Made available in DSpace on 2014-06-11T19:29:02Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-12-04Bitstream added on 2014-06-13T19:58:28Z : No. of bitstreams: 1 verissimo_dmm_me_assis.pdf: 445435 bytes, checksum: 93b36ce929159ed46a80e679738d150a (MD5) / A maternidade é conhecida como um momento sublime na vida da mulher, mesmo em meio às transformações ocorridas no mundo contemporâneo, essa visão idealizada da maternidade é composta de fatores: sociais, culturais e históricos. A psicanálise também contribuiu na construção desta visão, tanto para uma responsabilização das mães pela estruturação psíquica das crianças, quanto para a naturalização da maternidade caracterizado-a como própria da feminilidade. Porém, inúmeros autores apontam para as dificuldades e pressões vivenciadas pelas mães da gestação ao pós-parto na relação com seu bebê, pois a vivência da maternidade sempre vem acompanhada de sentimentos conflitantes, ou seja, ambivalências. A literatura aponta também que a ambivalência se torna mais intensa quando o encontro com o bebê real é marcado por uma doença. No caso do presente trabalho, estudamos os efeitos da alergia à proteína do leite de vaca (APLV), na relação mãe-bebê, uma vez que essa doença, que vem ganhando importância no contexto pediátrico, apresenta uma particularidade: ao atingir o bebê em aleitamento, quem realiza uma dieta livre de qualquer produto lácteo é a mãe; devido à essa particularidade acreditamos que essa doença ao atingir bebês cria uma condição especial ao desenvolvimento da relação mãe-bebê. Com o objetivo de compreender as manifestações do sentimento de ambivalência em mães de bebês com a referida alergia realizamos uma investigação qualitativa psicanalítica, tendo como ponto de partida um estudo sobre os cuidados maternos ao longo da história, seguido de revisão... / Motherhood is known as a sublime moment in the life of a woman, even with the changes in the contemporary world, this idealized vision of motherhood is composed by some factors: social, cultural and historical. Psychoanalysis has also contributed in building this vision, not only the responsibility of these mothers for the psychic structure of these children, but also for the naturalization of motherhood characterized it as their own femininity. However, many authors pointed out the difficulties and pressures experienced by the these mothers from pregnancy to post partum relate to their babies, because the experience of motherhood always comes along with a conflicted feelings, and this is called ambivalence. The literature also indicates that ambivalence becomes more intense when the encounter with the real baby is marked by a disease. In the present work, we studied the effects of allergy to the protein in cow's milk (APLV) in mother-infant relationship, once that this disease which has become importance in the pediatric context ,it shows an particularity: when it get to the baby who is breastfeeding, who carries on a free diet of any dairy product is the mother because of this particularity we believe that whenever this disease reaches the baby it creates a special condition between the development of mother-infant relationship. In order to understand the manifestations of ambivalence feelings in mothers who have allergic babies , we carried out a qualitative investigation of psychoanalysis, and as a starting... (Complete abstract click electronic access below)

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Made available in DSpace on 2016-03-15T19:40:31Z (GMT). No. of bitstreams: 1 Ana Maria Vilar Suassuna.pdf: 452392 bytes, checksum: 12963e077dfe22408017a91aeccb1745 (MD5) Previous issue date: 2008-06-10 / Fundo Mackenzie de Pesquisa / With the technological development in the last decades, notably with the introduction of the use of ultrasound in pre-natal examinations, it is known today that the fetus has multiple skills. The development of prenatal diagnosis allowed the detection of numerous disabilities during pregnancy and also to monitor the pregnancies that may offer a particular risk. The progress of medicine, diagnosis and treatment of prenatal participated in the advent of the fetus as a subject and have given a new meaning to the concept of motherhood. The psychic connections between the mother and her fetus directly depend on the real lived by the woman during pregnancy, history and the physical and mental transformations induced by this new status. Her love or rejection or the ambivalence for the unborn child determines her depth, breadth and emotional capacity. Meanwhile, the current techniques, which allow knowing the fetus earlier and coming into relationship with him, can encourage the process of parentalization, but also generate the disorganizing effects for the psyche of the future father and mother. When the fetus presents a condition, the mental turmoil usually found during pregnancy is increased and affect mainly the records of narcissism and early parent-child relationships. The disabled son of the family puts forward a series of emotions of mourning for the loss of the healthy child that expected. Parents are faced with psychic labor of accepting that the fantasmatic and imaginary child was replaced by the real child. This work has the purpose of promoting a discussion about the influence of prenatal diagnosis in the formation of possible psychopathologies in parent-child bond as well as the role of the mental health professional, focusing, in particular, the place of the psychoanalyst who work towards favoring the tessiture of the links of the future parents, their problem babies and the teams. / Com o desenvolvimento tecnológico das últimas décadas, notadamente, com a introdução do uso do ultra som nos exames pré-natais, sabe-se hoje que o feto possui várias competências. O desenvolvimento do diagnóstico pré-natal permitiu detectar numerosas anomalias no decorrer da gravidez e também de acompanhar as gestações que apresentam um risco particular. Os progressos da medicina, do diagnóstico e dos tratamentos pré-natais participaram do advento do feto como sujeito e deram um novo sentido ao conceito de maternidade. As ligações psíquicas entre a mãe e seu feto dependem diretamente do vivido real da mulher durante sua gravidez, de sua história e das transformações físicas e psíquicas induzidas por este novo estado. Seu amor por essa criança ainda não nascida, ou sua rejeição ou ainda a ambivalência, determinam a profundidade, a amplidão e a capacidade emocional desta. Entretanto, as técnicas atuais, que permitem conhecer o feto mais cedo e de entrar em relação com ele, podem favorecer o processo de parentalização, mas igualmente engendrar os efeitos desorganizadores para o psiquismo dos futuros pai e mãe. Quando o feto apresenta uma patologia, as turbulências psíquicas encontradas habitualmente durante a gravidez são aumentadas e afetam principalmente os registros do narcisismo e das relações precoces pais-bebê. A deficiência do filho coloca a família frente a uma série de emoções de luto pela perda da criança saudável que esperava. Os pais são confrontados com o trabalho psíquico de aceitar que a criança fantasmática e imaginária foi substituída por esta criança real. Este trabalho tem o intuito de promover uma reflexão acerca da influência do diagnóstico pré-natal na formação de possíveis psicopatologias no laço pais-bebê, bem como o papel do profissional de saúde mental, enfocando, sobretudo, o lugar do psicanalista que atua favorecendo a tessitura das ligações dos futuros pais, seus bebês com problemas e as equipes.

A atenção conjunta é considerada, na literatura específica, como sendo uma habilidade fundamental do bebê para que este possa, a partir dela, estabelecer um conjunto de dimensões básicas no seu desenvolvimento cognitivo, social e afetivo. A atenção conjunta se refere a comportamentos como olhar na direção do olhar do outro, observar a face, a intenção e os interesses do outro, mostrar e compartilhar interativamente objetos com outros. Episódios de atenção conjunta, portanto, podem quase ser denominados de episódios de atenção visual conjunta. Esta capacidade, como dado eminentemente visual, tem sido considerada como crucialmente importante para o desenvolvimento da capacidade interativa do bebê, sendo indispensável para que este se socialize. Entretanto, ao se pensar estes processos em crianças cegas ou com deficiência visual severa, depara-se com a pouca quantidade de informação disponível em dados de pesquisas. Assim, a meta desta pesquisa foi investigar se ocorreu e como ocorreu a construção, o estabelecimento e a manutenção do processo de atenção conjunta em um bebê vidente e um bebê com deficiência visual severa, ambos em interação com os parceiros em seu entorno. Para tal, partiu-se da verificação de quais pistas sensoriais o bebê ou os parceiros circundantes se utilizam nas interações (se pistas visuais, táteis, vestibulares, auditivas, cinestésicas, olfativas ou gustativas) para iniciar, estabelecer e manter a atenção conjunta. Utilizou-se de estudo de casos múltiplos-exploratórios, envolvendo um bebê com deficiência visual severa e sua família vidente, fazendo-se um contraponto com um bebê vidente em uma família também vidente. O contraponto se mostrou importante para dar visibilidade a recursos e aspectos específicos do processo, e também preservar as características dos ambientes em que os bebês e suas famílias se encontram. A perspectiva sócio-interacionista permitiu a compreensão dos processos desenvolvimentais que ocorrem nestas situações. A construção do corpus se deu através de videogravações, posteriormente recortadas de acordo com sua relevância para a verificação da meta proposta, sendo as cenas selecionadas transcritas. Para a análise destes recortes considerou-se a abordagem microgenética, com aporte metodológico da Rede de Significações funcionando como proposta privilegiada e possibilitadora da compreensão da complexidade dos processos. Como resultados, verificou-se que para o bebê vidente, os dados encontrados confirmam o que a literatura específica indica como sendo o percurso típico para a construção da atenção conjunta. Para o bebê com deficiência visual severa, nota-se também, a partir de outras pistas que não as visuais, o estabelecimento e a manutenção do processo de atenção conjunta. Sugerem-se, entretanto, mais pesquisas a respeito destas questões, não só para se buscar mais dados a partir de outros bebês videntes e também com as mesmas características sensoriais diferenciadas da cegueira ou da deficiência visual severa, como também para contribuir com a construção de novos dados teóricos a respeito do tema. / Joint attention is considered, in specific literature, as a fundamental skill of the baby. Through this ability, the baby sets up a group of basic dimensions in his cognitive, social and affective development. Joint attention refers to behaviors like looking in the direction of someone else\'s gaze, observe the face, the intent and the interests of the other, pointing out and sharing objects interactively with other. Joint attention episodes, therefore, can almost be called joint visual attention episodes. This ability, basically as a visual fact, has been considered as crucially important for the development of the interactive capabilities of the baby, becoming essential for his socialization. However, there is few survey data about joint attention in severe visual impairment or blind children. Therefore, this research aims to investigate if occurs and how occurs the construction, establishment and maintenance of joint attention process in a seer baby, and in a severe visual impairment baby, both in interaction with surrounding partners. This work is intended to check what sensorial cues are being used, by the baby or by the surrounding partners, in their interactions (whether visual, tactile, vestibular, auditory, kinesthetic, olfactory or gustatory) to initiate, establish and maintain joint attention. It was choosen the methodology Exploratory Multiple Case Study, involving a severe visual impairment baby and its seer family, as a counterpoint to a seer baby and its seer family. This approach offered additional visibility to some specific aspects in joint attention, and, in addition, to preserving surrounding characters in which babies and their families are involved. The Social-Interactionist Perspective allowed the understanding of such developmental processes. Corpus Construction were captured on digital video recordings, subsequently prepared accordingly to the work goal and its relevancy. The selected scenes were transcribed. For the analysis of these clippings was considered a microgenetic approach. The Network of Meanings sustained the comprehension of joint attention processes and offers methodological support. As an outcome for the seer baby, this work endorses what specific literature indicates for the establishment of joint attention in a typical development child. For this baby with severe visual impairment, it was observed establishment and maintenance of joint attention process, from non visual sensory cues. However, it suggests more research on these issues to generate new contribuitions over the theme joint attention, not only to seer babies, but also to severe visual impairment babies. These future works might contribute to build new theoretical data on joint attention, in typical or even atypical sensorial conditions of development.

O enfoque desta investigação psicanalítica foi o de estudar a importância da mãe como ambiente primário facilitador ou perturbador da continuidade de ser do bebê e teve como fundamentação teórica os conceitos do pediatra e psicanalista britânico D.W.Winnicott. O método utilizado foi o Método de Observação da Relação Mãe-Bebê na Família criado pela psicanalista britânica Esther Bick. Dentro da abordagem winnicottiana são de grande importância todos aqueles (profissionais da saúde e familiares) que compõem o ambiente de apoio, necessário para que a mãe, a partir dos últimos meses de gestação até o final do primeiro mês de vida do seu bebê, mergulhe num estado designado pelo autor como preocupação materna primária. Isso contribui para que se estabeleça entre ela e seu filho uma comunicação empática, envolvendo identificação de necessidades seguida de cuidados com habilidade e afetuosidade. Um bom começo compõe a base para o processo de amadurecimento saudável. O caso deste estudo, realizado em catorze meses através de observações semanais em ambiente domiciliar da família, permitiu o acompanhamento da maternagem da mãe em luto por ter perdido sua mãe, de forma inesperada, vítima de pneumonia, seis dias antes do parto. A morte da avó materna encerrou a possibilidade concreta de convivência dela entre os familiares, bem como significou a perda de holding (apoio) da gestante desde o momento do parto ao exercício da maternagem durante os primeiros meses. O ambiente primário foi afetado e os efeitos do luto materno serão demonstrados ao longo desta dissertação / The focus of this psychoanalytic investigation was to examine the importance of the mother as the primary facilitating or disturbing environment for the continuity of the babys being as based on the theoretical concepts of the British pediatrician and psychoanalyst D.W.Winnicott. The \"Method of Observation of the Mother-Baby Relationship in the Family\", created by the British psychoanalyst Esther Bick was used. According to Winnicott, all those health professionals and family members that make up the supportive environment needed by the mother from the last months of pregnancy to the end of the first month of the baby\'s life are of great importance when plunged into a state designated as \"primary maternal preoccupation\". This helps to establish an empathic communication between the mother and her child involving identification of needs followed by skill and care with warmth. A good beginning for the baby provides the basis for a healthy maturation process. This investigation was conducted over fourteen months by weekly observations in the family home which permitted monitoring the mothering by the mother while grieving due to the unexpected death of her mother as a victim of pneumonia six days before delivery. The loss of the maternal grandmother ended the concrete possibility of her participation in the family and entailed the loss of holding for the mother prior to birth and in the practice of mothering during the first months. The primary environment was affected and the effects of this maternal grief will be described throughout this dissertation

A pesquisa tem por objeto a formação corporal do profissional de educação que trabalha com a primeira fase de vida do ser humano, mais precisamente o período compreendido entre o nascimento e os três anos de idade, por se reconhecer a importância do período de \"chegada à vida\" na constituição do psiquismo. O objetivo geral foi verificar como tem sido feita a formação de pedagogos na linguagem expressiva corporal voltada ao trabalho pedagógico com os bebês, analisando as possibilidades, os desafios e as necessidades dessa formação. Como procedimento metodológico foi criado um curso de extensão na Faculdade de Educação da USP, do qual participaram sessenta e seis pedagogas que trabalham em Centros de Educação Infantil localizados nos municípios de São Paulo, Barueri, Cotia, Embu e Francisco Morato, e no qual foram utilizados os conhecimentos do campo da Pedagogia do Teatro como mediadores de formação. Os resultados denunciam que a ausência de formação corporal priva os pedagogos, entre outros aspectos: da compreensão do corpo e do movimento como condição indispensável para a construção de conhecimento e para o trabalho pedagógico com bebês; da compreensão das linguagens expressivas na primeira infância; e, da revisão de valores sobre a corporeidade, a experiência e o bebê como sujeito, colaborando para que as estruturas de controle e opressão do corpo continuem a se fazer presentes na instituição escolar para crianças pequenas. Da análise dos dados provenientes da investigação de campo e do cotejamento destes com a pesquisa bibliográfica, derivaram as categorias aprofundadas: formação corporal do pedagogo; disciplinamento e repressão corporal; percepção sobre os bebês; reflexões sobre formação e valores docentes. / This research aims at developing professionals in the educational field who deal with the first stage of human beings´ lives i.e. the period from birth up to three years old since it is a stage of starting life in the latter´s psychological development. The general objective was to investigate how the pedagogues´ knowledge had been developed regarding the expressive body language in their pedagogical practice in babies by analyzing possibilities, challenges and the necessities concerning such instruction. An extension course was created at Faculdade de Educação at Universidade de São Paulo as a methodological procedure. Sixty six pedagogues who work for public daycare centers in São Paulo, Barueri, Cotia, Embu and Francisco Morato joined this course which used some knowledge from the Theatre Pedagogy as a tool in this instruction. Such results say that lacking body language notions can prevent pedagogues, among other things: from understanding of body and movement as a prerequisite for building knowledge and for pedagogical work with infants; from comprehension of the expressive languages in early childhood, besides reviewing some concepts regarding the body, the experience and the baby as a person to avoid body oppression and control over toddlers at schools. Based on collected data from field investigation (extension course) and on the conciliation of these with the bibliography the following categories were analyzed: pedagogues´ body perception instruction, body discipline and repression, perception of babies, reflections about teachers´ instruction and teachers\' values.

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No. of bitstreams: 1 michelleduarterioscardoso.pdf: 7383191 bytes, checksum: af5264ca2b9f8b0ea0c217bb4aca3b65 (MD5) Previous issue date: 2016-03-31 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação, inserida na linha de pesquisa “Linguagem, Conhecimento e Formação de Professores” do Programa de Pós-Graduação em Educação da Universidade Federal de Juiz de Fora, destacou a discussão da brincadeira dos/com os bebês no contexto da creche e partiu das seguintes questões: Como acontece o brincar no berçário I de uma creche pública do município de Juiz de Fora? E, como ocorre a interação entre as professoras e os bebês, nos momentos de brincadeira, nos diferentes espaços da creche? Tal discussão é relevante, pois, ao pensarmos nos bebês, no ambiente da Educação Infantil, é preciso atentar para seus interesses específicos, reconhecendo-os como sujeitos em formação, capazes de construírem novos significados, a partir de interações estabelecidas com outros, no coletivo da creche. Ao refletirmos nas possibilidades do brincar entre/com os bebês, é preciso concretizar práticas que proporcionem a eles a possibilidade de interagir com o outro e com o mundo ao seu redor, tornando possível a participação ativa em seu processo de formação. Dessa maneira, acreditamos que, a partir das interações entre professoras e bebês, é possível estabelecer, dentro da instituição de Educação Infantil, uma relação de aprendizagem/desenvolvimento pautada na troca de experiências e significados partilhados. Para esta pesquisa, acompanhamos – durante seis meses - o berçário de uma creche pública do município de Juiz de Fora, observando e dialogando com as professoras, com os objetivos de a) compreender como acontece o brincar, em interação com as educadoras, em uma turma de berçário de uma creche pública, do município de Juiz de Fora e b) analisar a interação entre as educadoras e os bebês, nos momentos de brincadeira, nos diferentes espaços da creche. Como aporte metodológico, utilizamos a Pesquisa Crítica de Colaboração (PCCol), que prioriza momentos de discussão, em que pesquisador e sujeito se unem para adequar e/ou ampliar uma determinada prática/realidade, por meio da construção de novos significados. Os instrumentos metodológicos escolhidos, com base na PCCol foram: observação participante, filmagem e entrevista dialógica. O referencial teórico, que deu sustentação à pesquisa foi a Teoria Sócio-Histórico-Cultural, que parte do princípio de que qualquer mudança histórica e material traz significativas transformações na vida do ser humano. É por meio da mudança que o indivíduo se torna transformador e autor de sua própria realidade. Com base nas observações e intervenções feitas no berçário I da referida creche, foi possível construir quatro categorias, que foram elaboradas e analisadas com base nos Núcleos de Significação que são: 1 – “Brincar junto [...] interagir com eles”: o papel do professor no brincar; 2 – “A gente perde tempo lavando mamadeira”: alguns desafios para o brincar; 3 - “É fundamental o brincar, desde que nasce”: o brincar como linguagem e o desenvolvimento dos bebês e; 4 - “Berçário é lugar de berço”? A construção do espaço para o brincar. Foi possível, a partir da produção e análise dos dados, compreender que se brinca com os bebês na creche envolvida na pesquisa e que tais brincadeiras parecem ser muito significativas para os bebês. A prerrogativa para isso foi a implicação das professoras em se empenharem para construir uma prática pedagógica, que prioriza o envolvimento deles nas atividades propostas. Assim, o brincar, a partir da interação com as professoras, se tornou o eixo central do planejamento pedagógico, e atividade altamente significativa para a vida dos bebês, para novas descobertas e aprendizagem. / This dissertation is a part of the research study entitled, "Language, Knowledge and Teacher Training", from the Post Graduate Studies Program in Education of the Federal University of Juiz de Fora. It has highlighted the discussion of playwith and of babies in the nursery context and it beganwith the following questions: How doesplayoccurin a public nursery in the city of Juiz de Fora?Howdoes the interaction occur between teachers and babies, in moments of play in the different spaces of the nursery?Such a discussion is relevant, because, whencontemplating the babies in the childhood education environment, it is necessary to be attentive to their specific interests, recognizing them as individuals in development, able to construct new meanings from interactions established with others in the collective environment of the nursery. As we reflect on the possibilities of play between / with babies, it is necessary to implement practices that provide them the opportunity to interact with each other and with the world around them, making it possible for active participation in the development process.Thus, we believe that, from the interactions between teachers and babies, it is possible to establish, within the institution of Childhood Education, a relationship of learning / development guided by the exchange of shared experiences and meanings. For this research, we have followed - for six months –a public nursery in the city of Juiz de Fora, observing and conversing with the teachers, with the aim of: a) understanding how the playhappens, interacting with teachers, in a nursery class in a public nursery, in the city of Juiz de Fora. b) to analyze the interaction between educators and babies, in moments of play in different spaces of the nursery.As a methodological approach, we used the Critical Research Collaboration (CRC), which prioritizes moments of discussion, where researcher and subject are gathered to adapt and / or expand a practice / reality through the construction of new meanings. The methodological tools chosen based on CRCwere: participant observation, video recording and dialogic interview. The theoretical framework, which supported the research was the Socio-HistoricalCultural theory, which assumes that any historical change and materials brings significant changes in human life. It is by changing that the individual becomes transformer and author of his own reality.Based on observations and interventions in the nursery mentioned, it was possible to build four categories, which were prepared and analyzed on the basis of Significance Cores. They are: 1 - "Playing together [...] interact with them": the teacher's role in the playing; 2 - "We waste time washing baby bottles": some challenges for the playing; 3 - "It is essential to play, ever since birth": play as language and the development of babies and; 4 - "Does the nursery feel like home"? The construction of space for playing. It was possible, from the production and analysis of data to understand that you play with the babies in the nursery involved in the research and that such games seem to be very significant for babies. The prerogative for this was the implication of the teachers engage in to build a pedagogical practice that prioritizes their involvement in the activities proposed. Thus, the playing, from the interaction with teachers, became the central axis of educational planning, and a highly significant activity for the life of babies, for new discoveries and learning.

Having appreciated the changes in global markets that offer lucrative opportunities for highvalue crops like baby vegetables; the dire need to diversify the Swaziland agricultural sector; and the versatility of value chain finance, this study takes the Swaziland baby vegetable industry as a case study to determine the applicability of value chain finance to infant highvalue horticultural industries lacking guaranteed markets. This study focused on the NAMBoard value chain, employing both qualitative and quantitative methods of inquiry through a desktop study; case study reviews; and in-depth interviews. This study adapted the UNIDO (2011) VCF analytical framework. This study found that NAMBoard provides direct VCF to its producers, financial institutions provide formal finance, farmer group members provide informal finance to each other, farmers that have some other sources of income self-finance the baby vegetable enterprise, and that there is inter-financing between the baby vegetable and conventional vegetable value chains. Indirect VCF is absent in this value chain. On the other hand, Sdemane enterprise provides direct VCF to its outgrowers and data collectedEmpirical evidence on a sample constituting about 30% of the target population shows that seeds/seedling costs contribute 56.1% to total average production costs. This shows a big financing challenge now that NAMBoard is reluctant to give seeds on credit, while the rest of v the 43.9% still require financing. In addition to that, there is no capital finance loans provided to smallholder producer, but only operational finance is accessible from formal financial institutions. This study discovered that all baby vegetable producers also produce conventional vegetables, and these businesses are inter-linked. There is financing between the baby vegetable and conventional vegetable businesses and thus value chains, sourced from product proceeds. Individual producers, farmer groups and farmer associations form the producer base. A financial analysis on the production stage revealed that that there are informal financial relationships within farmer groups. Also, farmer groups use formal finance suggests that these don’t use other financing mechanisms except self-finance VCF. Empirical evidence on a sample constituting about 30% of the target population shows that seeds/seedling costs contribute 56.1% to total average production costs. This shows a big financing challenge now that NAMBoard is reluctant to give seeds on credit, while the rest of the 43.9% still require financing. In addition to that, there is no capital finance loans provided to smallholder producer, but only operational finance is accessible from formal financial institutions. This study discovered that all baby vegetable producers also produce conventional vegetables, and these businesses are inter-linked. There is financing between the baby vegetable and conventional vegetable businesses and thus value chains, sourced from product proceeds. Individual producers, farmer groups and farmer associations form the producer base. A financial analysis on the production stage revealed that that there are informal financial relationships within farmer groups. Also, farmer groups use formal finance more than individual producers who mostly prefer self-finance VCF. A VCF analysis of NAMBoard discovered that there is direct VCF between the SAS input shop and also the NAMBoard input shop, and between producers and the NAMBoard input shop. NAMBoard, in addition to the input shop and provision of extension services, performs three distinct post-harvest services namely: transportation; processing; and marketing, for which a handling fee of 35 percent to the final produce value is charged and deducted from product proceeds. The Swaziland financial system has no financial products specifically for this industry, as there is a very small number of participants borrowing funds from financial institutions. The loan processing procedures are cumbersome and take too long thus formal finance is currently ill suited to producers. This study rated the risks to the financial transaction reflecting the qualitative interpretation of available information and that obtained in the field through interview schedules with all value chain actors. Risks identified as high are: insufficient production; poor quality produce; failure to meet food quality ands safety standards; lack of guaranteed market; and ignorance on price. Catastrophic weather; loss of quality; lack of technical know-how; and failure to manage business profitably were categorised as medium risk. Inefficiency; lack of market demand; and unreliable water sources & electricity are seen as low risk to the financial transaction. This study also explored the Sdemane value chain, where Sdemane enterprise is the lead firm. It was examined and interpreted as an institutional success story that holds the solution to the NAMBoard value chain ailments. It also has out grower producers to supplement its production. Findings of this research show that a financial bailout ensured the survival and growth of this emerging value chain, which now has secured markets with a market demand more than achieved output. The model used is able to minimise and diversify risk for both Sdemane and the out grower producers. The manner in which this value chain is organised makes it competitive and exhibits potential which attracted donor funding, and today is an infant value chain that is achieving tremendous growth. This study concludes that VCF is applicable to infant industries lacking guaranteed markets to a limited extent. Minimising risk increases the availability of finance due to the resultant increase in financial attractiveness and the chain becomes able to produce competitively and meet the strict market conditions. At the end, the value chain would operate as if the market were guaranteed, just by being competitive and successfully delivering products to end markets. With regard to policy, rethinking the underlying NAMBoard business model and learning from success stories including the local Sdemane enterprise is one way to avoid the imminent collapse in exports from this value chain. / Dissertation (MSc Agric)--University of Pretoria, 2014. / gm2014 / Agricultural Economics, Extension and Rural Development / unrestricted

[pt] A partir da análise dos - (i) Naif para Nenéns, do Museu Internacional de Arte Naif do Brasil, no Rio de Janeiro e (ii) No Colo, do Instituto Tomie Ohtake, em São Paulo, ambos desenvolvidos ao longo de 2016 – a presente dissertação buscou compreender a inclusão de bebês nos programas de educação em museus de arte. Algumas questões nortearam esta pesquisa: Quais são as propostas desenvolvidas para o público de zero a três anos nas instituições estudadas? Qual a intenção dos educadores ao oferecerem ações para esse segmento? Quais estratégias são desenvolvidas pelos educadores das Instituições para que os bebês interajam com o acervo e com outros participantes? Como se dá a interação dos bebês com as propostas oferecidas, com seus pares e com os adultos? Os recursos metodológicos utilizados foram: (i) entrevistas semiestruturadas com os responsáveis pelas propostas e com adultos acompanhantes dos bebês; (ii) observação das atividades; (iii) análise documental, (iv) registro fotográfico. Esta pesquisa orientou-se pelos estudos do Desenvolvimento Infantil pautado por autores como Vigotski e Tomasello, e da Estética, como Vecchi. Com base na investigação e análise das práticas em questão, em diálogo com o referencial teórico adotado, constatou-se que o contato com os artefatos, com as experiências coletivas e com as propostas de experimentação sensorial pode ser significativo para o desenvolvimento socioemocional e cognitivo dos bebês e para sua inserção na cultura. A inclusão desse público pode oportunizar novas maneiras de estar e pensar os espaços expositivos, contribuindo para sua democratização e ampliação das possibilidades de mediação. / [en] Based on the analysis of the projects - (i) Naif para Nenéns, of the International Museum of Naive Art in Brazil, in Rio de Janeiro and (ii) No Colo, of the Tomie Ohtake Institute in São Paulo, both developed during the year of 2016 - the present dissertation sought to understand the inclusion of infants in education programs in art museums. Some questions guided this research: What are the proposals developed for the public from zero to three years in the studied institutions? What is the intention of the educators in offering actions for this segment? What strategies were develop for babies to interact with the collection and the other participants? How do babies interact with the activities offered, with their peers and with adults? The methodological resources used were: (i) semistructured interviews with those responsible for the propositions and with accompanying adults of the babies; (ii) observation of the activities; (iii) documentary analysis; (iv) photographies. In its theoretical basis, research was guided by the studies of Child Development, such as Vigotiski and Tomasello, and Aesthetics such as Vecchi. Based on the research and analysis of the practices in question, in dialogue with the theoretical framework adopted, it has been found that contact with artifacts, collective experiences and sensory experimentation proposals can be significant for the socioemotional and cognitive development of infants. The inclusion of this public gives opportunities for new ways of being and thinking about the exhibition spaces, contributing to its democratization and enlargement about the posibilities of mediation.

Background: The differential effects of using topical oils for the prevention or treatment of baby dry skin on skin barrier function may contribute to the development of childhood atopic eczema. Prevalence of atopic eczema has increased from 5% of children aged 2 to 15 years in the 1940s, to approaching 30% more recently. This increase cannot be attributed to genetic changes. It is likely that increases stem from environmental factors, including the increased use of some inappropriately formulated commercial and natural baby skincare products. Midwives, health visitors and other maternity service health professionals, in the UK, routinely recommend the use of olive oil and sunflower oil for baby dry skin or massage, but the effect of these oils on newborn baby skin has not been studied. Aim: The aim of this research was to assess the feasibility and acceptability of testing the hypothesis that the regular application of sunflower oil, when compared to no oil or olive oil, had an effect on skin barrier function of newborn term babies. Study Design: A pilot, assessor-blinded, single centre, three-arm, randomised controlled trial, with nested qualitative component, underpinned by post-positivism. Methods: Quantitative methods were used to establish proof of concept that the use of topical oils had some effect on newborn baby skin barrier function, and to assess the feasibility of trial processes and parameters. Qualitative methods were used to explore the acceptability to parents of having a newborn baby participating in a randomised controlled trial, and trial design and procedures. The study was conducted in St. Mary’s hospital, a large teaching hospital in North West England. Data were collected between September 2013 and August 2014.The randomised controlled trial included 115 babies who were randomised to three groups: sunflower oil, olive oil and no oil, using a computer-generated varied size block randomisation with concealed allocation. Parents of babies randomised to the oil groups were blinded to which oil they were allocated. Data were collected using standardised case report forms for demographic and clinical observation data, weekly telephone questionnaires and a follow-up questionnaire, informed by previous baby skincare trials. The qualitative study encompassed semi-structured interviews, conducted within six months of birth. The sample was a subset of the trial participants, purposively sampled to incorporate a mix of treatment groups and positive and negative experiences derived from the follow-up questionnaire. Data also included two open-text questions from the follow-up questionnaire. Quantitative data were managed using IBM SPSS Statistics versions 20 and 22 and analysed descriptively. Qualitative data were managed in NVivo 10 and analysed using Framework Analysis. Results: The pilot study found that a definitive randomised controlled trial is not the optimal next step. A longitudinal observational study and further mechanistic work is recommended. Recruitment was challenging and loss to follow-up was higher than anticipated. Protocol adherence was reasonable and the study was acceptable to parents. Some statistically significant results were obtained, which must be interpreted with caution as the study was not powered to detect such a difference. These results showed that both oils may impede the development of the skin barrier function from birth; clinical importance of the results is not known. Conclusion: A longitudinal observational study is required, which maps the diagnosis of atopic eczema with environmental factors such as the use of baby skincare products from birth. Mechanistic work is also required to consider the optimal skincare formulation. As any intervention should do more good than harm, it would be wrong to support the recommendation of topical olive oil or sunflower oil for newborn baby dry skin or massage, based on the study data.