Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-12-01T12:11:36Z No. of bitstreams: 1 Aline de Alcântara Valentini.pdf: 1766308 bytes, checksum: 72f5bf01383686eb92d9371c37107725 (MD5) / Made available in DSpace on 2016-12-01T12:11:36Z (GMT). No. of bitstreams: 1 Aline de Alcântara Valentini.pdf: 1766308 bytes, checksum: 72f5bf01383686eb92d9371c37107725 (MD5) Previous issue date: 2016-09-16 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The research accomplishes the study of the curricula of four courses of Graduation in History, all of located universities in the State of São Paulo, in search of to understand and to demonstrate the process for which contents of Indigenous History start to be relevant in these courses. The Law 11.645/08, ordained and sanctioned by the then president of the republic, Luís Inácio Lula da Silva - that turns obligatory the teaching of History and Indigenous Culture in every net of the basic teaching - it is direct fruit of the claims of the indigenous movement, NGOs (Non-governmental Organizations), indigenists and universities, that long for to see recognized the contributions of the indigenous people in the process of formation of the Brazilian nation. Referred her law when reinforcing the relevance that the school has when turning obligatory the teaching of the histories and indigenous cultures, it takes to the questioning and understanding of the importance of the University in the process of the teachers' formation and in the production historiographical for the teaching of the theme. In that context, the demand created by the law can appear for inclusion of contents, constitution of a specific academic discipline in the grating curricular, contests for the provision of vacancies for specialists in the area and increase of researches and institutional academic orientations. For the study we analyzed the pertinent legislation and the curriculum of the Degrees in History of USP, UNESP/FCL- Assis, Unicamp and PUC-SP, starting from the reading of the pedagogic projects, programs of disciplines and digest the most recent. The curriculum concepts and discipline used it reference in Ivor Goodson's considerations and André Chervel / A pesquisa realiza o estudo dos currículos de quatro cursos de Licenciatura em História, todas de universidades localizadas no Estado de São Paulo, em busca de compreender e demonstrar o processo pelo qual conteúdos de História Indígena passam a ser relevantes nestes cursos. A Lei 11.645/08, decretada e sancionada pelo então presidente da república, Luís Inácio Lula da Silva - que torna obrigatório o ensino de História e Cultura Indígena em toda rede do ensino básico - é fruto direto das reivindicações do movimento indígena, ONGs, indigenistas e universidades, que almejam ver reconhecidas as contribuições dos povos indígenas no processo de formação da nação brasileira. A referida lei ao reforçar a relevância que a escola tem ao tornar obrigatório o ensino das histórias e culturas indígenas, leva ao questionamento e entendimento da importância da Universidade no processo de formação dos professores e na produção historiográfica para o ensino da temática. Nesse contexto, a demanda criada pela lei pode apontar para inclusão de conteúdos, constituição de uma disciplina acadêmica específica na grade curricular, concursos para o provimento de vagas por especialistas na área e aumento de pesquisas e orientações acadêmicas institucionais. Para o estudo analisamos a legislação pertinente e o currículo das Licenciaturas em História da USP, UNESP/FCL-Assis, Unicamp e PUC-SP, a partir da leitura dos projetos pedagógicos, programas de disciplinas e ementários os mais recentes. Os conceitos de currículo e disciplina empregados referenciam-se nas considerações de Ivor Goodson e André Chervel

Essa pesquisa investiga os impactos da proposta teórico-metodológica da interdisciplina Desenvolvimento e Aprendizagem sob o Enfoque da Psicologia II sobre o processo de reconstrução e tomada de consciência das concepções de aprendizagem das alunas do curso de Licenciatura em Pedagogia - modalidade a distância, da UFRGS. Trata-se de um estudo de caso e segue o modelo qualitativo de investigação através de estudo de caso. A análise foi feita com base na Epistemologia Genética de Piaget, buscando-se o modo pelo qual a Tomada de Consciência se processa em relação à construção da concepção de aprendizagem. A pesquisa foi realizada com um grupo de oito professoras-alunas, tomando por base os registros das atividades realizadas por elas na interdisciplina Desenvolvimento e Aprendizagem sob o Enfoque da Psicologia II, cujas postagens foram feitas nos ambientes virtuais de aprendizagens utilizados no próprio curso. Os resultados da pesquisa apontam que os desenvolvimentos de atividades que tiveram propostas mais abertas e flexíveis, permitindo aos indivíduos se posicionarem a partir das suas vivências pessoais tiveram maiores impactos no processo de construção conceitual na medida em que possibilitam a efetiva articulação entre teoria e prática. Observou-se também que as intervenções problematizadoras propostas por professores e tutores foram significativas para o processo de reflexão e reconstrução conceitual na medida em que auxilia o aluno a refletir sobre suas ideias, contextualizando-as nos referenciais teóricos piagetianos abordados na interdisciplina. / This search investigates the impacts of the proposal theoretical and methodological aspects of interdisciplinary Development and Learning under de Focus of Psychology II on the reconstruction process and decision of conscience and awareness of concepts of students’s learning in Degree in Pedagogy – distance mode, from UFRGS. It is a case study and follows a model of qualitative research through case study. The analysis was based on Piaget’s Genetic Epistemology, searching for the way in which the Consciousness proceeds regarding the construction of the conception of learning. The search was performed with a group of eight teachers, students, buildind on the records of activicties undertaken by them in interdisciplinary Development and Learning under the Focus of Psychology II , whose posts have been made in virtual learning environments used in the actual course. The survey results indicate that the Development of the activicties had proposed more open and flexible, allowing individuals to position themselves from their personal livings to get greater impacts in process for building conceptual insofar as possible the effective articulation linkage between theory and practice. There was also observed that the problematizing interventions proposed by teachers and tutors were significant to the process of reflection and conceptual reconstruction in that it helps the student to reflect on his/her ideas, contextualizing him/her in the piagetion theoretical framework discussed in interdisciplinary.

Made available in DSpace on 2014-12-17T15:39:06Z (GMT). No. of bitstreams: 1 AdrianaCFL_DISSERT.pdf: 1171227 bytes, checksum: adc6aafe2083e0cbd20d3b65fa7adff9 (MD5) Previous issue date: 2014-02-21 / Psychological assessment is a procedure that is inserted in all areas of a psychologist s professional field of work. When starting any psychological intervention, it is necessary to carry an analysis of how individual operate in order to identify and define their demands to adequately meet them. It is important to study this practice because the choice of instruments, techniques and procedures to be employed influences the efficiency and effectiveness of the work and the image of the profession towards society in general, also impacting the scientific community. This study aimed to identify, in the subjects, the percentage of professionals in psychology who make use of the Psychological Assessment in the Northeastern region of Brazil; another objectives were to analyze the profile of these professionals in terms of gender, time after graduation, additional training in PA, the state of the country where he/she works; to check how psychologists do their planning when using PA as well as to identify which differences can be observed in terms of time from graduation and additional training in the process of planning the assessment different extents. The instrument used was an online questionnaire and the sample was by adhesion to the application. The attendance was of 159 professionals and most of them were females with a specialist degree. It was found that the majority of the professionals perform the planning of the PA, establishing a method and choosing the most appropriate strategies to be used. It was also verified that most of the subjects fulfill the steps of the whole process, and when planning the techniques of data collection, integrating database from different sources, reporting the results and returning the information, the professional demonstrates his/her goals to understand their demands and accomplish the decision making and/or proposed intervention for individuals assessed. It was found that the undergraduate degree may not have produced a more complete effect in the professional qualification and therefore, of the quality of the actions in PA, and that there is a need for training and continuing education / A avalia??o psicol?gica ? um procedimento que est? inserido em todas as ?reas de atua??o profissional do psic?logo. Ao se iniciar qualquer interven??o psicol?gica, faz-se uma an?lise do funcionamento do(s) indiv?duo(s) visando identificar e definir suas demandas para atender adequadamente. Importa estudar essa pr?tica, pois a decis?o de instrumentos, procedimentos e t?cnicas a empregar influencia a efici?ncia e efic?cia dos trabalhos bem como a imagem da profiss?o na sociedade em geral, repercutindo tamb?m na comunidade cient?fica. Objetivou-se identificar nos respondentes, o percentual de profissionais em Psicologia que fazem uso da Avalia??o Psicol?gica na Regi?o Nordeste do pa?s; analisar o perfil desses profissionais em termos de g?nero, quanto tempo tem de graduado, forma??o adicional em AP, estado onde atua; verificar como, os psic?logos realizam seu planejamento ao atuarem num processo de AP e identificar quais diferen?as podem ser verificadas em termos de tempo de atividade, forma??o complementar no planejamento do processo avaliativo em distintos ?mbitos. O instrumento utilizado foi um question?rio online e a amostra foi por ades?o a proposta. Participaram 159 profissionais sendo a maioria do sexo feminino, com t?tulo de especialista. Identificou-se que a maioria dos profissionais realiza o planejamento da AP, estabelecendo um m?todo e escolhendo as estrat?gias mais adequadas a serem utilizadas. Tamb?m identificou-se que, a maioria cumpre as etapas desse processo, e, ao planejar as t?cnicas de coleta de informa??es, integrar os dados provenientes de diferentes fontes, relatar resultados e executar a devolu??o de informa??es, o profissional demonstra seu objetivo em compreender sua demanda e realiza a tomada de decis?o e/ou proposta de interven??o em rela??o ?s pessoas avaliadas. Verificou-se que a gradua??o possa n?o ter um efeito mais pronunciado na qualifica??o profissional e consequentemente na qualidade das a??es na AP, mas, a necessidade de uma qualifica??o e forma??o continuada

Objetivo. O objetivo principal desta tese é conhecer a influência da internet nas atividades acadêmico-científicas da comunidade brasileira de docentes da área de saúde pública. Métodos. Estudo transversal, centrado na opinião do usuário sobre o uso e a influência da internet na prática de ensino e pesquisa no âmbito acadêmico. A população do estudo constitui-se de 237 docentes vinculados aos programas de pós-graduação em saúde pública, nos níveis mestrado e doutorado, das instituições brasileiras de ensino superior cadastradas no sistema CAPES (Fundação Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) em 2001. Para a obtenção dos dados, optou-se pelo uso de questionário auto-aplicável preenchido via web e encaminhado via correio eletrônico, com internet disponibilizada em servidor UNIX. Para os que não responderam o instrumento eletrônico, foram enviados questionários impressos. Resultados. A taxa de retorno do questionário foi de 63,7%. O uso da internet foi apontado por 94,9% dessa comunidade, sendo o correio eletrônico (96,9%) e a web (91,1%) os recursos mais utilizados. A influência mais marcante da internet foi na comunicação entre os docentes, principalmente para o desenvolvimento de pesquisas, propiciando mais colaboração com colegas de instituições nacionais e estrangeiras. Considerou-se que a atividade acadêmica de busca de informação bibliográfica e de textos completos foi muito beneficiada pela utilização da internet. Quanto à divulgação de resultados de pesquisa, ainda há predominância dos formatos impressos, principalmente em artigos de periódicos de circulação nacional. Os docentes que declararam não utilizar a internet justificaram o fato argumentando falta de motivação, expressada em questões de caráter subjetivo, como a resistência em usar novas tecnologias, a falta de tempo para usar a internet e a facilidade de conseguir de seus colegas o material de que precisam. Conclusões. Os dados mostram que a internet influenciou o trabalho dos docentes e afeta o ciclo da comunicação científica, principalmente na rapidez de recuperação de informações. Entre os docentes, há forte tendência em eleger a comunicação entre pesquisadores como a etapa que mais mudou desde o advento da internet no mundo acadêmico-científico brasileiro. / Objective. The main objective of this study is to investigate the influence of the Internet on the academic-scientific activities of Brazilian professors of the public health area. Method. Transversal study centered on the user view about influences of the internet on the academic teaching and research. The study’s core was constituted by 237 professors from public health post-graduation programmes of higher education institutions in Brazil, in master’s and doctoral levels, registered in the CAPES System (Brazilian Ministry of Education’s foundation for the qualification of higher education professors) in the year 2001. Data were collected by means of a self-applicable questionnaire that professors answered and sent through the web (by electronic mail), Internet access via a UNIX server. Those who did not answer the electronic instrument received printed questionnaires. Results. The return rate of the questionnaires was 63.7%. The great majority of the population (94.9%) answered that they use the Internet, the electronic mail (96.9%) and the web (91.1%) were the most used resources. The strongest influence of the Internet on scientific communication in the public health area concerns communication among professors, with the aim of developing research, enabling greater collaboration with colleagues both from Brazilian and foreign institutions. Searches for bibliographic references and for full texts were considered academic activities that benefited a lot from Internet use. As for release of research results, printed formats still prevail, mainly articles published in national circulation journals. The professors who stated that they do not use the Internet argued that the reason for this is lack of motivation, expressed through subjective questions, such as resistance to use new technologies, lack of time to use the Internet and facility of obtaining what they need from their colleagues. Conclusions. Data show that the Internet influenced the academic’s work and has been affecting the cycle of scientific communication, mainly due to the high speed with which information can be recovered. Communication among researchers seems to be the stage that changed the most since the advent of the Internet in the Brazilian academic-scientific world.

Made available in DSpace on 2016-03-15T19:43:50Z (GMT). No. of bitstreams: 1 Marcos Antonio Nascimento.pdf: 1158809 bytes, checksum: 9485639682d667ca11eac94aa7fe4674 (MD5) Previous issue date: 2010-02-10 / This research has the objective to understand, under the view of former students, the contribution of the Curso Normal Superior Fora de Sede [Early Childhood Education Graduate Program Outside the Campus] (CNSFS)named Programa Especial de Formação Pedagógica Superior [Special Childhood Education Graduate Program], by Hermínio Ometto University Center (Uniararas) which provides graduation for Early Childhood Educators (ECE) in the teaching network of the City of São Paulo from 2005 to 2007. The Program relies on the former teaching experience of non-graduate professionals in the public teaching network enabling them to achieve their graduation in the course of two years, with a setting of 2.800 hours which is equal to programs that offer graduation in the course of three years. 12 teachers, former students from this Program, collaborated with the research answering an application and being interviewed. The analysis of the data relied on a reference about distance education as long as the course is attended outside the campus and the graduation of educators. The data revealed that the course contributed to the personal lives of the students as long as to their Professional development, especially in the way they performed their work with children in their workplace. / Esta pesquisa tem como objetivo compreender, sob a perspectiva de ex-alunas, a contribuição do Curso Normal Superior Fora de Sede (CNSFS) denominado Programa Especial de Formação Pedagógica Superior , do Centro Universitário Hermínio Ometto (Uniararas) para a formação em nível superior das Atendentes de Desenvolvimento Infantil (ADI) da rede Municipal de Ensino de São Paulo no período de 2005 a 2007. O Programa aproveita a experiência docente e possibilita aos profissionais em exercício nas redes públicas de ensino, a realização do curso em nível superior em dois anos, com carga horária mínima de 2.800 horas - equivalente aos cursos de graduação com duração de três anos. Como colaboradoras a pesquisa contou com 12 professoras, ex-alunas do Programa, que responderam a um questionário e participaram de uma entrevista. A análise dos dados pautouse em referencial sobre educação a distância visto o curso ser fora de sede e formação de professores. Os dados revelam que houve contribuição do curso tanto para a vida pessoal como para o desenvolvimento profissional das participantes, especialmente no modo como passaram a conduzir o trabalho com as crianças nas instituições em que trabalham.

Made available in DSpace on 2016-04-27T16:58:52Z (GMT). No. of bitstreams: 1 Ariovaldo Jacquier de Souza.pdf: 377175 bytes, checksum: d9a114721fe5584f2596c21b7f332e1f (MD5) Previous issue date: 2009-04-22 / This research aims at discussing the setbacks and difficulties of Math teachers from Secondary School II at their initial careers. This paper also analyzed the subjects taken during all the teaching process to face these difficulties taking into account the problems the teachers face at beginning of their careers, this paper pried to answer the following questions: (i) Which are the main problems and difficulties highlighted by teachers from Secondary School II at the beginning of their careers on a daily basis? (ii) How do teachers face these difficulties? (iii) What role does the knowledge taken during the learning process play to face these setbacks? This study was supported by Huberman s analyses about the life cycle of the teachers and, more detailed, about the first steps in the teaching process of the teachers. It was adapted a qualitative approach including descriptive and interpretative methods. The data gathering was performed by the means of intensive interviews with six Math teachers from Secondary School II from the scratch of their careers, taking into account the following parameters: profession expectation, ideal/ real impact; support and school scenario, teaching relationship; teacher-student relationship; school material and autonomy. From this point of view it was possible to detect some difficulties that the beginning teacher faces like of support from the owners, coworkers and family, as well as indiscipline and luck of drive from students. The role of the subjects seemed to have little impact in facing the difficulties and setbacks at the beginning of the career of these teachers / Esta pesquisa tem como objetivo discutir os dilemas e dificuldades dos professores de Matemática do Ensino Fundamental II em início de carreira. O estudo buscou, ainda, analisar o papel das disciplinas pedagógicas cursadas durante a formação inicial no enfrentamento dessas dificuldades. Considerando a problemática existente na vida profissional do professor em início de carreira, o estudo buscou responder às seguintes questões de pesquisa: Quais os principais dilemas e dificuldades revelados pelos professores do Ensino Fundamental II em início de carreira no cotidiano da aula? (ii) Como os professores enfrentam as dificuldades iniciais da carreira? (iii) Qual o papel dos conhecimentos obtidos na licenciatura para o enfrentamento dessas dificuldades? O estudo ancorou-se nas análises de Huberman sobre o ciclo de vida dos professores e, mais especificamente, sobre o início da carreira docente. Foi adotada a abordagem qualitativa, de cunho descritivo interpretativo e a coleta de dados realizou-se por meio de entrevistas intensivas com seis professores de matemática do Ensino Fundamental II em início de carreira que foram analisadas a partir dos seguintes eixos: expectativa da profissão; impacto ideal/real; apoio e contexto escolar; relação pedagógica; relação professor-aluno; material didático e autonomia. A partir da análise foi possível perceber algumas dificuldades que o professor iniciante enfrenta, entre elas estão a falta de apoio por parte de gestores, colegas de trabalho e família, bem como a indisciplina e falta de motivação dos alunos. O papel das disciplinas pedagógicas pareceu causar pouco efeito no enfrentamento das dificuldades e dilemas do início da carreira desses professores

Made available in DSpace on 2016-04-04T18:36:41Z (GMT). No. of bitstreams: 1 Sonia Nascimento de Paula.pdf: 824968 bytes, checksum: 84d7843a88871e8d7dfa18a1ba4c4882 (MD5) Previous issue date: 2009-02-27 / The aim of this research is to identify subjects that lead on its contents and the accessibility in libraries. These will be identified by the analysis of the curricular structure and graduation course description of Library Science. The main subjects discussed are: Science of Information and the access to the information, historical aspects of accessibility, legislation and the student with disabilities, essential attributions of the library and librarians during the services offered to the university community, and the access of the student with disabilities in the university library. It was selected two programs of accessibility in Brazilian universities. They are: Acessibility Program from the PUC-Campinas (ProAces) and the Laboratory de Acessibility from UNICAMP. This study discusses problems, limits as well solutions met that make easier the access of the information in the university library to the student with disabilities. It was used a deductive and comparative method and this research is defined as exploratory and descriptive, using the bibliographic findings and the research at institution Websites that offer graduation courses recognized and authorized by the National Council of Education (CNE). This research intends to conclude this work knowing the basis offered to the librarian in the professional formation that make easier his actions in an efficient way in accessible university libraries. It will be done a proposal of a subject named accessibility to the information in university libraries. / O prop?sito desta pesquisa foi fazer um levantamento nos cursos de gradua??o de biblioteconomia para identificar disciplinas que trabalhem em seus conte?dos a acessibilidade a bibliotecas, atrav?s da an?lise da matriz curricular e ementas dos cursos. A pesquisa teve como objetivo geral propor uma disciplina que ajude na forma??o do bibliotec?rio para o atendimento da pessoa com defici?ncia nas bibliotecas universit?rias. Temas abordados: a Ci?ncia da Informa??o e o acesso ? informa??o; aspectos hist?ricos da acessibilidade; legisla??o e a pessoa com defici?ncia; atribui??es dos bibliotec?rios nos servi?os prestados ? comunidade universit?ria; o acesso da pessoa com defici?ncia ? informa??o na biblioteca universit?ria. Dois programas de acessibilidade em bibliotecas universit?rias brasileiras foram analisados: Programa de Acessibilidade da PUC-Campinas (ProAces); Laborat?rio de Acessibilidade da UNICAMP (LAB), por serem refer?ncia na literatura da ?rea. A an?lise revelou barreiras e solu??es encontradas para facilitar o acesso ? informa??o do aluno com defici?ncia. O m?todo aplicado foi o comparativo dedutivo, tratando-se de pesquisa do tipo explorat?ria e descritiva, valendo-se da pesquisa bibliogr?fica e de pesquisa na Web (sites de Institui??es que oferecem cursos de gradua??o reconhecidos ou autorizados pelo Conselho Nacional de Educa??o (CNE). Ao concluir a pesquisa, apresenta-se a proposta de uma disciplina que envolva acessibilidade ? informa??o em bibliotecas universit?rias.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-11-09T18:52:39Z No. of bitstreams: 1 2016 - Maria Rita de C?ssia Leite.pdf: 1099983 bytes, checksum: da7271c85d41e6b55aba8269523b7988 (MD5) / Made available in DSpace on 2017-11-09T18:52:39Z (GMT). No. of bitstreams: 1 2016 - Maria Rita de C?ssia Leite.pdf: 1099983 bytes, checksum: da7271c85d41e6b55aba8269523b7988 (MD5) Previous issue date: 2016-12-13 / In all eras and culture, human being has learned to take advantage from local natural resources, including the use of medicinal plants. Therefore, phytotherapy has presented great potential for economic and social development, considering not only Brazilian plant diversity, as well as medicinal plants has closely been associated to popular culture. In the last 25 years, 77.8% of the anti-cancer agents tested becoming unquestionable their contribution to new drugs development (Nogueira et al, 2010). On the other hand, the University has been responsible for following reality and time, as well as generating knowledge and critical mass for transforming verities for the benefit of the society, training ethical and competent professionals and citizens committed to the well-being of present and future society. Need for Stricto Sensu Post Graduation course for professional generation in the quality processing, production and control from plant raw material to herbal products has been fundamental to understand the differences between the concept of phytotherapic as medicine and the use of medicinal plants in Integrative and Complementary Therapies, always observing the rational relevance of its use. Thus, this study aimed considering the UFRRJ potential by interdisciplinary and multiprofessional manner proposing the establishment of a Stricto Sensu Post Graduation course in phytotherapics and medicinal plants prioritizing the formation of human resources acting in whole productive chain from plant raw material harvested in the field and its processing to phytotherapic medicine industrial manufacture, as well as establishing criteria for the rational use of medicinal plants within the context of the Practices of Integrative and Complementary Actions of Health Ministry for health professionals besides complying with the National Policy Guidelines for Medicinal Plants and Phytotherapics. This qualitative, descriptive and exploratory research was carried out at Universidade Federal Rural do Rio de Janeiro (UFRRJ) in Serop?dica municipality-RJ. Data from January to July, 2016 were collected. Open unstructured interviews of participant observations by telephone and e-mail with professionals working in related areas were the instruments used. As a result, the UFRRJ, for its tradition in Agricultural Sciences teaching and research has presented in its Institutes, Departments, Disciplines, Laboratories and Research Groups all the potential and infrastructure for organizing and complying with the implementation of Phytotherapics and Medicinal Plants Stricto sensu Post Graduation course . / Em todas as ?pocas e culturas o homem aprendeu a tirar proveito dos recursos naturais locais, incluindo-se o uso de plantas medicinais. A fitoterapia apresenta grande potencial de desenvolvimento econ?mico e social, considerando-se n?o somente a diversidade vegetal que o Brasil possui, mas tamb?m porque o uso das plantas medicinais est? intimamente ligado ? cultura popular. Nos ?ltimos 25 anos, 77,8% dos agentes anticancer?genos testados e aprovados foram derivados de produtos naturais sendo inquestion?vel a contribui??o dos mesmos no desenvolvimento de novos f?rmacos (NOGUEIRA et al., 2010). Por outro lado, a Universidade tem por responsabilidade acompanhar a realidade de seu tempo e gerar conhecimento e massa cr?tica para transformar realidades, em benef?cio da sociedade, formando profissionais competentes, ?ticos e cidad?os comprometidos com o bem-estar da sociedade de hoje e do futuro. Nesse sentido, a cria??o de um curso de p?s-gradua??o stricto sensu nos moldes de Mestrado em Plantas Medicinais e Fitoter?picos para forma??o de profissionais capacitados para o processamento, a produ??o e controle de qualidade desde a mat?ria prima vegetal at? o produ??o de fitoter?picos torna-se fundamental para que os profissionais prescritores possam entender as diferen?as entre o conceito de fitoter?pico como medicamento e o uso de plantas medicinais segundo as pol?ticas do governo de Terapias Integrativas e Complementares, observando sempre a import?ncia racional do seu uso. Assim, este trabalho tem como objetivo geral levantar as potencialidades da UFRRJ para de forma interdisciplinar e multiprofissional, avaliar as condi??es para propor a cria??o de um curso de p?s-gradua??o stricto sensu em plantas medicinais e fitoter?picos priorizando a forma??o de recursos humanos para atuar em toda a cadeia produtiva que vai desde a mat?ria prima vegetal cultivada no campo, seu processamento, at? a produ??o industrial do medicamento fitoter?pico, bem como estabelecer crit?rios para o uso racional de plantas medicinais dentro do contexto das Pr?ticas de A??es Integrativas e Complementares do Minist?rio da Sa?de para os profissionais da sa?de al?m de atender as Diretrizes da Pol?tica Nacional de Plantas Medicinais e Fitoter?picos. A pesquisa foi qualitativa, descritiva e explorat?ria, realizada na Universidade Federal Rural Rio de Janeiro no munic?pio do Serop?dica ? RJ. A coleta dos dados ocorreu de janeiro a julho de 2016. Os instrumentos utilizados foram: entrevistas abertas, n?o estruturadas, observa??o participante, por meio telef?nico, eletr?nico (e-mail) com profissionais que atuam em ?reas afins dentro das IES. Como resultado, constatou-se que a Universidade Federal Rural do Rio de Janeiro, pela sua tradi??o em pesquisa e ensino em Ci?ncias Agr?rias, apresenta em suas ?reas de conhecimento, Institutos, Departamentos, Disciplinas, Laborat?rios e Grupos de Pesquisa, potencialidades e infraestrutura capaz de se organizar para atender a cria??o de um curso de p?s-gradua??o stricto sensu em Plantas Medicinais e Fitoter?picos.

From its inception in 2012, the Dissertation and Thesis Bootcamp at East Tennessee State University (ETSU) has included a library component. Unfortunately, librarians were used more as computer technicians, assisting students with technological access issues and occasional citation help, than as information specialists. In Spring 2015, the new Graduate Librarian and the Distance Education Librarian proposed significantly expanding the librarian's role in the program by adding targeted workshops to address physical and virtual workspace organization and research strategies. In the exit surveys for Boot camp, students have expressed high ratings and appreciation for these formal library instruction opportunities. Familiarity with the embedded librarians greatly increased the interaction between students and librarians, allowing for timely, point of need interventions during boot camp, as well as continued personal consulatations afterwards. This infographic-based poster will use graphed data, linear progression and photographs to showcase the different function performed by the librarians embedded in bootcamp. It will clearly and systematically demonstrate visually how what began as a teaching research and data management skills improved student ability and confidence and progressed to one-on-one and group sessions. This case study will provide inspiration and guidelines to help others reproduce our success. Links to the content of our workshops will also be available.

This case study examined the effect of implementing the Common Core Curriculum Standards (CCCS) on students with disabilities (SWD) in a county in northeast Georgia. The study investigated teachers' perceptions regarding the effect of implementing the CCCS in high school English language arts and mathematics classes on the academic success of SWD and their ability to graduate from high school with a regular diploma. Information was also gathered to determine if teachers offered additional supports to SWD as part of the increased academic expectations of the CCCS. In addition, teachers were asked about the preparation they received prior to teaching the CCCS. The conceptual framework that drove this study was based on Fullan's theory of educational change. The study was conducted using a qualitative case study design. A total of 8 teacher participants were included through a combination of individual interviews and emailed responses to the interview questions. Data were analyzed for common themes using key words generated during the initial round of coding. Findings indicated that these 8 teachers were offering increased accommodations and seeing less academic success among SWD than they had observed prior to CCCS implementation. Teachers also reported feeling inadequately prepared to teach the increased academic expectations associated with the CCCS, especially to SWD. The findings from the study support the need for increased, ongoing, sustainable professional learning related to teaching the CCCS to SWD.