Made available in DSpace on 2018-08-01T21:36:38Z (GMT). No. of bitstreams: 1 tese_9747_Andre Dissertação para Defesa.pdf: 1080149 bytes, checksum: 5f64c242107857293094a3962bfcb38a (MD5) Previous issue date: 2016-04-11 / O jovem que vive a situação de dupla carreira escolar e esportiva, deve obrigatoriamente frequentar a escola, estudar, realizar provas e trabalhos escolares e participar da vida escolar. Ao mesmo tempo, a carreira de formação esportiva exige treinamento regular diário, viagens, participações de competições e os cuidados necessários com o corpo e o estado psíquico do atleta. O estudo aqui apresentado, problematiza a relação constituída entre a escolarização formal e a formação profissional para o esporte de alto desempenho, vivida por jovens que optam em conciliar essa dupla carreira nessa fase da vida. O trabalho que apresentamos a seguir, busca entender como esses jovens conciliam ou conciliaram a carreira da escola e a carreira do esporte. Para tal, buscamos informações em duas frentes. Uma frente foi a dos alunos/atletas beneficiários do Programa Bolsa Atleta do Ministério do Esporte, categoria Estudantil. Outra fonte de dados para o entendimento da questão que pretendemos responder foram as biografias de atletas de alto nível, buscando ali também, o entendimento de como estes atletas conseguiram lidar com a carreira esportiva e a carreira escolar simultaneamente e de como a família contribuiu e influiu no desenvolvimento deste processo de dupla carreira. Quando pensamos a conciliação entre esporte e escola olhando a trajetória de atletas do nível dos biografados, todos campeões mundiais com um desempenho esportivo muito alto, percebemos que apesar das famílias valorizarem o aprendizado escolar, quando os resultados esportivos falam muito alto e deixam claro que aquela pessoa já tem uma vida profissional definida no esporte, os atletas não hesitam em parar de estudar para se dedicar especificamente a carreira esportiva. Na pesquisa produzida junto aos alunos/atletas beneficiados pelo Programa Bolsa-Atleta, a negociação entre jovem, escola e esporte acontecia de formas diferentes. Os mecanismos de flexibilização das normas regulares da escola apareciam discretamente. Em alguns casos, o clube, na figura do treinador, incentivava o comparecimento do atleta à escola e o cumprimento das tarefas escolares. O sucesso nos acordos de dupla carreira depende da boa vontade das partes envolvidas e assim percebemos a necessidade de um instrumento sistematizado, para que esses acordos deixem de acontecer a partir da boa vontade dos participantes, e sim de forma legal em todos os seus aspectos. Assim, concluindo este trabalho, entendemos ser importante apontar sugestões para avançarmos no atendimento às necessidades dos alunos/atletas envolvidos em situação de dupla carreira.

Made available in DSpace on 2014-06-12T15:05:09Z (GMT). No. of bitstreams: 2 arquivo1138_1.pdf: 639102 bytes, checksum: 35cb2db02d50168acae0189ebb693f3c (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2001 / Este trabalho tem o intuito de avaliar a capacidade da abordagem Value at Risk com simulação de Monte Carlo (SMC), na previsão do risco de mercado da ação da Petrobrás (PETR4) e das opções de compra da PETR4 (PETRJ39, PETRH6, PETRH5). Compara-se a performance da SMC com os métodos denominados paramétricos: para a carteira de ações, considera-se o modelo do desvio padrão, e, para a carteira de opções, utiliza-se as aproximações Delta e Delta-Gama. Sabendo que a exatidão da estimativa do VaR pela simulação de Monte Carlo reside no modelo de precificação do valor da carteira, analisam-se os seguintes modelos: o de Black & Scholes (SMC Univariada), o de Hull & White, que inclui volatilidade estocástica (SMC Bivariada), e, por último, a inclusão da taxa de juros também estocástica através do modelo de Rendleman e Bartter (SMC Trivariada). As evidências empíricas sugerem que a estimativa do VaR pela simulação de Monte Carlo supera a dos métodos paramétricos. Especificamente quando se refere às opções, a performance da SMC é ainda melhor, devido a sua capacidade de capturar os efeitos da não-linearidade desses ativos financeiros

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The possible deformation behaviour of spheres in a compact has been theoretically analyzed and experimentally verified. The change in contact area radius 'a' relative to the particle radius R has been related to the bulk density and bulk strain for four possible modes of packing: simple cubic (Z = 6), orthorhombic (Z = 8), rhombohedral (Z = 12), and body-centered cubic (Z = 8). An equation relating the above parameters can be represented by D — D。= [formula omitted] D。(a/R)² for different types of packings, D and D。 being the densities at any a/R and at a/R = 0, respectively. It has been shown experimentally by deforming monosized lead spheres at room temperature, 50 and 100°C in a cylindrical die, that the overall deformation is similar to that of the orthorhombically packed spheres. A change in the coordination number Z during the deformation process was also observed and may partially account for the deviation from the theoretically predicted values. Similar experiments using sapphire and K-Monel spheres were also carried out in the temperature range 1570 - 1700°C and 800 - 1000°C respectively. The results showed that the deformation behaviour was very similar to that of the lead spheres. A study of the geometry of deformation revealed that most of the spheres deformed in a random manner, although individual colonies of orthorhombic, tetragonal and rhombohedral packings were observed. It was also observed that the deformed faces that were approximately perpendicular to the direction of pressing were about 2.2 times larger than those parallel to the direction of pressing. This observation has been subsequently used to modify the theoretical models. The particle rearrangement and plastic flow have been found to be the predominant mechanisms for the densification of lead, K-Monel, and sapphire spheres under the experimental conditions used in this investigation. The criterion for yielding of two hemispheres of the same material in contact was used to incorporate the yield strength in the basic density equation. This equation has been found to fit the data obtained during the hot-pressing of the spheres. It has been observed that the deformation of sapphire single crystal spheres takes place by a complex deformation process. The presence of the basal and prismatic slip has been identified in the spheres deformed at 1570 and 1700°C. Presence of cross slip is also confirmed by the optical and electron micrographs at these temperatures. / Applied Science, Faculty of / Materials Engineering, Department of / Graduate

The purpose of this study was to examine the habitat preference (or use), distribution and growth of darters (Channel Darter Percina copelandi, Logperch Percina caprodes, Fantail Darter Etheostoma flabellare, Tessellated Darter Etheostoma olmstedi and Johnny Darter Etheostoma nigrum) in tributaries of the Ottawa River, Québec, Canada. The Channel Darter’s habitat can be characterised by coarse heterogeneous substrate with water velocities greater than 0.25 m/s in zones with low bank slopes. Its distribution is limited to five tributaries of the Ottawa River, downstream from the first physical barrier. The Logperch and Fantail Darter’s habitats were similar to that of the Channel Darter, although the Fantail Darter was present in shallower waters. The Tessellated Darter was spatially partitioned from the others; the species seems to be a habitat generalist. The Johnny Darter was the least abundant darter and seems to prefer coarse heterogeneous substrate. The majority of growth in length was attained during the first year in all species. Growth rates were affected by the presence of parasites in the Channel Darter and Fantail Darter, non-parasitized individuals growing faster than parasitized individuals. Growth rates also differed among males and females in the Channel Darter, males growing faster than females.

Background: Medication related admissions (MRAs) account for a substantial amount of all hospital admissions and most MRAs are considered preventable. In order to reduce the amount of MRAs, comprehensive medication reviews performed by clinical pharmacists on hospitalised patients could be a viable strategy. To study the effect of these reviews on the incidence of MRAs, a method of assessing whether an admission is an MRA or not is required. Two such methods will be compared in this study. Aim: The aim of this study was to assess hospitalisations using AT-HARM10 and the OPERAM DRA Adjudication Guide (OPERAM tool) and compare the results. Method: The OPERAM tool and AT-HARM10 were used to assess hospitalisations.  Assessments yielding different results were discussed in a review panel and the reasons for the differences were determined. Cases where the assessments provided different results due to an error made by the assessor were changed. Trends in the reasons for deviation as well as statistics on the agreements of the tools were produced. Results: The initial agreements between the tools was 76%. After adjustment from the review panel discussion the agreement was 95%. A few cases where the OPERAM tool did not follow current evidence-based recommendations were identified. Discussion: Though the tools showed a high level of agreement, a few strengths and limitations of both designs could be identified. The main limitation of the OPERAM tool was the trigger tool which contained some outdated information while in AT-HARM10 the competence of the assessor could impact the results. Conclusion: Both tools showed a high level of agreement and seem to be a viable option for determining whether a hospital admission is possibly or unlikely to be an MRA.

The purpose of this quantitative/qualitative evaluation study was to analyze the impact of the Success for All (SFA) program on reading achievement, attendance, and academic self-efficacy. Robert Slavin (1996) and his colleagues at Johns Hopkins University developed the Success for All program, which incorporates a comprehensive school restructuring approach. This program focuses on improving achievement of at-risk children and aims to have every child reading on or above grade level by grade three (Slavin, 1996). Two urban, schoolwide Title I elementary schools were compared using a non-equivalent matched group, evaluation design. Stanford 9 reading comprehension scores and attendance data were analyzed through an Analysis of Variance. Results yielded positive effects for group membership (SFA, non-SFA) in reading achievement and reading self-efficacy with mean scores of 58.6 NCEs vs 33.6 NCEs and 86.6 vs 68.7 respectively. Focus group results showed strong parental and staff support for the program. Implications are presented along with suggested future avenues of research such as the SFA program's impact over time and the investigation of the program's impact on other measures of achievement. / Ed. D.

This formative evaluation of Franklin School was shaped around the implicit and explicit goals of the school and those school practices that are recognized as being effective in schools for students at-risk of dropping out of school. The study served four purposes: (1) to determine how the teachers, parents, and students viewed the school and their experiences with it, (2) to determine what program improvements were needed, (3) to provide a baseline for future evaluations, and (4) to activate the collection of data needed for future evaluations. The participants in the study included the six teachers, 52 students, and the parents or guardians of the students who attended Franklin School during the 1996-97 school year, the year which was the focus of the study. I collected data from the participants through surveys, interviews with teachers and a carefully drawn sample of students and parents, and meetings with teachers and students. Additionally, I analyzed student records pertaining to referrals, attendance, academic achievement, disciplinary infractions, and dropouts. Data from the study indicated that some school goals were being met adequately, and some were not. Teachers, students, and parents agreed that goals related to self-esteem efforts, sense of community, and safe environment were being met. However, the findings from the study indicated that improvement was needed in the areas of career education, counseling, discipline, staff development, parent involvement, and use of instructional technology. Also, the study yielded three important findings in addition to findings related to school goals that need to be addressed. First, there is a leadership problem at Franklin School that needs to be resolved. Second, limited data available on attendance and academic achievement suggested that over time student performance declines at the school. Finally, the data on the referrals to Franklin School revealed an exceedingly high rejection rate with no written notices of admission decisions and no follow-up of students rejected. The findings from the study strongly suggest the need for continued evaluation of the school and for putting mechanisms in place to collect the data needed for such evaluations. / Ph. D.

Submitted in fulfilment of the requirement for the degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 1997. / The aim of this investigation was to establish the parental authority perspectives of grade one parents by means of a literature and empirical study. As introduction the life-world of the grade one child was reviewed. Life-world is the world in which people conduct both a way of life and mode of being and can be represented as a network of relationships with himself, others, objects and ideas and God. This Gestalt of meaningful relationships makes up the individual's life-world. The grade one child's self-image, the outcome of the relationships with himself, is formed mainly through his relations with people and objects and strongly influences the quality of these relationships. The relationship with parents is qualified by love which implies mutual knowledge, care, trust and authority. Parents who educate their children according to strict, but fair authority, give them security and diroinish doubt and anxiety. The different authority styles of parents were discussed. Some parents adopt an authoritarian parenting style whereby they are the ones in control and decide on all activities and procedures for the children. On the other extreme, parents exert a permissive style of exercising authority which allows the child total freedom to do what he pleases with very little or no discipline and punishment. The most accountable parenting style seems to be exercised by democratic parents. These parents set broad limits, give advice, encourage their children, allow for open communication between parent and child and exercise authority positively. For the purpose of the empirical investigation a self-structured questionnaire was utilized. An analysis was done of 80 questionnaires completed by the parents of grade one children attending schools in Umkomaas. The data thus obtained was processed and interpreted by means of descriptive statistics. In conclusion, a summary and findings emanating from the literature study and the descriptive statistics were presented. Based on these findings, the following recommendations were made: The re-assertion of parents as authoritative figures. Guidance and involvement programmes for parents. That further research must be done regarding the parental authority perspectives of grade one parents.

MSc (Med), Epidemiology and Biostatistics, Faculty of Health Sciences, University of the Witwatersrand / Background The first two years of a child’s life are crucial for cognitive development. In societies where there are high rates of poverty, children are at risk of undernutrition and subsequently stunting. Insufficient nutrition in early childhood results in growth retardation in young infants and subsequently weak school performance later in life due to poorer cognitive development. As far as we know no study has been conducted in South Africa to examine the association between height at age 2 years and school performance at the end of primary school. Purpose The primary objective of this study was to investigate the association between growth at age 2 years and education performance (school performance in Mathematics and English or first language) of adolescents at the end of primary school (grade 7). In addition, other growth variables such as weight-for-age, BMIfor- age and weight-for-height were tested for the association as a secondary objective. Prevalence of stunting, underweight, wasting and obesity at age two years was also investigated. Methods This study is a primary analysis of historical data collected from Birth to Twenty (BT20) cohort in Johannesburg, South Africa. A cohort study conceptualised to v investigate the effects of the urbanization and societal transition on health and development A longitudinal study design within the BT20 cohort was employed. A total of 252 study participants were included in the study. An ordinal logistic model was used to test for association between growth at age two years and school performance. Potential confounders such as maternal education, birth weight and socio-economic status as defined by household assets were adjusted for in the model. Results At age two years, about 29% of the study participants were stunted as defined by height-for-age, based on the WHO 2006 growth standards. The proportion of girls defined as stunted was equal to that of boys. Levels of underweight, wasting and obesity were 9%, 6% and 2% respectively. The risk of low versus combined high and average performance in Mathematics at grade 7 was about three times more likely in study participants whose heightfor- age was below -3SD and seven times more likely for those below -4SD. Participants whose weight-for-age as defined by the WHO reference was below - 2SD were more than three times more likely to achieve a low score versus a combined high and average score in English or first language. There was no evidence of correlation between low birth weight, wasting and obesity and poor education performance for both Mathematics and English results Conclusion: We conclude that there is an association between height at age 2 years and school performance at the end of primary school.