Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-10-05T18:28:23Z No. of bitstreams: 1 DissESMS.pdf: 1544763 bytes, checksum: eed2288eeea4a74dd8ad7c6c3cfe82d2 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-14T14:12:09Z (GMT) No. of bitstreams: 1 DissESMS.pdf: 1544763 bytes, checksum: eed2288eeea4a74dd8ad7c6c3cfe82d2 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-14T14:12:26Z (GMT) No. of bitstreams: 1 DissESMS.pdf: 1544763 bytes, checksum: eed2288eeea4a74dd8ad7c6c3cfe82d2 (MD5) / Made available in DSpace on 2016-10-14T14:12:37Z (GMT). No. of bitstreams: 1 DissESMS.pdf: 1544763 bytes, checksum: eed2288eeea4a74dd8ad7c6c3cfe82d2 (MD5) Previous issue date: 2016-02-22 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / The Motor Activity Log (MAL) assesses the spontaneous use of the affected upper limb during daily activities in real environments in after hemiparetic individuals stroke, reflecting their functional ability. There have been no studies analyzing the correlation between MAL Scales and sensorimotor impairment different levels in individuals post-stroke assessed by the Fugl-Meyer Scale. Objectives: To verify if there is a correlation between sensoriomotor impairment different levels of hemiparesis and the use of the paretic upper limb; to observe the differences between the MAL scales scores applied to individuals with varying degrees of impairment and to verify the dimensionality of the level of activity of scales MAL using Rasch analysis. Methods: Included 66 patients with chronic hemiparesis (n=49 - mild-moderate hemiparesis, n=17 - severe hemiparesis). All subjects were evaluated by Fugl-Meyer Scale, Mini Mental State Examination, and MAL (versions 30, 4/5 and MAL 50 – sum of the versions). The Pearson correlation test verified the correlation between the Fugl- Meyer for upper limb and the amount and quality of use scales of MAL. A one-way ANOVA for repeated measures with Bonferroni adjustment was used for each group to verify differences between MAL scales scores. In addition, the level of difficulty of the MAL activities was evaluated by the Rasch model. Results: There was high significant positive correlation between the scores of Fugl-Meyer scale and amount of use scale of MAL 30 (r = 0.76; p <0.001), MAL 4/5 (r = 0.78; p <0.001) and MAL 50 (r = 0.77; p <0.001). The amount of use and quality scale of the 3 results were different for mildmoderate hemiparesis (p <0.001). The MAL 4/5 showed the highest score compared to MAL 30 and MAL 50 in severe hemiparesis (p <0.001). The activities were ordered as the difficulty of execution, however, the MAL 4/5 activities were not the easiest. Conclusion: The higher the degree of motor impairment in hemiparesis, lower the use of the affected upper limb evaluated by MAL scale and the difficulty of the activities influences the amount of use and the quality of the affected upper limb in these individuals. The MAL 4/5, developed for individuals with severe motor impairment, does not present all the activities with less difficulty than the original scale. / A Motor Activity Log (MAL) avalia o uso espontâneo do membro superior afetado para realização das atividades diárias em ambientes reais em indivíduos hemiparéticos após Acidente Vascular Encefálico (AVE), refletindo a habilidade funcional desses indivíduos. Não foram encontrados estudos analisando a correlação entre as escalas MAL e os diferentes níveis de comprometimento sensoriomotor de pacientes pós-AVE avaliados na escala de Escala Fugl-Meyer. Objetivos: Verificar se há correlação dos diferentes níveis de comprometimento sensoriomotor da hemiparesia com o uso do membro superior parético; se há diferença entre as pontuações das escalas MAL aplicada a indivíduos com diferentes graus de comprometimento; e verificar a dimensionalidade dos níveis das atividades das escalas MAL usando a análise de Rasch. Métodos: Participaram 66 indivíduos com hemiparesia crônica (n=49-hemiparesia levemoderada, n=17-hemiparesia grave). Todos foram avaliados por meio da escala Fugl- Meyer, Mini Exame do Estado Mental, e MAL (versões 30, 4/5 e MAL 50-junção das versões). O teste de correlação de Pearson verificou a correlação entre a Fugl-Meyer para membro superior e as escalas de quantidade e qualidade da MAL. Uma ANOVA One-Way de medidas repetidas com ajuste de Bonferroni foi utilizada para cada grupo para verificar diferenças entre as pontuações nas escalas MAL. Além disso, o nível de dificuldade das atividades da MAL foi avaliado pelo modelo Rasch. Resultados: Houve alta correlação significativa e positiva entre as pontuações da escala Fugl-Meyer e da Escala de Quantidade de movimento da MAL 30 (r=0,76; p<0,001), MAL 4/5 (r=0,78; p<0,001) e MAL 50 (r=0,77; p<0,001). As pontuações das Escalas de Quantidade e Qualidade dos 3 resultados são diferentes entre si para o grupo hemiparesia levemoderada (p<0,001). A MAL 4/5 apresentou maior pontuação quando comparada com a MAL 30 e a MAL 50 no grupo hemiparesia grave (p<0,001). As atividades foram ordenadas conforme a dificuldade de execução, no entanto, as atividades da MAL 4/5 não são as mais fáceis. Conclusão: Quanto maior o grau de comprometimento sensoriomotor em hemiparéticos, menor o uso do membro superior afetado avaliado pela escala MAL, e dificuldade das atividades influencia na quantidade e qualidade do uso do membro superior afetado nesses indivíduos. A MAL 4/5, desenvolvida para indivíduos com grave comprometimento sensoriomotor, não apresenta todas as atividades com grau de dificuldade menor em relação à escala original.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-10-26T15:21:56Z No. of bitstreams: 1 Gustavo Schwarz_.pdf: 2066870 bytes, checksum: bf68b7df6aa3a1fa9b0a076137996a85 (MD5) / Made available in DSpace on 2015-10-26T15:21:56Z (GMT). No. of bitstreams: 1 Gustavo Schwarz_.pdf: 2066870 bytes, checksum: bf68b7df6aa3a1fa9b0a076137996a85 (MD5) Previous issue date: 2015-07-03 / CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico / Os ambientes de Ensino a Distancia (EAD) estao cada vez mais presentes no dia-a-dia de professores e alunos, seja no formato exclusivamente a distancia (e-learning) ou como uma ferramenta de apoio ao ensino presencial (b-learning). Apesar do aumento de sua utilizacao, o uso dessas ferramentas nao deve representar somente um meio digital de armazenamento e compartilhamento de dados. Elas tambem devem ser uteis tanto para o aluno quanto para o professor no processo de mediacao do aprendizado. Neste contexto, o monitoramento das atividades nessas ferramentas e de grande importancia para tornar o seu uso mais eficiente. Apenas coletar e sumarizar os registros das atividades dos alunos de forma quantitativa – numero de acesso, por exemplo – para posteriormente condensa-los em relatorios, pode nao fornecer informacoes suficientes para justificar o uso desses ambientes. E importante tambem avaliar questoes qualitativas, identificando caracteristicas que possibilitem personalizar o ensino. Outro problema encontrado e que para cada um desses ambientes existentes, os registros das atividades sao armazenados numa estrutura e num formato proprios de cada software. Isso, por sua vez, acaba por dificultar a criacao de ferramentas padronizadas de analise. Nos trabalhos relacionados apresentados no capitulo 3 e possivel verificar que, apesar de utilizar a mesma base teorica (teoria socio-historica) para fundamentar as interações educacionais, todos os trabalhos analisam de forma qualitativa somente ferramentas de comunicacao, tais como forum chat, mensagens, e-mail, ignorando o restante dos recursos existentes nos AVAs. Entretanto, as interacoes educacionais tambem ocorrem atraves de outras tecnologias, por exemplo: ao disponibilizar um arquivo pdf ou uma pagina com conteudo para o aluno, o professor estara interagindo com esse estudante, mesmo que de forma assincrona. Outro exemplo pode ser representado por uma atividade, que ao ser entregue pelo aluno, podera receber um feedback do professor. Ainda com relacao ao processo de mediacao online, outro ponto que foi considerado, e que em ambientes online alguns alunos talvez nao utilizem as ferramentas de comunicacao, ou as utilizem em pouca frequencia, mas ao mesmo tempo esse mesmo apresenta boas notas e acessa os recursos disponibilizados pelo professor. Neste caso, o acompanhamento do processo de mediacao por parte do professor fica comprometida se ele visualizar somente registros de ferramentas de comunicacao. No entanto, ao visualizar as interacoes do aluno no restante dos recursos o professor podera ter um panorama mais completo sobre o estado do aluno. Com base no que foi citado acima, para o presente trabalho serao utilizadas como base teorica a Abordagem Socio-historica e a Teoria dos Atos da Fala. Uma vez fundamentado o processo de interacao com base na primeira teoria, sera apresentado um modelo de classificacao dos atos ilocucionarios para as interacoes dos usuarios em ambientes de EAD, ou seja, sera identifiada a intencionalidade de uma acao realizada pelo usuario. Para isso, o modelo fara o uso de tecnlogias da Web Semantica, padroes de registros educacionais e rede bayesiana para classificacao dos atos da fala. Sendo que ao final do trabalhos são apresentados os resultados dos experimentos realizados para tal modelo. Alem disso, para trabalhos futuros projeta-se a utilizacao do presente modelo na identificacao da categoria de mediacao que o aluno encontra-se, isso sera realizado partindo-se do pressuposto de que os atos da fala classificados no presente trabalho sirvam de base para tal proposta (o que e justificado no capitulo 4.1 “Analise comparativa entre a TAF e a TSH”). O texto inicialmente aborda a Teoria Socio-historica, a Teoria dos Atos da Fala, Ambientes Virtuais de Aprendizagem e Registros Padronizados de Interacao, assim como a Web Semantica e Redes Bayesianas. No capitulo seguinte sao vistos os trabalho que fazem uso da Teoria Socio-historica e sua relacao ao processo de mediacao nos ambientes virtuais de ensino. No capitulo 4 e apresentado o Modelo de Interacoes Pedagogicas assim como informacoes sobre o prototipo desenvolvido. O capitulo 5 descreve os experimentos e os resultados alcancados. O trabalho e finalizado com a apresentacao das consideracoes finais a proposta de trabalhos futuros. / The Distance Learning environments (EAD) are becoming more present in the daily lives of teachers and students, either solely in the distance format (e-learning) or as a support tool to presencial teaching (b-learning). Despite the increase in its use, the use of these tools should not only represent a digital storage mean and data sharing. They should also be useful for both the student and the teacher in the learning mediation process. In this context, monitoring of activities in these tools is very important to make its use more efficient. Just collecting and summarizing the logs of the student's activities in a quantitative manner - e.g access number - to further condense them in reports, may not provide enough information to justify the use of these environments. It is also important to assess qualitative issues, by identifying characteristics that enable personalized learning. Another problem found is that for each of these existing environments, the activities logs are stored in their own format and structure of each software. This, in turn, makes it difficult to create standardized analysis tools. In the papers related described in Chapter 3 it is possible to check that, despite using the same theoretical base (socio-historical theory) to support educational interactions, all works analyze qualitatively only communication tools such as forum chats, messages, e-mail, bypassing the rest of the existing resources in AVAs. However, educational interactions also occur through other technologies; for example by providing a PDF file or page content to the student, the teacher will be interacting with this student, even asynchronously. Another example can be represented by an activity which when delivered by the student he may receive feedback from the teacher. Still regarding the online mediation process, another point that was considered is that in online environments, some students may not use the communication tools, or use it in low frequency, but at the same time, it presents good grades and access features made available by the teacher. In this case, monitoring of the mediation process by the teacher is compromised if he sees only records of communication tools. However, by seeing the interactions of students in the rest of the resources the teacher can have a more complete overview on the state of the student. Based on what was mentioned above, the present study will use as a theoretical basis the socio-historical approach and the Theory of Speech Acts. Once the interaction process is grounded based on the first theory, it will be presented a classification model of the illocutionary acts to the interactions of the users in EAD environments, in other words, it will be identified the intentionality of an action performed by the user. For this, the model will make use of Web Semantic technologies, educational standards of records and Bayesian network for classification of speech acts. At the end of the study, it will be presented the results of the experiments performed to such model. Also, for future work it is foreseen the use of this model to identify the category of mediation that the student is found; this will be done starting from the assumption that speech acts classified in this study is used as a basis for such proposal (which is explained in Chapter 4.1 "Comparative analysis between TAF and the TSH"). The text initially addresses the socio-historical theory, the Theory of Speech Acts, Virtual Learning Environments and Interaction of Standardized Records, as well as, the Web Semantic and Bayesian networks. In the next chapter are seen the work that makes use of socio-historical theory and its relation to the mediation process in virtual learning environments. In Chapter 4, it is presented the Pedagogical Interaction Model as well as information on the developed prototype. The paper ends with the presentation of the final considerations on the proposal for future work.

The purpose of this study was to examine the relationship between keeping a daily leisure-time physical activity record and adolescent (a) feelings of competence toward leisure-time physical activity, (b) motivational profiles toward leisure-time physical activity, and (c) leisure-time physical activity behaviors. Participants were 124 junior high and high school physical education (PE) students. Students completed the Behavioural Regulation in Exercise Questionnaire–2, the Godin Leisure–Time Exercise Questionnaire, the Perceived Competence Scale, and were assigned to keep an online leisure-time physical activity record for three weeks as part of their regular PE class. A 2 (gender) x 4 (trials) repeated measures ANCOVA was used to examine the relationships between recording compliance and the variables of perceived competence, motivation, and physical activity. Results showed a significant interaction between recording compliance and leisure-time physical activity. As students kept the leisure-time physical activity record, boys' leisure-time physical activity levels significantly increased and girls' leisure-time physical activity levels significantly decreased. Also, a significant interaction between recording compliance and introjected regulation was found. The more students recorded the less motivated they were by guilt and obligation to exercise in their leisure time. Lastly a significant interaction was found between recording compliance and intrinsic regulation, showing that the more students recorded the more intrinsically motivated they were to exercise in their leisure time. Implications and suggestions are set forth for PE professionals.