Souza Observation Protocol. Behavioral changes of the involved students were notable, due to the significant action of the re-training process. Thus, we highlight the importance of the periodic reinforcements of the training for the tutor colleagues, in order to preserve, or even improve the autonomy and self-esteem of the student with disability.

Construção, aplicação e análise de proposta de formação continuada de professores para o ensino de história a alunos com deficiência intelectual

Pós-graduação em Educação - FFC

Forty-eighth Annual Report of the Agricultural Experiment Station of Nebraska, February 1, 1935

This report differs from previous reports in two respects: it covers experimental work up to January 1, 1935, and it includes brief abstracts of publications since the last report. Previously most of the report dealt with work done before the end of the fiscal year; that is, work done between June 30 and January 1 was not reported until over a year later, for the most part. The present report corrects that defect, and in addition the abstracts of publications will make the report useful as a reference guide to published matter. The projects are discussed under subject headings and in addition to the abstracts, brief reports of progress in projects under way are included. Complete data for these projects are not included; rather an attempt has been made to show how far the work has gone and to indicate some of the directions or trends of the work. The drouth of the past summer reduced yields severely. As a result the collection of significant data on yields was almost impossible. A few of the Experiment Station workers have ben loaned to federal projects. Despite these handicaps many projects have been advanced and many have been completed.

The use of polydimethylsiloxane for injection laryngoplasty

BACKGROUND: Injuries of the recurrent laryngeal nerve with consecutive vocal cord paralysis is a typical complication in chest, esophageal, thyroideal, and neck surgery. Glottic insufficiency secondary to such a lesion can be treated by endolaryngeal vocal cord augmentation (injection laryngoplasty). Many different substances have been used, often showing complications or disadvantages. This study reports on the use of injectable polydimethylsiloxane (PDMS), with special regard to the long-term results. METHODS: In this prospective study, 21 patients with unilateral vocal cord paralysis underwent injection laryngoplasty using PDMS at a volume of 0.5-1.0 ml. Preoperatively, 6 weeks and 12 months after the injection the following parameters concerning patients' voice were evaluated: Glottic closure by videolaryngostroboscopy, maximum phonation time, voice range, voice dynamic, jitter, shimmer, noise-to-harmonic-ratio, and roughness, breathiness, and hoarseness (RBH). In addition, patients were asked to give their own evaluation of how satisfied they felt with their voice and of the handicaps it caused them. RESULTS: Postoperatively an improvement was evident in all the parameters that were investigated, and this significant improvement was still in evidence for most of the parameters more than one year after the injection. In our study no complications were observed more than one year after injection. CONCLUSION: PDMS is a safe substance for injection laryngoplasty in unilateral vocal cord paresis. Objective and subjective parameters confirm its effectiveness. It is suitable for obtaining satisfying results in the reestablishment of the patient's voice and communication ability.

People with Disabilities and the Role of Social Workers in Lesotho

Après Pachaka (2003: 109), l' assemblé générale des nations unies a ratifié le programme d' action mondiale concernant les personnes avec des handicaps dans leur 37ième session 1982. Le but de ce programme est de promouvoir des mesures de prévention des handicaps, de réhabilitation et la réalisation des buts de la participation intégrale des personnes handicapées dans la vie sociale et du développement de l' égalité. Ce programme a mis en valeur que ces concepts devraient s' appliquer avec la même ampleur et urgence a tous les pays, indépendamment de niveau de développement. Pendant cet ère, l' attention et la conscience publique a été directé envers la nécessité de munir les personnes handicapées avec les mêmes opportunités a disposition aux autres citoyens. De suite, la décennie des nations unies pour personnes handicapées (1983-1992) a été mise en place. Néanmoins, la situation des personnes avec handicaps ne s'est guère amélioré depuis lors et leur nombre est actuellement en croissance.

Visual Acuity and Experience with Magnification Devices in Swiss Dental Practices

OBJECTIVES The aims of the present study in Swiss dental practices were 1) to provide an update on the prevalence of different magnification devices, 2) to examine the relationship between self-assessed and objectively measured visual acuity, and 3) to evaluate the visual performance of dentists in the individually optimized clinical situation of their respective practices. METHODS AND MATERIALS Sixty-nine dentists from 40 randomly selected private practices (n=20, <40 years; n=49, ≥40 years) participated in the study. A questionnaire was provided to evaluate the self-assessed near visual acuity and the experience with magnification devices. The objective near visual acuity was measured under standardized conditions on a negatoscope. The clinical situation, including the use of habitual optical aids, was evaluated with visual tests on a phantom head. RESULTS A total of 64% of the dentists owned a dental loupe: 45% Galilean loupes, 16% Keplerian loupes, and 3% single lens loupes. In total, 19% of the questioned dentists owned a microscope in addition to the loupes. The correlation between the self-assessed and the objective visual performance of the dentists was weak (Spearman rank correlation coefficient=0.25). In the habitual clinical situation, magnification devices (p=0.03) and the dentist's age (p=0.0012) had a significant influence on the visual performance. CONCLUSIONS Many dentists were not aware of their visual handicaps. Optical aids such as loupes or microscopes should be used early enough to compensate for individual or age-related visual deficiencies.