Orientador : Nancy Airoldi Teixeira / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-02T08:18:02Z (GMT). No. of bitstreams: 1 Santos_JaquelineRochaBorgesdos_M.pdf: 2979401 bytes, checksum: 0e13bd2e764d45e4b5fa97aacd10a383 (MD5) Previous issue date: 2002 / Resumo: Neste estudo, investigamos as alterações comportarnentais produzidas pela inibição aguda da síntese do óxido nítrico em ratas fêmeas adultas no labirinto em cruz elevado, campo aberto, teste de retração da cauda, esquiva ativa sinalizada, esquiva passiva e desamparo aprendido. Os animais receberam L-NAME por via i.p. na dosagem 100mg/kg (grupo tratado, N=10) e solução salina 0,9% (grupo controle, N=10) 30 minutos antes do teste no labirinto em cruz elevado, campo aberto e teste de retração da cauda. No desamparo aprendido, os animais receberam solução salina 0,9%, ou L-NAME 10 e 100mg/kg, 30 minutos antes do confinamento ou choques inescapáveis; 24 horas após, foram submetidos a choques escapáveis. No labirinto em cruz elevado, diferenças estatisticamente significantes foram observadas no tempo e na freqüência de entradas nos braços abertos do grupo tratado em relação ao controle. No campo aberto, diferenças estatísticas foram observadas no tempo de centro e levantar-se (rearing), no grupo tratado em relação ao controle. No teste de retração da cauda, houve diferença estatisticamente significativa no tempo de latência de retração da cauda do grupo tratado em relação ao controle. Na esquiva passiva, os animais receberam por via i.p. solução salina 0,90.10ou L-NAME 100mg/kg30 minutos antes do treino e teste, consistindo os seguintes grupos: grupo C-C (os animais receberam solução salina 0,9% no dia do treino e teste); C-D (os animais receberam solução salina 0,90.10 no dia do treino e LNAME 100mg/kg no dia do teste); D-C (os animais receberam L-NAME 100mg/kg no dia do treino e solução salina 0,9% no dia do teste); D-D (os animais receberam L-NAME l00mg/kg no dia do treino e teste). Não foram observadas diferenças estatísticas na porcentagem de aprendizagem nos grupos. Na esquiva ativa sinalizada, diferenças estatístcas foram observadas entre os grupos satina e tratado, no dia do treino, causando um déficit no escape, mas não os impediu de aprender a tarefa. Desta forma, a inibição da síntese do óxido nítrico alterou parcialmente o comportamento exploratório e emocional, reduziu a ansiedade, produziu analgesia, não prejudicou a aprendizagem e memória, apresentou efeito antidepressivo na dosagem 100m/kg de L-NAME / Abstract: In this work we investigated behaviour altered produced foracute inhibition of nitric oxide synthesis in adults female rats in plus maze test, open field, tail flick test, ative avoidance signalling, passive avoidance and learned helplessness. The animaIs received L-NAME i.p. 100mg/kg(treated group, N=lO) and saline solution 0,9% (contro1group, N=10) 30 minutes before of plus maze test open field and tail flick test. In leamed helplessness, the animals received saline solution 0,9%, or LNAME 10 and l00mg/kg, 30 minutes before confinament or inescapable shocks; 24 hours before, were submetted at escapable shocks. In the plus maze test, significant statistical differences were observed in time and frequency of entries into open arms of treated and control groups. In the open field, statistical differences were observed in center time and rearing, in treated group reIative to control group. Statistical differences were seen at tail flick test in latency time of tail flick of treated group relative to control group. In passive avoidance, the animais received i.p. saline solution 0,9% or L-NAME 100mg/kg 30 minutes before training and test, divided in four groups: group C-C (the animaIs received saline solution 0,9% in the training and test days); C-D (the animais received saline solution 0,90.10 in the day of training and L-NAME 100mg/kg in the test); D-C (the animais received L-NAME 100mg/kg in the day of training and saline solution 0,90.10 in the test); D-D (the animaIs received L-NAME 100mg/kg in the training and test days). No statistical differences were seen in percentage of learning tn the groups. In ative avoidance signaling, statistical differences were observed between controI group and treated group, in the training day caused an escape deticit, but did not avoided them to learn task. Thus, the acute inhibition of nitric oxide synthesis altered partialy exploratory and emotional behaviour, reduced anxiety, produced analgesy, did not injured learned and memory, presented antidepressive effect at dose of 100mg.kg-1 / Mestrado / Mestre em Farmacologia

Submitted to the Faculty of EDUCATION in fulfilment of the requirements for the degree of DOCTOR OF EDUCATION in the Department of EDUCATIONAL PSYCHOLOGY AND SPECIAL EDUCATION at the UNIVERSITY OF ZULULAND, 1998. / The present study examines determinants of occupational stress among teachers in KwaZulu-Natal. The first aim was to ascertain the extent to which teachers in KwaZulu-Natal experience stress from work-related factors. The second aim was to determine whether any relationship exists between teachers' personality dimensions and their stress levels. The third aim was to determine which personality dimension (s) best predict (s) stress in different work situations. The last aim was to determine whether any significant effects exist between teachers' biographical characteristics and perception of the nature of work-related stress factors. To this end, a standardized scale (KPQ) was used for eliciting teachers' personality dimensions and the researcher's own scale, Occupational Stress Inventory for Teachers (OSIT) for measuring teachers' occupational stress. The OSIT scale was validated by the researcher using the method of factor analysis. The research instruments were administered to a randomly selected sample of four hundred and forty four teachers. The findings reveal that teachers differ in the extent to which they experience stress from work-related factors. A very high percentage (67,1 %) of teachers report an above average level of occupational stress. The findings show that there is a negative relationship between extraversion and educational changes. The relationship between neuroticism and time pressures; neuroticism and administrative problems and neuroticism and pupil misbehaviour is positive. The findings also indicate that neuroticism is the best predictor of stress in situations involving time pressures; adrninistrative problems and pupil misbehaviour, whereas extraversion is the best predictor of stress in situations involving educational changes. The last findings show that teachers' sex, qualification and teaching experience have an influence on teachers' perception of time pressures; educational changes; administrative problems and pupil misbehaviour. On the basis of the findings of this study, both curative and preventative strategies were recommended for dealing with occupational stress which is experienced by teachers.

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Syfte: Studien syftar till att få fördjupad förståelse för hur stressfaktorer kan påverka individens innovativa beteende positivt. Metod: Studien tillämpar en kvalitativ ansats med semistrukturerade intervjuer. Totalt genomfördes elva intervjuer på Volvo Group Trucks Technology samt en intervju och ett kompletterande samtal med två tidigare anställda. Intervjusvaren har analyserats med tematisk analys Resultat & slutsats: Nio stressfaktorer identifierades vilka skapar stress; krav, tidspress, kontroll, support, roll, kultur, riskvilja, sociala medier och mål. Studien identifierade också fem påverkansfaktorer som kan påverka utvecklingen av positiv stress; personlighet, problemlösande, självledarskap, erfarenhet och motivation. Stressfaktorer i kombination med påverkansfaktorer kan bidra till positiv stress hos individen och leda till ökat innovativt beteende. Förslag till fortsatt forskning: Studien efterfrågar mer kvalitativ forskning på stressfaktorer och innovativt beteende. Stress- och påverkansfaktorer som identifierades i studien bör undersökas vidare. Framtida studier bör även undersöka stressfaktorer i relation till innovationsbeteendets alla tre faser. Framtida studier bör också inkludera fler kvinnor och vidare forskning på hur organisationer kan organisera för innovation. Uppsatsens bidrag: Studiens främsta bidrag är Modell 2: Stressors Innovative Development, som visar hur stressfaktorer inverkar på innovativt beteende. Modellen ger stöd till ledare som önskar öka anställdas innovativa beteende, för att öka företagets konkurrenskraft. Modellen ger kunskap om vikten av de personliga förmågorna för att positiv stress ska utvecklas, och påverka det innovativa beteendet positivt. / Aim: This study aims to provide a deeper understanding of how stressors affect the individual innovative behavior positively. Method: The study applies a qualitative approach with semi structured interviews. In total, eleven interviews were conducted within Volvo Group Trucks Technology and one interview and a complementary conversation with two former employees were carried out. Interview responses have been analyzed with thematic analysis. Result & Conclusions: Nine stress creating stressors were identified; demands, time pressure, control, support, roll, culture, risk appetite, distraction and goals. The study also identified five individual capabilities, which are termed as influencing factors; personality, problem solving, personal responsibility, experience, motivation. The study finds that stress can lead to increased innovative behavior when stressors are combined with influence factors contributing to positive stress in the individual. Suggestions for future research: To further increase the understanding of stressors and innovative behavior, more qualitative research within this field is necessary. Stressors and influencing factors, being identified in this study, should be studied in more detail. Future research should aim to study innovative behavior and stress for all three phases of Innovative Behavior. Further studies within this field should also include more women and research on how organizations can organize for innovation. Contribution of the thesis: The study's main contribution is the Model 2: Stressors ID, which shows how stressors affect innovative behavior. The model provides support for leaders who wish to enhance employees' innovative behavior to increase the company's competitiveness. The model provides knowledge about the importance of personal capabilities in order for positive stress to evolve and influence the innovative behavior positively.

This research investigated the main sources of occupational stress that tertiary English as a Foreign Language (EFL) teachers experience in the United Arab Emirates. A secondary focus was to identify the coping strategies used by EFL teachers who exhibit low levels of stress, and what types of support were needed by EFL teachers who exhibited moderate to high levels of stress. While theories abound in the literature on the reasons for stress and its consequences for teachers, little is known about the role of coping strategies and their specific usefulness in eradicating stress. Given the nature of the research questions, an interpretivist mixed methods approach was deemed appropriate. Data collection methods included a pre-tested online survey followed by 26 semi-structured interviews and a Likert-style questionnaire which were used to gain an in-depth understanding of the quantitative aspects of stress levels. Qualitative, semi-structured interviews were used to examine the coping strategies of 113 self-identified EFL teachers with low stress levels. They were analysed through theme analysis and triangulated with other data to increase the robustness of the results. The sources of teacher stress derived from the analysis are ranked according to the 20 cited as most significant by the participants. They are discussed in detail under the headings of stressors related to classroom teaching, administration leadership style, professional issues and their own assessment as teachers. The strategies teachers use to cope with these stresses are varied and range from activities to attitudes. Key recommendations for the teaching faculty centre on general health and well-being, and overall workplace focus. Clearly, EFL teachers suffering from workplace stress must take care of themselves physically, psychologically and emotionally. Yet teachers in the UAE also expressed a desire for administrators who practice more democratic leadership styles, and acknowledged that the attitudes of their students toward learning English had a considerable impact on their own practices. Further inquiry is recommended into a more complete examination of teacher stressors and their relationship to cultural factors, specifically two of the cultural dimensions found in the UAE (power distance and uncertainty avoidance), which were found to be particularly relevant to stressors in the category of leadership style and practices.

M.A. / The purpose of this research study is to explore and identify a knowledge contents base needed for the development of a competency-based stress-coping program for traumatized adolescents. The aim of a competency-based stress-coping program is to address the inadequacy of the traumatized adolescent to cope with stress, and the need to channel their inability to cope with stress, thus enabling them to channel stress adequately. To accomplish this aim, an in-depth study is made into the competency-based approach, as well as the exploration of stress and traumatized adolescents. The research process of Mouton and Marais (1991) is followed and four data collection methods are utilized in the study. The research process is initiated by a literature study and is supplemented by (a) semi-structured interviews with experts in the field of Competency Based Training; (b) the use of a focusgroup with social workers in practice with traumatized adolescents and (c) group-administered questionnaires completed by traumatized adolescents receiving social work services. The study is not conducted and tested on a large scale due to the qualitative research undertaken. Data collected is analyzed by inductive reasoning and the processing of data through the utilization of the SPPC computer program which is used for the questionnaires completed in this study. Results show that a prerequisite for the utilization of the Competency-Based Approach entails the preliminary training of presenters of programs based upon this approach. Furthermore adolescents need to have certain intellectual and emotional abilities at their disposal which enables them to participate in a program based upon the Competency Based approach. Results show that traumatized adolescents who participated in this study have been exposed to a number of stress factors, mainly related to the relationships they are involved in, and indicate a need to participate in a stress-coping program. In a competency based stress coping program for adolescents it is necessary to identify between the cognitive outcomes and the behaviour or social outcomes that are intended.

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The Master's Thesis "Stress evaluation, coping and reduction" deals with studying and analyzing stress in sample of employees from Slovenské elektrárne, a.s. The theoretical part analyzes psychological overloading and pressure, stress itself, theories of stress, pathological effects of stress in society, coping with stress and reduction of stress. The practical part deals with stresors, which have an influence on respondents, their (dis)satisfaction with work and dependence between them. Conclusion contains suggestions how to deal with stress and its economic analysis.