Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-02-23T18:15:49Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) wellia_pimentel_santos.pdf: 1752566 bytes, checksum: 5948643445b92df68ed920163ec09bea (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-03-09T19:11:59Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) wellia_pimentel_santos.pdf: 1752566 bytes, checksum: 5948643445b92df68ed920163ec09bea (MD5) / Made available in DSpace on 2018-03-09T19:11:59Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) wellia_pimentel_santos.pdf: 1752566 bytes, checksum: 5948643445b92df68ed920163ec09bea (MD5) Previous issue date: 2017 / A sa?de ? direito de todos e dever do Estado. Tendo como base esse Artigo da Constitui??o Brasileira de 1988 foi criado o Sistema ?nico de Sa?de ? SUS, a fim de garantir o acesso universal e igualit?rio ?s a??es e servi?os para promo??o, prote??o e recupera??o da sa?de dos brasileiros. A Constitui??o de 1988 concedeu cidadania aos direitos da sa?de, estabelecendo a sa?de como um direito de todos e dever do Estado, definindo em seu Art. 196, que a sa?de n?o depende apenas de a??es e servi?os de sa?de, assist?ncia m?dica, mas que a sa?de depende de pol?ticas sociais e econ?micas que melhorem o bem-estar, que atuem significativamente sobre as condi??es de vida e sa?de da popula??o. E, finalmente, a Constitui??o define que todo brasileiro tem direito ao acesso universal e igualit?rio a a??es e servi?os ? sa?de, desde a promo??o at? a sua reabilita??o. Isso, portanto, foi uma imensa conquista. De tal modo, ? por esta via que o presente estudo pretendeu balizar. Ou seja, de modo a apreender as representa??es sociais dos protagonistas do SUS tendo como recorte de estudo o munic?pio de S?o Gon?alo do Rio Preto/MG, pertencente ? mesorregi?o Jequitinhonha. Tratou-se de uma pesquisa qualitativa, por meio destas duas institui??es: Unidade Mista de Sa?de - UMS e Estrat?gia Sa?de da Fam?lia ? ESF, envolvendo uma an?lise bibliogr?fica. O corpus de an?lise deste trabalho se constitui a partir da coleta de dados por meio de entrevistas semiestruturadas realizadas a partir de entrevistas com usu?rios e profissionais da ESF. O estudo fundamentou-se na perspectiva te?rico-metodol?gica da Teoria das Representa??es Sociais, apoiando-se, especialmente, no primeiro te?rico que abordou sobre o assunto, Serge Moscovici, abarcando, por esta via, a an?lise do discurso enquanto dispositivo te?rico e anal?tico, a fim de que fossem apreendidos os sentidos do contexto social do p?blico-alvo, a partir da interpreta??o de elementos das pr?ticas sociais e da l?ngua. Vale tamb?m ressaltar que o m?todo utilizado para as entrevistas consistiu-se na Hist?ria Oral. Com isso pretendeu-se apreender subjetivamente as peculiaridades discursivas apresentadas nas entrevistas. Os principais resultados obtidos da pesquisa demonstram que os entrevistados possuem um conhecimento pouco mediano da pol?tica p?blica de sa?de. Espera-se que tal estudo possa ser utilizado como ferramenta para subsidiar profissionais e gestores de sa?de na busca de solu??es que tragam benef?cios para a realidade local. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Health is the right of everyone and the duty of the State. Based on this Article of the Brazilian Constitution of 1988, the Unified Health System - SUS was created in order to guarantee universal and equal access to actions and services for the promotion, protection and recovery of the health of Brazilians. The Constitution of 1988 granted citizenship to the rights of health, establishing health as a right for all people and duty of the State, defining in its Art. 196, that health does not depend only on actions and health services, medical care, but it depends on social and economic policies that improve well-being, which act significantly on the living conditions and health of the population. And, finally, the Constitution defines that every Brazilian has the right to universal and equal access to health actions and services, from promotion to rehabilitation. This, therefore, was an immense achievement. Thus, it is by this way that the present study intended to mark. In other words, in order to apprehend the social representations of the protagonists of the SUS having as a study cut the municipality of S?o Gon?alo do Rio Preto / MG, belonging to the Jequitinhonha mesoregion. It was a qualitative research, through these two institutions: Mixed Health Unit - UMS and Family Health Strategy - ESF, involving a bibliographic analysis. The corpus of analysis of this work is constituted from the collection of data through semi-structured interviews conducted from interviews with users and professionals of the FHS. The study was based on the theoretical-methodological perspective of the Theory of Social Representations, based especially on the first theoretician who approached the subject, Serge Moscovici, covering, in this way, the analysis of discourse as a theoretical and analytical device, In order to capture the senses of the social context of the target audience, based on the interpretation of elements of social practices and language. It is also worth mentioning that the method used for the interviews consisted of Oral History. With this we tried to understand subjectively the discursive peculiarities presented in the interviews. The main results obtained from the research demonstrate that the enterviewed have a little median knowledge of public health policy. It is expected that such a study can be used as a tool to subsidize professionals and health managers in the search for solutions that bring benefits to the local reality.

Made available in DSpace on 2014-06-11T19:33:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-06-21Bitstream added on 2014-06-13T20:25:31Z : No. of bitstreams: 1 costafilho_rt_dr_jabo.pdf: 605722 bytes, checksum: cd03b7bfdcdef9d4944785fb716be4a4 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente trabalho teve por objetivo avaliar os efeitos da adição de calcário e adubo fosfatado na formação de mudas de Mimosa caesalpiniifolia Benth. sem acúleos e Astronium fraxinifolium Schott. Plântulas com 10 dias de idade foram transferidas para sacos de plástico contendo 2,0 kg de subsolo de Latossolo Vermelho-Amarelo distrófico psamítico. Os experimentos foram conduzidos no município de Teresina – PI nos períodos de julho a outubro de 2008 e novembro de 2008 a março de 2009. Foram usadas duas doses de calcário e cinco doses de fósforo, combinadas em esquema fatorial 2 x 5. O delineamento experimental foi em blocos ao acaso com quatro repetições e cada parcela continha três plantas. A quantidade de calcário foi calculada para elevar a saturação por bases a 50% com o uso de calcário dolomítico e as doses de fósforo foram 0, 30, 60, 90 e 120 mg kg-1 de solo. Foi cultivada uma planta por recipiente. As variáveis avaliadas foram: altura, diâmetro, número de folhas, área foliar, massa de matéria seca da parte aérea e raízes. Para as plantas de Mimosa caesalpiniifolia, conclui-se que: o os teores de cálcio e magnésio originais do solo estudado são suficientes para o crescimento normal destas plantas; recomenda-se a dose de 94 mg kg-1 de P para a produção de mudas, equivalente a 90% da dose estimada para promover o máximo crescimento de altura e diâmetro das plantas. Quanto ao crescimento das plantas de Astronium fraxinifolium, conclui-se que: o seu crescimento foi limitado pela omissão do fósforo e do calcário no solo; a calagem associada às doses de fósforo proporcionaram efeito positivo sobre o crescimento da maioria das variáveis; recomenda-se a dose de 65 mg kg-1 de P para a produção de mudas, equivalente a 90% da dose estimada para promover o máximo crescimento de altura e diâmetro das plantas; a aplicação do calcário... / This work aimed to evaluate the effects of liming and phosphate ferilizer in the initial growth of Mimosa caesalpiniifolia Benth. without thorns and Astronium fraxinifolium Schott seedlings. Seedlings 10 days old were transferred to plastic bags containing 2.0 kg of a Haplustox soil. The experiments were carried out in Teresina municipality, Piaui State, Brazil from July to October 2008 and November 2008 to march 2009. Two liming doses and five phosphorus doses combined in a 2 x 5 factorial scheme were used. The experimental design used was the randomized blocks with four replications having each parcel three plants. The calculated lime amount was enough to elevate the base saturation to 50% and the phosphorus doses were: 0, 30, 60, 90, and 120 mg kg-1 soil. One plant per pot was cultivated. The evaluated variable were heigth, diameter, leaves number, leaf area, and aerial and roots dry mass. For Mimosa caesalpiniifolia plants, it is concluded that: the levels of calcium and magnesium of the soil are sufficient for normal growth of plants; the dose of 94 mg kg-1 of P is recommended to produce seedlings, equivalent to 90% of the estimated dose to promote maximum growth in height and diameter. For plants from Astronium fraxinifolium, concluded that: the growth was limited by the omission of phosphorus and lime in the soil, liming associated with phosphorus levels have provided positive effect on the growth of most variables; the dose of of 65 mg kg-1 of P is recommended to produce seedlings, equivalent to 90% of the estimated dose to promote maximum growth in height and diameter; liming resulted in a lower requirement of phosphate fertilizer and promoted greater plant growth than the treatments without liming

Submitted by Luis Ricardo Andrade da Silva (lrasilva@uefs.br) on 2016-02-26T21:58:36Z No. of bitstreams: 1 Disserta??o La?s - Impressa 22.02.2016.pdf: 2127759 bytes, checksum: 94d62039c940f8841f46e498e4d15ec3 (MD5) / Made available in DSpace on 2016-02-26T21:58:36Z (GMT). No. of bitstreams: 1 Disserta??o La?s - Impressa 22.02.2016.pdf: 2127759 bytes, checksum: 94d62039c940f8841f46e498e4d15ec3 (MD5) Previous issue date: 2015-09-25 / The study about multigrade rural schools based on the rural individuals is justified by the importance of the topic in the social, political and academic scope, since it is important to investigate, to know and to understand the problems of multigrade classes and its social educational peculiarities. Therefore, this research aims to analyze the meaning of multigrade rural schools for the individuals of the school community, in the context of S?o Gon?alo dos Campos, in the interior of Bahia. Anchored in the discussion about rural education, this study presents a qualitative research using case study. The places of study were two schools in the aforementioned county: an active school and another deactivated. The participants in this research were: one representative of the county educational administration, teachers of the multigrade rural schools and parents of students. The data collection instrument was a semi-structured interview and the data was analyzed based on content analysis. From the data produced, it has been identified that the parents find positive value in schools located the rural communities where they live regardless of pedagogical organization adopted by them. For them the multigrade rural schools are seen as a guarantee to the right to have an education, as spaces that belong to the community history, as responsible for school education and social education of the individual and as a ?vehicle? that allows them to have the long awaited ?social climbing?. The teachers see the multigrade rural schools as an important local institution because it allows the kids to study where they live, besides the fact that they are a space for the community to socialize and for the families to get together. Both the parents and teachers emphasize the poor conditions of the school infrastructure as a negative aspect, a factor that drives students away rather than attract them. For the county administration, the multigrade rural schools do not promote a learning environment for the students and for that reason they represent more of a problem than a challenge for the public educational work and investments. The study shows that the closing of the multigrade rural schools in the S?o Gon?alo dos Campos County has proved to be a phenomenon that causes many impacts on the community and routine of the families in the social, symbolic and emotional context. Such phenomenon, justified by the government as a strategy to improve the education in the rural areas of the county, is neither in line with the Rural Education Policy nor with the wishes and opinions of the individuals from the rural communities that participated in this research. The study also shows the need to prepare an educational plan for the S?o Gon?alo dos Campos County articulated with the debates about Rural Education and in line with the social-cultural demands of the rural individuals. / O estudo sobre as escolas rurais multisseriadas a partir dos sujeitos do campo, justifica-se pela import?ncia do tema no ?mbito social, pol?tico e acad?mico, visto que se faz premente investigar, conhecer e compreender a problem?tica da multisseria??o e suas peculiaridades socioeducacionais. Nesse sentido, a presente investiga??o tem com objetivo analisar o significado das escolas rurais multisseriadas para os sujeitos da comunidade escolar, no contexto do munic?pio de S?o Gon?alo dos Campos, no interior da Bahia. Ancorado no debate da Educa??o do Campo, o estudo apresenta uma pesquisa qualitativa, do tipo estudo de caso. O l?cus foram duas escolas da zona rural do referido munic?pio: uma escola em funcionamento e outra desativada. Os sujeitos participantes desta pesquisa foram: um representante da gest?o educacional do munic?pio, docentes de escolas rurais multisseriadas e pais/m?es de alunos. O instrumento de coleta de dados foi a entrevista semi-estruturada, e os dados foram analisados com base na an?lise de conte?do. A partir dos dados produzidos, foi identificado que os pais atribuem valor positivo ?s escolas localizadas nas comunidades rurais onde residem, independentemente da organiza??o pedag?gica adotada pelas mesmas. Para eles, as escolas rurais multisseriadas s?o vistas como a garantia do direito ? educa??o, sendo espa?os pertencentes ? hist?ria da comunidade, locais respons?veis pela forma??o escolar, pela forma??o social dos sujeitos, al?m de ser o ?ve?culo? de promo??o da t?o sonhada ?ascens?o social?. As professoras veem a escola rural multisseriada como uma importante institui??o local, pois possibilita ?s crian?as estudarem no lugar onde vivem, al?m de ser um espa?o de socializa??o comunit?ria e de aproxima??o com as fam?lias. Tanto os pais quanto as professoras ressaltam as condi??es prec?rias de infraestrutura das escolas como um aspecto negativo, um fator que mais expulsa os alunos do que os atrai. Para a gest?o municipal, as escolas rurais multisseriadas n?o promovem a aprendizagem dos alunos, e por isso representam mais um problema do que um desafio para o trabalho e investimento p?blico educacional. O estudo revela que o fechamento de escolas rurais multisseriadas nos ?ltimos anos, no munic?pio de S?o Gon?alo dos Campos, revelou-se como um fen?meno que causa diversos impactos nas comunidades e no cotidiano das fam?lias, seja na perspectiva social, simb?lica e/ou afetiva com o contexto. Tal fen?meno, justificado pelo poder p?blico como estrat?gia para melhorar a educa??o na zona rural do munic?pio, n?o est? em conson?ncia com a pol?tica nacional de Educa??o do Campo, nem com os anseios e opini?es dos sujeitos das comunidades rurais que participaram desta pesquisa. Esta investiga??o revela ainda a necessidade de elabora??o de uma proposta educativa no contexto do munic?pio de S?o Gon?alo dos Campos, articulada ao debate da Educa??o do Campo e em conson?ncia com as demandas socioculturais dos sujeitos do campo.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-10-23T12:19:36Z No. of bitstreams: 1 AnaClaudiaGondimFilgueira_DISSERT.pdf: 9152621 bytes, checksum: 464a00233895081dcff3bcce04739bb2 (MD5) / Approved for entry into archive by Elisangela Moura (lilaalves@gmail.com) on 2015-10-23T12:32:49Z (GMT) No. of bitstreams: 1 AnaClaudiaGondimFilgueira_DISSERT.pdf: 9152621 bytes, checksum: 464a00233895081dcff3bcce04739bb2 (MD5) / Made available in DSpace on 2015-10-23T12:32:49Z (GMT). No. of bitstreams: 1 AnaClaudiaGondimFilgueira_DISSERT.pdf: 9152621 bytes, checksum: 464a00233895081dcff3bcce04739bb2 (MD5) Previous issue date: 2014-04-28 / Ao longo dos ?ltimos anos, devido ao processo de expans?o de suas atividades, o Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN), apresentou a necessidade da contrata??o de servidores para a Institui??o. Esse processo de expans?o do IFRN, pol?tica do Governo Federal, juntamente com o aumento de recursos humanos, demandou a constru??o de um local adequado no munic?pio de S?o Gon?alo do Amarante-RN, para o treinamento e qualifica??o e como forma de capacita??o de seus servidores. Paralelamente a isso, ? grande a preocupa??o demonstrada pelo Governo Federal no sentido de que suas obras sejam sustent?veis. Este trabalho trata dessa quest?o, ao desenvolver a concep??o arquitet?nica de um pr?dio p?blico com ?nfase na redu??o do consumo energ?tico, atrav?s do estudo dos fatores de desempenho energ?tico tais quais definidos por Carneiro (1988) e adaptados por esta autora. Sabe-se que as edifica??es residenciais, comerciais e p?blicas representam hoje cerca de 45% do consumo energ?tico no Brasil. Diante disso, h? que se considerar a redu??o desse consumo na edifica??o, e o papel dos profissionais, especialmente arquitetos, nessa quest?o. A participa??o mais efetiva nesse sentido no campo da arquitetura acontece na fase de projeta??o. Contudo, a solu??o arquitet?nica aqui proposta vai al?m dos fatores de desempenho citados, uma vez que envolve outras quest?es, como a defini??o do conceito, do partido arquitet?nico e a solu??o espacial propriamente dita. Nesse sentido, o projeto do Centro de Treinamento dos Servidores do IFRN (CTSIFRN), se torna particularmente adequado como objeto de estudo no Mestrado Profissional do PPGAU/UFRN, que se prop?e a produzir pesquisas direcionadas ? arquitetura, ao projeto e ao meio ambiente. / In recent years, as part of the expansion process of its activities, the Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte ? IFRN (Federal Institute for Education, Science and Technology of the State of Rio Grande do Norte ? IFRN) detected the need to hire more employees for the institution. This expansion process, a policy of the Federal Government, together with the increase of human resources, required the construction of an adequate facility in the municipality of S?o Gon?alo do Amarante-RN, for training and qualification and as a means of better enabling its personnel. Along with this policy, the Federal Government is also deeply concerned that its buildings be environmentally friendly. This study deals with this subject matter, as it develops an architectural design of a public building with an emphasis upon the reduction of energy consumption, through the study of energy performance factors such as defined by Carneiro (1988) and adapted by the author of the present study. It is known that residential, commercial and public buildings represent about 45 % of energy consumption in Brazil. That is why it is necessary to consider the reduction of such consumption in buildings, as well as the role that professionals, especially architects, play in this issue. The most effective participation in this regard in the field of architecture occurs in the design phase. However, the architectural solution proposed here goes beyond the energy performance factors, since it also involves other aspects, such as the definition of the concept, the parti and the spatial solution itself. In this sense, the architectural project of the Centro de Treinamento dos Servidores do IFRN - CTSIFRN (Training Center for IFRN Personnel ? CTSFIRN) is particularly fitting as a subject for research at the Professional Master Program at PPGAU/UFRN, which is devoted to research on architecture, design and the environment.

<p>Course-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel biochemistry laboratory curriculum for a Course-based Undergraduate Research Experience (CURE) known as the Biochemistry Authentic Scientific Inquiry Lab (BASIL). Students participating in this CURE use a combination of computational and biochemical wet-lab techniques to elucidate the function of proteins of known structure but unknown function. The goal of the project was to evaluate the efficacy of the BASIL CURE curriculum for developing students’ research abilities across implementations. Towards achieving this goal, we addressed the following four research questions (RQs): <b>RQ1</b>) How can ALOs be rigorously identified for the BASIL CURE; <b>RQ2</b>) How can the identified ALOs be used to develop a matrix that characterizes the BASIL CURE; <b>RQ3</b>) What are students’ perceptions of their knowledge, confidence and competence regarding their abilities to perform the top-rated ALOs for this CURE; <b>RQ4</b>) What are appropriate assessments for student achievement of the identified ALOs and what is the nature of student learning, and related difficulties, developed by students during the BASIL CURE? To address these RQs, this project focused on the development and use of qualitative and quantitative methods guided by constructivism and situated cognition theoretical frameworks. Data was collected using a range of instruments including, content analysis, Qualtrics surveys, open-ended questions and interviews, in order to identify ALOs and to determine student learning for the BASIL CURE. Analysis of the qualitative data was through inductive coding guided by the concept-reasoning-mode (CRM) model and the assessment triangle, while analysis of quantitative data was done by using standard statistical techniques (e.g. conducting a parried t-test and effect size). The results led to the development of a novel method for identifying ALOs, namely a process for identifying course-based undergraduate research abilities (PICURA; RQ1; Irby, Pelaez, & Anderson 2018b). Application of PICURA to the BASIL CURE resulted in the identification and rating by instructors of a wide range of ALOs, termed course-based undergraduate research abilities (CURAs), which were formulated into a matrix (RQs 2; Irby, Pelaez, & Anderson, 2018a,). The matrix was, in turn, used to characterize the BASIL CURE and to inform the design of student assessments aimed at evaluating student development of the identified CURAs (RQs 4; Irby, Pelaez, & Anderson, 2018a). Preliminary findings from implementation of the open-ended assessments in a small case study of students, revealed a range of student competencies for selected top-rated CURAs as well as evidence for student difficulties (RQ4). In this way we were able to confirm that students are developing some of the ALOs as actual learning outcomes which we term VLOs or verified learning outcomes. In addition, a participant perception indicator (PPI) survey was used to gauge students’ perceptions of their gains in knowledge, experience, and confidence during the BASIL CURE and, therefore, to inform which CURAs should be specifically targeted for assessment in specific BASIL implementations (RQ3;). These results indicate that, across implementations of the CURE, students perceived significant gains with large effect sizes in their knowledge, experience, and confidence for items on the PPI survey (RQ3;). In our view, the results of this dissertation will make important contributions to the CURE literature, as well as to the biochemistry education and assessment literature in general. More specifically, it will significantly improve understanding of the nature of student learning from CUREs and how to identify ALOs and design assessments that reveal what students actually learn from such CUREs - an area where there has been a dearth of available knowledge in the past. The outcomes of this dissertation could also help instructors and administrators identify and align assessments with the actual features of a CURE (or courses in general), use the identified CURAs to ensure the material fits departmental or university needs, and evaluate the benefits of students participating in these innovative curricula. Future research will focus on expanding the development and validation of assessments so that practitioners can better evaluate the efficacy of their CUREs for developing the research competencies of their undergraduate students and continue to render improvements to their curricula.</p>