Avaliações externas e em larga escala nas redes de educação básica dos Estados brasileiros

Pós-graduação em Educação - FCT

Conhecimento dos enfermeiros sobre as ações de prevenção da infecção de corrente sanguinea associada ao cateter venoso central

Pós-graduação em Enfermagem (mestrado profissional) - FMB

Proposta teórico-interpretativa em sexualidade infantil: contribuição à educação sexual a partir da Grounded Theory

Pós-graduação em Educação Escolar - FCLAR

El papel de la institución en el escoger, acoger y acompañar al profesor universitario

Objective. To analyze the role of the institution in choosing, receiving and chaperone professors. Methodology. Qualitative study, which body analysis was composed of 32 participations in a thematic forum of a group of nine health professionals. Results. After professor hiring it is necessary to receive and chaperone him. Professors with longer time in the institution represent a more important role in the admission of the new professor. Chaperone process is an opportunity to change and redefine the rules, and should be supported by permanent evaluation. The university as a legitimate learning scenario, production and knowledge reconstitution, should accompany changes of contemporary science and support the interdisciplinary demands in the new knowledge construction. Conclusion. It is fundamental the role of the university receiving and chaperoning teachers from joining. As well university should favor the growth of the professor, not only by supporting the challenges of their pedagogic activity, but mainly through the respect of autonomy.

O projeto EMAI: uma análise sobre seus pressupostos políticos, filosóficos e pedagógicos e a questão da autonomia

Pós-graduação em Educação para a Ciência - FC

Um estudo sobre as possíveis causas de evasão no curso de Licenciatura em Pedagogia da UAB – UFSCAR em um Polo Presencial do Interior Paulista: percepção dos alunos

Pós-graduação em Educação Escolar - FCLAR

O ensino do desenho como linguagem: em busca da poética pessoal

Pós-graduação em Educação - FFC

Avaliação do conhecimento dos enfermeiros da rede de atenção à saúde do município de Botucatu sobre DPOC

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Políticas públicas de inclusão na educação infantil: um estudo em creches do município de Franca

Pós-graduação em Planejamento e Análise de Políticas Públicas - FCHS

Ações educativas sobre prevenção de acidentes infantis com professoras de educação infantil

Pós-graduação em Educação - FFC

Reflexões a respeito da educação a distância: a visão de professores em formação continuada

The study aimed to analyze the vision of teachers in conducting a continuing education course in level of expertise in the field of special education, focusing on Global Development Disorders, through the modality of distance education. The current study was provided by the Network Program São Paulo Teacher Training - REDEFOR in partnership with Universidade Estadual Paulista-UNESP, for teachers of the state of São Paulo. The survey went through some steps, namely: a) literature review a brief history of Distance Education in Brazil and in the world thus seeking to understand their development to the present day, including legislation that regulates; b) study and survey of potential and limiting factors for distance education in teacher training. Was observed of initial and continuing teacher education in the distance mode, focusing on education and training policies implemented by the state of São Paulo, in recent years; c) data collection with 33 teachers in the continuing education process, e-mail and performed with the use of Google Drive tool that enabled the creation of online search form; d) organization, analysis and interpretation of data and its consequences. Through the results it observed that distance education is considered a favorable mode of education for the continuing education of teachers. The course was offered via Moodle and tools were considered easy to assimilate and elaborate activities in general, favored the construction of knowledge, and some questioned for its effectiveness. It follows therefore, that distance education provides continuing education for teachers, but it is necessary in the preparation of these courses is taken into consideration the tools and resources available in their construction, contributing to a dynamic and interactive model between all participants in which the exchange of experiences, questions, doubts, can effectively contribute to the construction of knowledge and possible developments in..

A Qualitative Analysis of Youth Feedback of Nutrition School Enrichment Kits in Lincoln, NE

A Qualitative Analysis of Youth Feedback of Nutrition School Enrichment Kits in Lincoln, NE Richard A. Losey, M.S. University of Nebraska, 2010 Advisor: Wanda M. Koszewski The qualitative analysis of the responses given by students participating in classrooms that used the Nutrition Education Program‟s (NEP) school enrichment kits was the primary focus of this research. Data was collected from the participants in written form. Three major themes appeared during analysis of the data, healthy eating habits, cleanliness and change. The theme of healthy eating habits is comprised of the following sub-themes: breakfast, nutrients, label reading, Food Guide Pyramid/MyPyramid and healthy snacks. Cleanliness is comprised of hand washing and food safety sub-themes. The change theme is made up of change in healthy eating habits, change in cleanliness and change in both healthy eating habits and cleanliness. The data suggests that participating students have made or intend to make changes regarding healthy eating habits and cleanliness, which is the goal of nutrition education. The students‟ responses indicate that the NEP school enrichment kits are effective in increasing the knowledge of students and promoting healthy lifestyle changes.

Reflexões a respeito da educação a distância: a visão de professores em formação continuada

The study aimed to analyze the vision of teachers in conducting a continuing education course in level of expertise in the field of special education, focusing on Global Development Disorders, through the modality of distance education. The current study was provided by the Network Program São Paulo Teacher Training - REDEFOR in partnership with Universidade Estadual Paulista-UNESP, for teachers of the state of São Paulo. The survey went through some steps, namely: a) literature review a brief history of Distance Education in Brazil and in the world thus seeking to understand their development to the present day, including legislation that regulates; b) study and survey of potential and limiting factors for distance education in teacher training. Was observed of initial and continuing teacher education in the distance mode, focusing on education and training policies implemented by the state of São Paulo, in recent years; c) data collection with 33 teachers in the continuing education process, e-mail and performed with the use of Google Drive tool that enabled the creation of online search form; d) organization, analysis and interpretation of data and its consequences. Through the results it observed that distance education is considered a favorable mode of education for the continuing education of teachers. The course was offered via Moodle and tools were considered easy to assimilate and elaborate activities in general, favored the construction of knowledge, and some questioned for its effectiveness. It follows therefore, that distance education provides continuing education for teachers, but it is necessary in the preparation of these courses is taken into consideration the tools and resources available in their construction, contributing to a dynamic and interactive model between all participants in which the exchange of experiences, questions, doubts, can effectively contribute to the construction of knowledge and possible developments in..

Skeletal abnormalities in humpback whales Megaptera novaeangliae stranded in the Brazilian breeding ground

Skeletal tissues of 49 humpback whales Megaptera novaeangliae that stranded between 2002 and 2011 along the Abrolhos Bank seashore and its adjacent waters in Brazil were studied. Twelve (24.5%) animals presented pathological changes in one or more bones. Degenerative changes and developmental malformations were most frequent (10.2% each), followed by inflammatory/infectious and traumatic lesions (8.2% each). Infectious diseases led to severe lesions of the caudal vertebrae of 2 whales. In one of these individuals, the lesions involved 6 caudal vertebrae, leading to ankylosis of 3 vertebrae. Degenerative changes were observed in the vertebral columns of 3 animals, involving the joints of 13 ribs of 1 individual, and in the humerus of 1 whale. Traumatic lesions, such as osseous callus in the ribs, were observed in 4 animals. In 1 whale, the rib showed severe osteomyelitis, possibly resulting from the infection of multiple fractures. Developmental abnormalities such as spina bifida on 3 cervical vertebrae of 1 whale, fusion of spinal processes on thoracic vertebrae of 1 individual and fusion of the first 2 ribs unilaterally or bilaterally in 4 animals were found. Chronic infectious conditions found in the axial skeleton may have restrained spinal mobility and had detrimental effects on the general health of the animals, contributing to stranding and death. To our knowledge, this is the first systematic study on skeletal lesions in stranded humpback whales.

THE ASSOCIATION BETWEEN CHILDHOOD ADVERSITY AND COMPONENTS OF METABOLIC SYNDROME IN ADULTS WITH MOOD DISORDERS: RESULTS FROM THE INTERNATIONAL MOOD DISORDERS COLLABORATIVE PROJECT

Objective: We sought to determine whether a reported history of childhood adversity is associated with components of the National Cholesterol Education Program Adult Treatment Panel III (NCEP-ATP-III)-defined metabolic syndrome in adults with mood disorders. Method: This was a cross-sectional analysis of adult outpatients (N = 373; n = 230 female, n = 143 male; mean age [SD] = 42.86 [14.43]) from the International Mood Disorders Collaborative Project (University of Toronto and Cleveland Clinic) with DSM-IV-defined major depressive disorder and bipolar I/II disorder. Childhood adversity was measured with the Klein Trauma & Abuse-Neglect self-report scale. The groups with and without childhood adversity were compared to determine possible differences in the rates of metabolic syndrome and its components. Logistic and linear regressions adjusted for age, sex, education, employment status, and smoking were used to evaluate the association between childhood adversity and components of metabolic syndrome. Results: For the full sample, 83 subjects (22.25%) met criteria for metabolic syndrome. Individuals reporting a history of any childhood adversity had higher systolic and diastolic blood pressure (systolic: p = 0.040; diastolic: p = 0.038). Among subjects with a history of sexual abuse, a significant proportion met criteria for obesity (45.28% vs. 32.88%; p = 0.010); a trend toward overweight was found for subjects with a history of physical abuse (76.32% vs. 63.33%; p = 0.074), although this relationship did not remain significant after adjusting for potential confounders. There was no statistically significant difference in the overall rate of dyslipidemia and/or metabolic syndrome between subjects with and without childhood adversity. Conclusion: The results herein provide preliminary evidence suggesting that childhood adversity is associated with metabolic syndrome components in individuals with mood disorders. Int'l. J. Psychiatry in Medicine 2012;43:165-177)