Acompanha: Material didático, p. 117 / A música está presente atualmente no ambiente escolar, principalmente, por meio do uso de dispositivos móveis (smartphone, aparelho celular, MP3, MP4) pelos estudantes. Este trabalho de mestrado foi desenvolvido por se acreditar que a música possa ser usada em atividades de ensino para o processo de ensino aprendizagem em Química. Espera-se que esse estudo possa contribuir para a construção de um processo de ensino de Química significativo. Para tanto, a primeira etapa foi conhecer com maior profundidade as contribuições da música para o ensino por meio de um estudo sobre a inter-relação Química e Música. Publicações recentes das duas áreas serviram como base de investigação sobre cognição musical. A pesquisa em artigos de periódicos nacionais e internacionais referentes às áreas de Ensino de Química e Música também compôs os alicerces do estudo. Assistiu-se a palestras relacionando os temas ensino aprendizagem, música, afetividade, tecnologias e cognição, os quais se constituíram de orientação na busca para ampliar os conhecimentos da cognição musical e fazer a transposição didática desse conhecimento para o ensino aprendizagem em Química. Para que a voz de professores e estudantes fizesse parte desse estudo, questionários foram aplicados a alunos e professores de escolas públicas do estado do Paraná com o intuito de verificar como eles percebem as tecnologias, em especial o aparelho celular, no ambiente escolar e como professores e estudantes percebem a música o ensino de Química. Dessas investigações, foi possível perceber que a música pode ser uma estratégia para o ensino aprendizagem em Química, pois motiva o estudante a se engajar no processo de construção do conhecimento, apresentando muitas possibilidades de uso como estratégia didática. Essas possibilidades incluem a construção de paródias e músicas originais - favorecendo a aprendizagem significativa, a análise de letras de músicas nacionais e internacionais - possibilitando a interdisciplinaridade, a realização de jogos e brincadeiras musicais - que favorecem a afetividade entre discente e docente e entre discentes. Para que o resultado desse trabalho pudesse efetivamente ser utilizado pelos professores, facilitando a elaboração de suas aulas, foram produzidas atividades de ensino divulgadas por eio de um site da internet, que pode ser acessado por computadores, tablets e smartphones, para que professores e estudantes possam empregar essas ferramentas didáticas, utilizando as músicas no processo de ensino aprendizagem em Química. / The music is currently present in the school environment, mainly through the use of mobile devices (Smartphone, mobile phone, MP3, MP4) by students. This master thesis was developed because we believe that music can be used in educational activities for the teaching learning process in chemistry. It is hoped that this study will contribute to building a significant Chemistry teaching process. Therefore, the first step was to seek to know more deeply the contributions of music for teaching through a study of the interrelationship Chemistry and Music. Recent publications of the two areas were the basis of research on music cognition. The research articles in national and international journals on the areas of Chemistry and Music Education also composed the foundations of the study. Lectures relating the themes education learning, music, affection, technologies and musical cognition were assisted and consisted of guidance in seeking to increase their knowledge of music cognition and make the didactic transposition of this knowledge for the teaching and learning in chemistry. So that the voice of teachers and students were part of this study, questionnaires were administered to students and teachers of public schools in the state of Paraná in order to verify how they perceive technologies, especially mobile device, at school and how teachers and students perceive music in teaching Chemistry. These investigations, it was revealed that music can be a strategy for teaching and learning in chemistry because motivates the student to engage in the process of knowledge construction, with many possibilities of use as a teaching strategy. These possibilities include building parodies and original songs - favoring the significant learning, analysis of letters of national and international music - enabling interdisciplinary, playing games and music games - that favor the affection between students and teachers and between students. For the outcome of this work could be used effectively by teachers, facilitating the development of their classes, teaching activities were produced publicized through a web site that can be accessed by computers, tablets and smartphones, for teachers and students can employ these teaching tools using the songs in teaching and learning in chemistry.

Acompanha: Material didático, p. 117 / A música está presente atualmente no ambiente escolar, principalmente, por meio do uso de dispositivos móveis (smartphone, aparelho celular, MP3, MP4) pelos estudantes. Este trabalho de mestrado foi desenvolvido por se acreditar que a música possa ser usada em atividades de ensino para o processo de ensino aprendizagem em Química. Espera-se que esse estudo possa contribuir para a construção de um processo de ensino de Química significativo. Para tanto, a primeira etapa foi conhecer com maior profundidade as contribuições da música para o ensino por meio de um estudo sobre a inter-relação Química e Música. Publicações recentes das duas áreas serviram como base de investigação sobre cognição musical. A pesquisa em artigos de periódicos nacionais e internacionais referentes às áreas de Ensino de Química e Música também compôs os alicerces do estudo. Assistiu-se a palestras relacionando os temas ensino aprendizagem, música, afetividade, tecnologias e cognição, os quais se constituíram de orientação na busca para ampliar os conhecimentos da cognição musical e fazer a transposição didática desse conhecimento para o ensino aprendizagem em Química. Para que a voz de professores e estudantes fizesse parte desse estudo, questionários foram aplicados a alunos e professores de escolas públicas do estado do Paraná com o intuito de verificar como eles percebem as tecnologias, em especial o aparelho celular, no ambiente escolar e como professores e estudantes percebem a música o ensino de Química. Dessas investigações, foi possível perceber que a música pode ser uma estratégia para o ensino aprendizagem em Química, pois motiva o estudante a se engajar no processo de construção do conhecimento, apresentando muitas possibilidades de uso como estratégia didática. Essas possibilidades incluem a construção de paródias e músicas originais - favorecendo a aprendizagem significativa, a análise de letras de músicas nacionais e internacionais - possibilitando a interdisciplinaridade, a realização de jogos e brincadeiras musicais - que favorecem a afetividade entre discente e docente e entre discentes. Para que o resultado desse trabalho pudesse efetivamente ser utilizado pelos professores, facilitando a elaboração de suas aulas, foram produzidas atividades de ensino divulgadas por eio de um site da internet, que pode ser acessado por computadores, tablets e smartphones, para que professores e estudantes possam empregar essas ferramentas didáticas, utilizando as músicas no processo de ensino aprendizagem em Química. / The music is currently present in the school environment, mainly through the use of mobile devices (Smartphone, mobile phone, MP3, MP4) by students. This master thesis was developed because we believe that music can be used in educational activities for the teaching learning process in chemistry. It is hoped that this study will contribute to building a significant Chemistry teaching process. Therefore, the first step was to seek to know more deeply the contributions of music for teaching through a study of the interrelationship Chemistry and Music. Recent publications of the two areas were the basis of research on music cognition. The research articles in national and international journals on the areas of Chemistry and Music Education also composed the foundations of the study. Lectures relating the themes education learning, music, affection, technologies and musical cognition were assisted and consisted of guidance in seeking to increase their knowledge of music cognition and make the didactic transposition of this knowledge for the teaching and learning in chemistry. So that the voice of teachers and students were part of this study, questionnaires were administered to students and teachers of public schools in the state of Paraná in order to verify how they perceive technologies, especially mobile device, at school and how teachers and students perceive music in teaching Chemistry. These investigations, it was revealed that music can be a strategy for teaching and learning in chemistry because motivates the student to engage in the process of knowledge construction, with many possibilities of use as a teaching strategy. These possibilities include building parodies and original songs - favoring the significant learning, analysis of letters of national and international music - enabling interdisciplinary, playing games and music games - that favor the affection between students and teachers and between students. For the outcome of this work could be used effectively by teachers, facilitating the development of their classes, teaching activities were produced publicized through a web site that can be accessed by computers, tablets and smartphones, for teachers and students can employ these teaching tools using the songs in teaching and learning in chemistry.

Made available in DSpace on 2017-06-01T18:08:53Z (GMT). No. of bitstreams: 1 silvana_maria_barros_santos.pdf: 1040372 bytes, checksum: 535cf6f879a0fe744c32c78db0ded9a9 (MD5) Previous issue date: 2013-10-16 / Nowadays, obesity is characterized as a disease of multiple causes, it´s a serious illness and with high incidence in developed and developing countries. This way, it is possible to consider that obesity can be analyzed by various multifactorial features as genetic, social, and affective. In this sense, this dissertation says some affective aspects in obesity and overweight s problematic in adolescent women, seeking to verify possible failures in affective relation mother and daughter, in the early stages of development of the girl. This study, is based on theoretical conceptions of Winnicott (1983, 2000, 2005, 2006), Levinsky (1995), Barbosa Silva (2005), Bruno (2011) and Cardoso (2008). It was used as methodological procedure the qualitative approach of Oral Life History that privileges the narratives of the subject as knowledge their affective experiences. Thus, they have been recorded interviews with obese adolescents or overweight 13 to 18 years who are part of the screening or are in the nutritional treatment Clinic-School of Nutrition of Biological Sciences and Health College (Cesmac) in Maceió, Alagoas. In this way, the narratives of the interviewed adolescents wove their life story, they are presenting significant data such as the relationship with the mother, the family context, the own act of adolescent and the dealing with conflicts in daily life as important aspects and as possible hypotheses to bring on the onset of obesity and overweight in these adolescent women. Each studied context, reveals singularities mother and daughter relationship and it stands as fundamental to the development and the construction girl s maturing in childhood, and mainly, in youth. / Nos dias de hoje, a obesidade se caracteriza como uma doença de causas múltiplas, sendo uma enfermidade grave e com alta incidência em países desenvolvidos e em desenvolvimento. Dessa maneira, é possível considerar que a obesidade pode ser analisada por vários aspectos multifatoriais como os genéticos, sociais e afetivos. Nesse sentido, esta dissertação aborda alguns aspectos afetivos presentes na problemática da obesidade e sobrepeso em adolescentes mulheres, procurando verificar possíveis falhas na relação afetiva mãe e filha, nos estágios precoces do desenvolvimento da menina. Este estudo está fundamentado em concepções teóricas de Winnicott (1983; 2000; 2005; 2006), Levisky (1995), Barbosa Silva (2005), Bruno (2011) e Cardoso (2008). Foi utilizada como procedimento metodológico a abordagem qualitativa da História Oral de Vida que privilegia as narrativas do sujeito como compreensão de suas vivências afetivas. Desse modo, foram feitas entrevistas gravadas com as adolescentes obesas ou com sobrepeso de 13 a 18 anos que fazem parte da triagem ou estão em tratamento nutricional na Clínica-Escola de Nutrição da Faculdade de Ciências Biológicas e da Saúde do Centro Universitário (Cesmac) em Maceió, Alagoas. Diante disso, as narrativas das adolescentes entrevistadas teceram sua história de vida, apresentando dados significativos como a relação com a mãe, o contexto familiar, o próprio ato de adolescer e o lidar com os conflitos existentes no dia a dia como aspectos importantes e como hipóteses possíveis de ocasionar o aparecimento da obesidade e do sobrepeso nessas adolescentes mulheres. Cada contexto estudado, revela singularidades da relação mãe e filha e se destaca como fundamental para o desenvolvimento e a construção do amadurecimento da menina na infância e, principalmente, na adolescência.

Indiana University-Purdue University Indianapolis (IUPUI) / Losing a job or a significant other are examples of incentive shifts that result in negative emotional reactions. The occurrence of negative life events is associated with increased drinking, and alleviation of negative emotions has been cited as a drinking motive for individuals with problematic drinking patterns (Keyes et al., 2011; Adams et al., 2012). Further, there is evidence that certain genotypes drink alcohol in response to stressful negative life events (Blomeyer et al., 2008; Covault et al., 2007). It is possible that shared genetic factors contribute to both alcohol drinking and emotional reactivity, but there is a critical need for this relationship to be understood. The first aim of this proposal will use an incentive downshift paradigm to address whether emotional reactivity is elevated in mice predisposed to drink alcohol. The second aim of this proposal will address if reactivity to an incentive shift can result in rash action using a differential reinforcement of low rates of responding task, and whether this response is also associated with a predisposition for high drinking. The third aim of this proposal will investigate if experimenter administered ethanol reduces contrast effects, and if an incentive shift increases ethanol consumption in a high drinking line. The overall goal of this proposal is to investigate whether reactivity to incentive shift is an important mechanism underlying alcohol drinking in these mice, and the role an incentive shift may play in producing rash action and influencing ethanol consumption.

Indiana University-Purdue University Indianapolis (IUPUI) / This study examined the roles of commitment and attributions in uninvolved partner responses to imagined sexual infidelity. Undergraduate students (N = 298) in dating relationships participated in a hypothetical sexual infidelity scenario in which they imagined their romantic partner engaged in sexual intercourse with someone else. Measured-variable path analysis was used to evaluate the predictive ability of commitment and attributions on negative emotional responses and predicted relationship continuation. The hypothesized conceptual model demonstrated poor fit to sample data. Through exploratory model building, an alternative model was generated that demonstrated good fit to sample data. A subset of commitment, investment, predicted negative affect. In addition, attributions predicted predictions of relationship continuation. Negative emotional responses were highly endorsed on a validated measure for emotional responses, the PANAS-X (Watson & Clark, 1994). Further, study findings highlight the importance of the use of a compliance check in assessing successful participant completion of imagined infidelity scenario. Unique study contributions include directions for further conceptual model development for this area of research as well as support for the use of compliance checks and careful selection of infidelity scenario.

Indiana University-Purdue University Indianapolis (IUPUI) / Women who fail to confront sexism can experience negative intrapersonal consequences, such as greater negative self-directed affect (negself) and greater obsessive thoughts, particularly if they are highly committed to challenging sexism. Female undergraduates (N = 392) were sampled to investigate whether failing to confront past sexism influences future task performance and whether any effects on performance occur through the depletion of cognitive resources. Participants were randomly assigned to recall either confronting or failing to confront past sexism, then completed measures of affect, obsessive thoughts, working memory, and performance. Women who recalled failing to confront were expected to have greater negself and obsessive thoughts related to the situation and lower working memory and performance, and desire to respond to the situation was expected to moderate these effects. As predicted, compared with women who recalled confronting, women who recalled failing to confront reported greater negself. Contrary to predictions, there was no significant effect of confrontation condition on obsessive thoughts, working memory, or performance. However, condition interacted with desire to confront, such that the more women who recalled failing to confront wanted to respond to the situation, the more negself they reported and the lower their working memory. In addition, for women who recalled confronting, greater desire to respond was associated with higher performance, while desire to respond was unrelated to performance for women who recalled failing to confront. In contrast to predictions, neither obsessive thoughts nor working memory mediated the failure to confront-performance relationship, and there was no evidence of moderated mediation. In sum, although the cognitive variables of obsessive thoughts and working memory did not mediate the effect of failing to confront on performance, the results nevertheless demonstrate the importance of confronting sexism, particularly when one wants to do so, and have important implications for settings like the workplace where women may face discrimination and have to decide whether or not to confront.