This study was undertaken to identify the differences in cognitive behaviors expected of graduating students in two and four-year nursing education programs as perceived by instructors. The problem to which this study was addressed was the uniformity of assignment for graduates of the two programs as they enter initial employment in episodic care agencies. Of concern also was the lack of uniformity in the admission requirements for two-year graduates seeking a baccalaureate degree in nursing. The identification of significantly different expectations of the two groups of nurse educators for their graduating students indicates a need to examine the assignments of graduates in their initial employment. Further, there was greater agreement in the expected behaviors among the four-year program respondents than among those from the two-year programs as groups viewed their respective graduating students.

This study was designed to investigate the inhibiting effect that caffeine may have in inducing deeper states of relaxation. The degree of relaxation was assessed by physiological measures, self-ratings, and behavioral observations of relaxation behavior.

abstract: Humans are capable of transferring learning for anticipatory control of dexterous object manipulation despite changes in degrees-of-freedom (DoF), i.e., switching from lifting an object with two fingers to lifting the same object with three fingers. However, the role that tactile information plays in this transfer of learning is unknown. In this study, subjects lifted an L-shaped object with two fingers (2-DoF), and then lifted the object with three fingers (3-DoF). The subjects were divided into two groups--one group performed the task wearing a glove (to reduce tactile sensibility) upon the switch to 3-DoF (glove group), while the other group did not wear the glove (control group). Compensatory moment (torque) was used as a measure to determine how well the subject could minimize the tilt of the object following the switch from 2-DoF to 3-DoF. Upon the switch to 3-DoF, subjects wearing the glove generated a compensatory moment (Mcom) that had a significantly higher error than the average of the last five trials at the end of the 3-DoF block (p = 0.012), while the control subjects did not demonstrate a significant difference in Mcom. Additional effects of the reduction in tactile sensibility were: (1) the grip force for the group of subjects wearing the glove was significantly higher in the 3-DoF trials compared to the 2-DoF trials (p = 0.014), while the grip force of the control subjects was not significantly different; (2) the difference in centers of pressure between the thumb and fingers (ΔCoP) significantly increased in the 3-DoF block for the group of subjects wearing the glove, while the ΔCoP of the control subjects was not significantly different; (3) lastly, the control subjects demonstrated a greater increase in lift force than the group of subjects wearing the glove (though results were not significant). Combined together, these results suggest different force modulation strategies are used depending on the amount of tactile feedback that is available to the subject. Therefore, reduction of tactile sensibility has important effects on subjects' ability to transfer learned manipulation across different DoF contexts. / Dissertation/Thesis / M.S. Bioengineering 2014

Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-08-30T10:27:29Z No. of bitstreams: 2 Dissertação - Alana Gabriela Vieira Alvarenga da Costa - 2018.pdf: 2442754 bytes, checksum: 478092d15a9345d22decc2a448a25fb6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-09-03T11:45:28Z (GMT) No. of bitstreams: 2 Dissertação - Alana Gabriela Vieira Alvarenga da Costa - 2018.pdf: 2442754 bytes, checksum: 478092d15a9345d22decc2a448a25fb6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-09-03T11:45:28Z (GMT). No. of bitstreams: 2 Dissertação - Alana Gabriela Vieira Alvarenga da Costa - 2018.pdf: 2442754 bytes, checksum: 478092d15a9345d22decc2a448a25fb6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-07-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present work is linked to the research line of Culture and Educational Processes of the Graduate Program in Education (FE / UFG) and analyzes the reform of secondary education by exploring, as the main subject, a flexibilization of the disciplines of human beings, more specifically, the philosophy. Outlining how this reform occurred and what is the purpose of such changes, highlighting the constant conflicts and reformulations around high school in Brazil. Besides, it presents the relationship between the aforementioned reform and the training of graduates, aiming to show that the presence of philosophical knowledge in this area is extremely important for the construction of critical and reflexive thinking, essential skills for teacher training and, in spite of this, subjugated. In the light of the concept of flexible learning that was engendered within the capitalist society that aims to acquire profit and which forms only for the productive world of work, the text discusses how the discipline of philosophy, in its various spheres, went through moments of absence and resistance in the Brazilian educational system. In this sense, based on bibliographic and documental research we verified that documents follow authoritarian trends of forming to reproduction and are far from an humanized formation of subjects. In order to subsidize the discussion and analysis proposed as the objective of this work, the theoretical basis for criticism was based on the following scholars: Carminati (2004), Cerletti (2009), Charle (1996), Coêlho (2006), Gallo (2001), Kohan (2002; 2009), among others. / Este trabalho se vincula à linha de pesquisa de Cultura e Processos Educacionais do Programa de Pós-graduação em Educação (PPGE) da Faculdade de Educação na Universidade Federal de Goiás (FE/UFG) e tem como objetivo analisar a reforma do ensino médio, explorando, como questão principal, a flexibilização das disciplinas de humanas nos currículos, mais especificamente, da filosofia. Pretende-se delinear como esta reforma se deu e a que servem tais mudanças, a fim de destacar os constantes conflitos e as reformulações em torno do ensino médio no Brasil. Além disso, pretende-se apresentar as relações entre a citada reforma e a formação dos licenciandos, com o intuito de evidenciar que a presença dos saberes filosóficos nesta etapa é de extrema importância para a construção do pensamento crítico e reflexivo, capacidades essenciais à formação docente e que, apesar disso, acabam sendo subjugadas. À luz do conceito de “aprendizagem flexível”, que foi engendrado no seio da sociedade capitalista – que tem como finalidade a aquisição de lucro e a formação dos indivíduos apenas para o mundo produtivo do trabalho –, o texto discute como a disciplina de filosofia, em seus vários âmbitos, passou por momentos de ausência e resistência no sistema educacional brasileiro. Nesse sentido, com base em pesquisas bibliográficas e documentais, verificamos que os documentos seguem as tendências autoritárias de educar para a reprodução e se distanciam, na prática, da busca por uma formação humanizada dos sujeitos. Para subsidiar a discussão e a análise proposta como objetivo deste trabalho, o referencial de embasamento teórico para a crítica se pautou nos trabalhos dos seguintes estudiosos: Carminati (2004), Cerletti (2009), Charle (1996), Coêlho (2006), Gallo (2001), Kohan (2002; 2009), dentre outros. Por fim, evidencia-se que o ensino médio que se vislumbra proporciona uma formação integrada, politécnica e que toma o trabalho com um princípio educativo.

Neste trabalho aborda-se o desenvolvimento de um elemento finito de membrana com graus de liberdade rotacionais e sua implementação a um sistema computacional em elementos finitos. O trabalho é baseado na formulação livre de BERGAN & NYGARD (1984) que produz um elemento simples e de bom desempenho. Aspectos fundamentais da formulação livre, do desenvolvimento do elemento e sua implementação ao sistema são apresentados. Resultados obtidos em alguns exemplos comprovam a eficiência do procedimento. / In this work the formulation of a membrane finite element with rotational degrees of freedom and its implementation to a finite element computational system is presented. The development is based on the free formulation of BERGAN & NYGARD (1984) that produce a simple and efficient element. Fundamental aspects of the free formulation, of the element evaluation and its implementation to the system are shown. The results obtained in some examples indicate the accuracy of the procedure.

Submitted by (lucia.rodrigues@ufrpe.br) on 2016-10-20T12:13:24Z No. of bitstreams: 1 Adahir Gonzaga da Silva Junior.pdf: 577804 bytes, checksum: 3a66034316c503ec6ded2de55a1acdd0 (MD5) / Made available in DSpace on 2016-10-20T12:13:24Z (GMT). No. of bitstreams: 1 Adahir Gonzaga da Silva Junior.pdf: 577804 bytes, checksum: 3a66034316c503ec6ded2de55a1acdd0 (MD5) Previous issue date: 2006-10-20 / This work had as objective to identify the Social Representation of the Time of the apprenticees of the education of the Agricultural Federal University of Pernambuco (UFRPE); for in such a way we use the theoretical perspectives of G. Bachelard and N. Elias. The first one faces the concept in question of the point of view of the Epistemologia of the Time, presented for F. Martins and to another boarding, it faces this conceptual object through Social Periods of training. Our interest in searching the different courses of formation of professors is centered in the perspective of the pupils of the same ones to perceive that in sciences supremacy of none does not have to exist on the other, therefore the professional of the future does not have to have a closed vision in its specialty, but yes, to be always establishing connection sciences. The Methodology of research of this Social Representation will take as reference the theory of the Central Nucleus of Abric. The analysis of the material allowed to point the characteristics most important of the central nucleus of the social representations of the concept of time of the apprentices of the education being trod of the ingenuous realism to the empirics. On the other hand, on the basis of the Social Periods of training of the time, we perceive that the licenciandos, exactly being in an academic environment that could argue concepts, inside of the scientific conception in resonance with the Complex Period of training socially, come that socially its conceptions have traces of the Intermediate Period of training. / Este trabalho teve como objetivo identificar a Representação Social do Tempo dos licenciandos da Universidade Federal Rural de Pernambuco (UFRPE); para tanto utilizamos as perspectivas teóricas de G. Bachelard e de N. Elias. A primeira encara o conceito em questão do ponto de vista da Epistemologia do Tempo, apresentada por A. F. Martins e a outra abordagem, encara esse objeto conceitual através de Estágios Sociais. O nosso interesse em pesquisar as diferentes licenciaturas está centrado na perspectiva dos alunos das mesmas perceberem que nas ciências não deve existir supremacia de nenhuma sobre a outra, pois o profissional do futuro não deve ter uma visão fechada na sua especialidade, mas sim, estar sempre interligando as ciências. A Metodologia de pesquisa dessa Representação Social tomará como referência a teoria do Núcleo Central de Abric. A análise do material permitiu apontar as características mais marcantes do núcleo central das representações sociais do conceito de tempo dos licenciandos, trilhando do realismo ingênuo ao empirismo. Por outro lado, com base nos Estágios Sociais do tempo, percebemos que os licenciandos, mesmo estando em um ambiente acadêmico que poderia discutir conceitos, dentro da concepção científica em ressonância com o Estágio Complexo socialmente, vêem que socialmente suas concepções têm resquício do Estágio Intermediário.

O presente trabalho tem por objetivo avaliar os componentes fitotécnicos de produção, as variáveis agrometeorológicas e a produtividade de milho, genótipo CO-32, em diferentes épocas de cultivo na região mesoclimática de Presidente Prudente-SP, sudoeste paulista. O delineamento experimental foi de blocos ao acaso com quatro épocas de cultivo, com intervalos de 30 a 40 dias entre as semeaduras. O espaçamento foi de 0,80 m entre linhas e 0,20 m entre plantas, para uma população de 62.500 plantas por hectare. Para a análise experimental foram utilizados os componentes de produtividade, por intermédio das seguintes variáveis: diâmetro do colmo; estatura das plantas; massa de matéria seca da espiga; diâmetro da espiga; diâmetro do sabugo; número de grãos por fileira; número de fileiras na espiga e a massa de grãos. Também foram determinadas a temperatura basal inferior e os graus-dia necessários para cada fase e para a cultura de milho completar seu ciclo. Os resultados nessas condições obtidas permitiram concluir que: (a) a temperatura basal inferior de milho foi de: 7,4°C; 13,1°C; 1,9°C; 9,5°C; 10,6°C e 14,5°C, respectivamente, para os períodos entre os seguintes momentos fenológicos: semeadura e emergência; semeadura e plantas com 4 folhas; semeadura e plantas com 8 folhas; semeadura e plantas com 12 folhas; semeadura e emissão do pendão e semeadura e ponto de maturidade fisiológica; e (b) o total de graus-dia (valor acumulado desde a semeadura) necessário para atingir os diferentes momentos fenológicos são: 106,6°C.dia (emergência); 193,4°C.dia (planta com 4 folhas); 764,6°C.dia (planta com 8 folhas); 857,9°C.dia (planta com 12 folhas); 978,7°C.dia (emissão do pendão) e 1532,8°C.dia (ponto de maturidade fisiológica). No período estudado, o genótipo de milho CO-32 apresentou maior produtividade na primeira época de semeadura, com uma produtividade de 3.600 kg por hectare. Em função dos resultados obtidos, pode-se concluir que a melhor época para a cultura de milho, na região mesoclimática de Presidente Prudente, é em meados do mês de setembro. / The aim of this study was to evaluate the performance of corn (genotype CO-32) crop production, the climate variables and productivity, in different sowing dates, in the mesoclimatic region of Presidente Prudente, Southwest of São Paulo state. Randomized block designs were used during all four seasons, with intervals of 30 to 40 days between the sowing dates. The spacing of 0.80 m between rows and 0.20 m between plants, and a population of 62,500 plants per hectare were used. The following variables related to the grain productivity were used as parameters: stem diameter, plant height, ear dry mass, corn cob diameter, number of grains per row, the number of grain rows and the grain mass. The base temperature and degrees-day were also observed. The results allowed to conclude that: (a) The mean values of the base temperature of corn were: 7.4ºC, 13.1ºC, 1.9ºC, 9.5ºC, 10.6ºC and 14.5ºC, respectively. For the following phenological phases: sowing to emergency, sowing to plants with 4 leaves, sowing to plants with 8 leaves, sowing to plants with 12 leaves, sowing to flowering and sowing to physiological maturity point, and (b) the degree-days, from sowing, to the following phenological moments are: 106.6ºC.day (emergency), 193.4ºC.day (plant with 4 leaves), 764.6ºC.day (plant with 8 leaves), 857.9ºC.day (plant with 12 leaves), 978.7ºC.day (flowering) and 1532.8ºC.day (physiological maturity point). The corn crop, genotype CO-32, presented the best performance in the mesoclimatic region of Presidente Prudente, with highest productivity of 3600 kg per hectare, when the sowing was in the middle of September.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-09-20T11:16:57Z No. of bitstreams: 1 marciaferreiraribeiro.pdf: 1954077 bytes, checksum: fcc7d75cac0d000ba601d25922c260a4 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-10-05T12:14:54Z (GMT) No. of bitstreams: 1 marciaferreiraribeiro.pdf: 1954077 bytes, checksum: fcc7d75cac0d000ba601d25922c260a4 (MD5) / Made available in DSpace on 2018-10-05T12:14:54Z (GMT). No. of bitstreams: 1 marciaferreiraribeiro.pdf: 1954077 bytes, checksum: fcc7d75cac0d000ba601d25922c260a4 (MD5) Previous issue date: 2018-08-01 / - / O trabalho descreve e analisa a evasão escolar no Bacharelado Interdisciplinar em Ciências Humanas da Universidade Federal de Juiz de Fora (BACH), para propor ações educacionais capazes de reduzi-la. São descritos dados sobre as trajetórias dos estudantes ingressantes, no período entre 2010 e 2017, especialmente daqueles que desistiram do curso antes de obter a diplomação, estabelecendo como recorte para a análise a geração 2013. A análise identifica os fatores associados à evasão, em função do perfil dos estudantes do curso, suas trajetórias e percursos formativos, dialogando com o referencial teórico que embasa as discussões sobre o tema. Ao final, são propostas medidas que contribuam com os gestores, especialmente a PróReitoria de Graduação (PROGRAD) e a Coordenação do curso, na construção de um conhecimento institucionalizado sobre esse fenômeno, de forma a auxiliar a sua redução. Foi feito um estudo de caso e de trajetórias, com metodologia qualitativa, estabelecendo como fonte de evidências o levantamento descritivo das trajetórias formativas dos estudantes. A evasão no ensino superior é um fenômeno complexo e multifatorial, que precisa ser investigado em seus fatores de influência. Os dados produzidos nesta pesquisa evidenciam a evasão de uma parte significativa dos estudantes do BACH. Além disso, assume-se, como hipótese, que a sua ocorrência possa estar relacionada a fragilidades presentes no momento da escolha pelo ingresso no curso, assim como à falta de um conhecimento sólido e abrangente, por parte da UFJF, sobre o que motiva os estudantes a evadirem. A partir destas reflexões, é proposto um Plano de Ação Educacional (PAE), formado por três ações. As duas primeiras ações visam atenuar as fragilidades presentes no momento de escolha pelo ingresso no BACH, enquanto a terceira tem como objetivo promover um conhecimento institucional abrangente e aprofundado dos perfis dos estudantes e das motivações para a evasão no curso. / This research describes and analyses the school evasion at the Interdisciplinary Bachelor Degree in Human Sciences from the Federal University of Juiz de Fora. Besides, this study aims to propose educational actions, with the objective to decrease that evasion. Firstly, there are described the data about the students, during the period between 2010 and 2017, especially about the ones who gave up on the course before the degree. For the analysis, it was focused on the 2013 generation. The study identifies the factors related to the evasion, through the students' profiles and academic paths, based on bibliography research. Finally, there are proposed measures to help the managers and the coordination to understand this phenomena, in a way that it is possible to reduce this reality. Therefore, it was made a case study, through qualitative methodology, establishing, as evidence sources, the descriptive study of the students' trajectories. As a result, the data produced during this research show the existence of students evasion at a significant part of this course. Besides, as hypotheses, it is thought that this reality may be related to the course chose and a lack of knowledge, by the university, related to the evasion motivations. Furthermore, based on this study, it was proposed an Educational Action Plan, constituted by three actions. The two first actions try to diminish the fragilities presented during the course choosing. The third one has the objective of promoting an institutional knowledge about the students profile and their motivations for the course evasion.

M.Com. ( Business Management) / Daar is tans In nasionale gewaarwording dat daar In toenemende behoefte bestaan vir mensllke hulpbronontwikkeling wat bestuursopleiding Insluit. Die kritiese rol van bestuur in die bepaling van 'n organisasie se sukses, word allerwee aanvaar. Opleiding en ontwikkeling van bestuurders is een metode om uiteindelik die doeltreffendheid van In organisasie te verseker. Genoemde bestuursopleiding kan plaasvind 'deur' middel van interne indiensopleiding, ad hoc opleidingskursusse deur nie-tersiere instellings sowel as opleidingskursusse deur tersiere instellings. Erkende bestuurskursusse aan sodanige tersiere instelllngs is onder andere Magistergraad in Bedryfsleiding, Magistergraad in Bedryfsadministrasie en Magistergraad in Ondernemingsbestuur. Die afkorting MBA word hedendaags gebruik om te verwys na In Magistergraad in bestuurswese. Vir doeleindes van hierdie studie sal die begrippe bestuurskursus en bestuursopleiding sowel as die afkorting MBA verwys na In Magistergraad in bestuurswese. Hierdie studie fokus op bestuursopleiding as deel van menslike hulpbronontwikkeling.

This thesis sets out to analyse perceptions of the legacy value of an undergraduate degree from graduates at different distances since graduation. This perspective has not been systematically sought within higher education today. Submission of the work comes as attention in England is focused on ‘teaching excellence’ and Government expectations that a higher education degree should deliver lasting value to graduates and taxpayers alike. Thus the work has importance in providing new research identifying that the graduate voice supports more realistic student expectations and effective curricula. Underpinned by constructivist theories of research (Kukla, 2000) and learning (Dewey 1916) the study sought to understand the value of a degree through the experiences and perceptions of graduates. It explored with them how they recognise and allocate value within well-established areas such as economic/financial, academic and personal, defined by previous researchers including Barnett (1990), Mezirow (1991) and Caul (1993). A mixed methods two-phase study gathered quantitative and qualitative data from 15 interviews and an online survey of 202 graduates from universities in England across all institutional mission groups. Graduates were invited to examine and allocate the relative value of their degree in economic/financial, academic and personal terms. The primary conclusion was that whilst 99 per cent of graduates perceived value in their degree they attributed least value to the economic/financial benefits. This indicates a discrepancy between graduate perceptions of value and the hegemonic cost/benefit discourse that underpins political policy around individual tuition fees. The findings additionally determined a statistically significant relationship between students’ entry motivation and graduate perception of degree value. Graduates whose entry motivation as students had been to meet the expectations of others were more likely to perceive lower value in their degree than those motivated by personal aspiration and a career goal requiring a degree. Graduates reporting the highest value perceptions also evidenced selfauthorship during their degrees. The relationship between high perceptions of value and likelihood to recommend a degree or institution emerged as statistically significant. Analysis of the findings resulted in the creation of a conceptual model of graduate perception of value which recommends institutions resource drawing on the graduate voice to develop and sustain value within and surrounding a degree to sustain their work. The findings revealed implications for sustaining student enrolment and institutional advancement in an increasingly commercialised, competitive and marketised sector. The thesis demonstrates ways in which regular collation and publication of graduate perceptions of value evidence, and inform, the legacy of undergraduate degrees across the sector and from specific institutions.