Medidas válidas e precisas advindas de instrumentos calibrados para mensuração de construtos, aplicados padronizadamente, têm sido utilizadas como uma das formas de garantir ao indivíduo um bom estado de saúde, levando-se em consideração principalmente atributos mentais, sociais e físicos. Os instrumentos DISABKIDS® têm sido traduzidos e adaptados para várias culturas e idiomas, com essa finalidade. Este estudo constitui-se como uma Revisão de Escopo com objetivo de mapear a produção científica brasileira, com relação às fases do processo metodológico para disponibilização de instrumentos segundo a utilização dos instrumentos/formulários DISABKIDS® adaptados para o Brasil. A descrição das buscas e seleção dos estudos foi realizada, em concordância com o Preferred Reporting Items for Systematic Review and Meta-Analyses, em 10 bases de dados eletrônicas, no Google Scholar e por meio de consulta a pesquisadores, sem restrição de período ou idioma. Os resultados mostram que a utilização dos formulários/instrumentos DISABKIDS® adaptados proporcionaram o mapeamento de 90 estudos científicos envolvendo 46 instrumentos distintos. O desenvolvimento dessa pesquisa possibilitou a visualização abrangente do uso dos instrumentos/formulários DISABKIDS® adaptados para o Brasil facilitando a aproximação entre o complexo e minucioso processo de disponibilização de instrumentos e a prática dos pesquisadores. Acreditamos que \"dar voz\" aos envolvidos, incluindo o público alvo, promove segurança ao pesquisador de que o método aplicado para elaboração ou adaptação cultural pode garantir propriedades psicométricas satisfatórias, viabilizando a finalização do processo de disponibilização de instrumento válido e fidedigno para medida do construto / Valid and reliable measures from standardized calibrated questionnaires that measures constructs applied in a standardized way have been used as a means to guarantee the subject a good health state, mainly taking into account mental, social, and physical attributes. To this end, DISABKIDS® instruments have been translated and adapted to different cultures and languages. This study is a Scoping Review that delineates the Brazilian scientific production regarding the phases of the methodological process for the availability of instruments according to the DISABKIDS® questionnaire/papers adapted to Brazil. Searches and selection of studies were performed in ten electronic databases, at Google Scholar and by consulting researchers without period or language restriction, according to Preferred Reporting Items for Systematic Review and Meta-Analyses. The results show that the use of the Brazilian adapted DISABKIDS® questionnaire/papers provided the mapping of 90 scientific studies involving 46 different instruments. The development of this research allowed a comprehensive visualization of the use of the DISABKIDS® questionnaire/papers adapted to Brazil and enabled the approximation between the complex and meticulous process of questionnaire availability and the researchers\" practice. We believe that \"giving voice\" to the participants of the researches, including the target people, promotes the researcher\'s confidence that the method applied for cultural elaboration or adaptation can guarantee satisfactory psychometric properties, enabling the conclusion of the process of providing a valid and reliable instrument for the measurement of a subjective characteristic

Os primeiros anos de vida são fundamentais para a predição do desenvolvimento infantil normativo. Quando diagnosticada alguma alteração precocemente, a estimulação adequada irá reduzir, minimizar ou sanar as consequências deletérias desta alteração promovendo melhor qualidade de vida e desenvolvimento futuro do lactente. Para o diagnóstico precoce de alterações no desenvolvimento infantil é indispensável avaliação detalhada de todas as áreas do desenvolvimento. A Escala de Desenvolvimento Mental de Griffiths III é um instrumento de diagnóstico envolvendo cinco áreas: Fundamentos do Aprendizado, Linguagem e Comunicação, Coordenação Olho-Mão, Pessoal-Social-Emocional e Motora Grossa. O objetivo foi realizar adaptação transcultural da Escala de Desenvolvimento Mental de Griffiths III e sua normatização para os lactentes brasileiros. Após cumprimentos dos aspectos éticos, foi realizada adaptação transcultural do instrumento seguindo as etapas: tradução por dois tradutores juramentados, do inglês para o português brasileiro; síntese das traduções; retrotradução por dois nativos do idioma inglês e fluentes no idioma português brasileiro; análise por comitê de especialistas; aplicação da versão pré-final em estudo piloto; envio da documentação para os autores da Escala original. Para normatização foram avaliados 216 lactentes, com desenvolvimento típico, comprovado pelo histórico coletado na anamnese, aplicação do protocolo de Observação do Comportamento Comunicativo e do Teste de Screening de Desenvolvimento Denver II. As características quanto ao gênero e classificação socioeconômica da casuística foi proporcional à realidade brasileira. Foi realizada análise descritiva do processo de adaptação transcultural e tratamento estatístico com aplicação do Teste de Mann-Whitney e correlação de Spearman. A normatização do desempenho dos lactentes brasileiros na EDMG III foi realizada por meio da progressão linear de uma faixa etária para a seguinte (mês a mês), com a utilização de valores de média e desvio padrão suavizados. O processo de adaptação transcultural foi seguido, com necessidade de mínimas adaptações mantendo equivalência semântica, idiomática, experimental e conceitual. Não houve diferença estatisticamente significante entre desempenho de meninos e meninas; houve correlação direta e significante entre escolaridade materna e condição socioeconômica; devido às particularidades da casuística, não foi observada correlação direta entre condição socioeconômica e desempenho na Escala; verificouse correlação forte, direta e estatisticamente significante entre o desempenho dos lactentes nas cinco subescalas. Após normatização dos dados, afirma-se que a Idade de Desenvolvimento se apresenta similar entre as Subescalas, seguindo um padrão de aumento na pontuação bruta de acordo com o aumento da idade cronológica, seguindo o curso do desenvolvimento típico. Concluiu-se que foi realizada a adaptação transcultural da Escala de desenvolvimento Mental Griffiths III de 0 a 72 meses, incluindo o Livro de Anotações e o Livro de Desenho. A normatização deste instrumento foi concluída para a faixa etária de 0 a 24 meses, com valores normativos referente à Idade de Desenvolvimento. / The first years of life are fundamental to the prediction of normative infant development. When an early diagnosis is made, adequate stimulation will reduce, minimize or remedy the deleterious consequences of this change, promoting better quality of life and future development of the infant. For the early diagnosis of changes in child development, a detailed evaluation of all areas of development is indispensable. The Griffiths Mental Development Scale III is a diagnostic tool involving five areas: Fundamentals of Learning, Language and Communication, Eye-Hand Coordination, Personal-Social-Emotional and Gross Motor. The objective was to perform transcultural adaptation of the Griffiths Mental Development Scale III and its normalization for Brazilian infants. After observing the ethical aspects, the transcultural adaptation of the instrument was carried out following the steps: translation by two sworn translators, from English into Brazilian Portuguese; synthesis of translations; back translation by two native speakers of the English language and fluent in the Brazilian Portuguese language; analysis by expert committee; application of the prefinal version in a pilot study; sending the documentation to the authors of the original Scale. For normalization, 216 infants were evaluated, with a typical development, as evidenced by the history collected in the anamnesis, application of the Communicative Behavior Observation protocol and the Denver II Development Screening Test. The characteristics of the gender and socioeconomic classification of the sample were proportional to the Brazilian reality. A descriptive analysis of the cross-cultural adaptation process and statistical treatment with Mann-Whitney test and Spearman correlation were performed. The normalization of the performance of Brazilian infants in the EDMG III was performed through linear progression from one age group to the next (month to month), using mean and standard deviation values smoothed. The process of cross-cultural adaptation was followed, with the need for minimal adaptations maintaining semantic, idiomatic, experimental and conceptual equivalence. There was no statistically significant difference between boys\' and girls\' performance; there is a direct and significant correlation between maternal schooling and socioeconomic status; due to the particularities of the sample, no direct correlation was observed between socioeconomic status and performance in the Scale; there was a strong, direct and statistically significant correlation between infant performance in the five subscales. After normalization of the data, it is stated that the Development Age is similar among the subscales, following a pattern of increase in the gross score according to the increase of the chronological age, following the course of the typical development. It was concluded that the transcultural adaptation of the Griffiths Mental Development Scale III from 0 to 72 months was carried out, including the Record Book and the Drawing Book. The normalization of this instrument was completed for the age group from 0 to 24 months, with normative values referring to the Age of Development.

With the background that Jewish women stay in abusive marriages twice as long as their non-Jewish American counterparts, we attempt to understand the religious and cultural factors that may inhibit Jewish women from leaving violent relationships, and examine Scriptural and Rabbinic texts as to Jewish beliefs regarding spousal violence. A variety of academic sources and primary scriptural texts were analyzed for religious and cultural attitudes towards Jewish intimate partner violence. Eight Jewish victims of spousal abuse, five Rabbis and seventeen community support workers were interviewed. Jewish women face a variety of unique issues with regard to how domestic violence is experienced. Issues of communal shame, fear of anti-Semitism, learned accommodation, community disapproval, divorce law and other cultural and religious factors act as barriers to leaving. Biblical, Talmudic, and Rabbinic texts, however, speak clearly against marital violence and support a community effort toward victim support. There are thus conflicts between actual Jewish religious doctrine, and the interpretation of Jewish values amongst Jewish community members. There are social and cultural barriers to Jewish women leaving their abusive relationships, but an analysis of religious doctrine offers a source of strength for women to leave. The onus is on the Jewish community to effect change by breaking the silence and renouncing abuse.

The prevalence of insulin resistance and type 2 diabetes mellitus (T2DM) in obese children and adolescents is growing at an alarming rate, especially in ethnic minorities. It is not clear whether young people of different ethnic backgrounds vary in their metabolic response to excessive adiposity. Differences in lipid partitioning in the abdominal fat compartments have been observed among different ethnic groups. The aim of this study was to evaluate whether there are ethnic differences in intramyocellular lipid (IMCL) levels that are related to differences in insulin sensitivity. Eighty-two obese children and adolescents underwent 1) 1H nuclear magnetic resonance (NMR) spectroscopy to non-invasively quantify IMCL levels in their soleus muscle, 2) an oral glucose tolerance test and (in a subset of subjects) a euglycemic-hyperinsulinemic clamp to assess insulin sensitivity, 3) a dual-energy X-ray absorptiometry (DEXA) scan to measure total percent body fat, and 4) magnetic resonance imaging to measure abdominal fat distribution. IMCL levels in Hispanic children and adolescents (1.50 ± 0.64%) were significantly greater than in their Caucasian (1.19 ± 0.40%) and African-American (1.09 ± 0.49%) peers. Visceral fat was significantly lower in African Americans (42.7 ± 18.8cm2) and were similar in Caucasians (70.9 ± 27.5cm2) and Hispanics (77.3 ± 41.9cm2). The three groups were not different with respect to insulin sensitivity. For the entire cohort, IMCL levels were inversely related to insulin sensitivity. There was a significant correlation between visceral fat and insulin resistance in Hispanics and Caucasians but not in African Americans. In conclusion, these data suggest that there are significant ethnic differences in lipid partitioning in both the muscle and abdominal compartment. These findings may explain ethnic differences in insulin sensitivity and further the understanding of the pathogenesis of insulin resistance and T2DM.

Many features of the making of major managerial decisions have been covered by research - complexity, politicality, innovations, and so forth. Yet one - to which all others may be subject - remains almost untouched by research. It is the effects of societal culture on the way managers from different nations make, and implement, such decisions. This study compares the effects of a New World Latin dominated culture with those of an Old World Anglo-Saxon dominated culture, namely in Brazil and England respectively. It arises from the proposition that decision making, as well as other managerial practices, must be shaped by the cultures of the societies of which senior executives are part, in ways of which they themselves may be unaware. Methodologically, in response to the criticisms of earlier research which often attributed managerial and organizational differences to culture without direct evidence for that, this study began by composing portrayals of both cultures. The purpose of the portraits was to enable predictions of culturally affected elements in decision making, prior to empirical investigation. Data was collected by interview on twenty Brazilian and twenty English decisions in sixteen Brazilian and seventeen English organizations, ranging through a variety of manufacturing and service industries as well as universities. The examination of the results confirmed most of the predicted cultural characteristics. Differences although small on each variable were remarkably consistent across all variables. Brazilian strategic decision making was found to be dominated by a clique around the chief executive, who make fast decisions in a process strongly based on the social relationships between the participants. This style of decision making leads, in Brazil, to very informal processes, with little or no delays and, relatively speaking, less search for information. English decisions were found to be more consultative with more interests being involved in different stages of the process. Decisions in this country were characterized by caution and conservatism with some tendency to postpone decisions. Methodologically, the value of the prior conceptualization and description of societal culture is demonstrated since this gives meaning to the extensive differences found in all aspects of decision making. Theoretically, an attempt is made to elucidate the interconnectedness of societal culture and managerial behaviour.

This study was designed to investigate if the Batería Woodcock-Muñoz: Pruebas de Habilidad Cognitiva- Revisada is a valid cross-cultural tool to measure the cognitive ability students of three Spanish-speaking groups from two different Spanish-speaking countries. One group is represented by culturally diverse bilingual Spanish dominant students in Tucson, Arizona since there is an overrepresentation of bilingual students receiving special education services in all school districts in this area. The second group consists of monolingual Spanish-speakers from Costa Rica referred for special education. The third group constitutes monolingual Spanish speakers from Costa Rica performing at grade level.This research analyzed whether or not Memory for Sentences, a sub-test of Short Term Memory, Visual Integration and Picture Recognition sub-tests of Visual Processing in the Psycho-educational Batería Woodcock-Muñoz, is more difficult for the special education Spanish/bilingual population in Tucson than for the monolingual Spanish-speaking special education and grade level individuals in Costa Rica. Item p-value differences in each subtest were estimated and compared for all items for each subtest to detect if a major item difficulty order difference existed between Spanish-speaking groups that could be indicative of internal criteria of test bias. Results show that the item order of difficulty affects the tests' established cut off rules for both Costa Rican populations in the Memory for Sentences test, making it invalid for these populations; and that the Tucson sample group's performance is lower than that of both Costa Rican groups. In addition, both Visual Processing subtests are invalid for all groups compared since the item order of difficulty does not match the test item order, thus affecting the enforcement of the cut off rules and making these subtests invalid for these populations.Standardized assessments and intelligence trait are considered the results of mathematical and statistical expressions built on test developers' own cultural views and minds. They follow along the lines of the traditional reductionist assessment or scientific/medical models. As a result, it is concluded that bilingual populations will be at disadvantage because standardized assessment neither links assessment to familiar language, cultural relevant information, and experiences nor considers how the bilingual mind processes information.

No description available.

The purpose of this study has two phases. In the first phase, a model that explains students&rsquo / mathematics achievement in TIMSS-R will be proposed. In the second phase, the proposed model will be evaluated to interpret the similarities and differences across three culturally and linguistically different countries / Turkey, the Netherlands, and Italy. This study will basically combine students&rsquo / answers on TIMSS-R Students Questionnaire items with their mathematics achievement scores obtained from TIMSS-R Mathematics Achievement Test. In order to achieve this, items in the student questionnaire will be grouped under latent variables and then the related models will be established. Thirty-seven items selected from the TIMSS-R Student Questionnaire were analyzed using principle component factor analysis for each country. The results indicated seven interpretable dimensions. Based on the results&rsquo / of factor analysis of Turkey, the latent variables were generated by selecting the observed variables with highest loadings. These latent variables were / out-of-school activities, socioeconomic status, importance given to math, math classroom iv climate, perception of failure, teacher-centered and student-centered activities. The proposed mathematics achievement model was tested by structural equation modeling for each country separately with the sample of 4772, 2728, and 2781 eighth grade students in Turkey, the Netherlands, and Italy, respectively. In all of the countries perception of failure was the strongest factor explaining the mathematics achievement of the eighth grade students. The other two important factors explaining mathematics achievement were socioeconomic status and student-centered activities for Turkey and Italy / out-of-school activities and importance given to math for the Netherlands. The results indicated that Turkey and Italy have more similar results when compared with the Netherlands. Different than the other countries in Turkey instructional activities formed two separate dimensions such as / teacher-centered and student-centered instructional activities. Since this finding emphasized the important role of teacher in the Turkish education system, it was suggested that more importance should be given to the teacher education.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 91-95).

Thesis (Ph.D. in Nursing) -- University of Colorado Denver, 2007. / Typescript. Includes bibliographical references (leaves 173-183). Free to UCD affiliates. Online version available via ProQuest Digital Dissertations;