No description available.

Research on talent development has developed to highlight the central role of the environment and have found that good and supportive environments can ease prospective elite athletes’ transition from junior to senior elite level in sport. The aim of this study was to examine a successful athletic talent development environment in female football through a holistic ecological approach, in order to provide a holistic description of the environment. Furthermore, the aim was to explain how factors are influencing the environmental success in developing prospective elite athletes into senior elite athletes. The study was designed as a case-study and data collection included a total of eight interviews from multiple perspectives (prospective elite athletes, head coach, elite athletes and sport manager) and analysis of documents. The environment was characterized by good communication and cooperation, centered around the relationships between prospects, coaches and school. Moreover, the environment included a strong organizational culture characterized by good attitude and motivation, a whole person approach and coordinated and integrated efforts. The results showed many similarities with research conducted in other successful athletic talent development environments.

Made available in DSpace on 2016-04-04T18:27:28Z (GMT). No. of bitstreams: 1 Adinete Sousa Costa.pdf: 319775 bytes, checksum: c1bd612fcd5d5228026a7c30caf12b05 (MD5) Previous issue date: 2005-12-15 / Considering that there have been many studies and much discussion about the School Psychologist s preventive intervention, this work proposes, not only to elucidate some questions about that professional s performance, but also to discuss a project of preventive intervention that has as its primordial goal the students healthy development promotion. The research s theoretical basis has been delineated based on four axes of discussion: the first consider some important aspects of the school psychologist s education and performance in Brazil; the second bring some theoretical bases in the concept of health and prevention, besides evidencing the school s role in health s promotion; the third explain briefly the Ecological Approach, bringing some of its basic concepts; in for end, the history and goals of V?o da ?guia: prevenindo problemas s?cioemocionais e promovendo sa?de Project, coordinated by Professor Doctor Raquel Souza Lobo Guzzo, will be presented. It is important to consider that this proposal is inserted in the major project Do risco ? prote??o: uma interven??o preventiva na comunidade . Thus, the present research has as general goal the evaluation of a proposal of preventive intervention in Psychology in the education context, named V?o da ?guia Project, developed in a municipal day care center located in East Campinas. The piece of work adopts as its methodology the qualitative research that contain two sources of collecting data: psychologist Field Daily and the semi-structured Interview with the school educators. Through data collection, a positive assessment of this project has been observed in the educators view that ponders the importance of an interdisciplinary work when the children s health development is searched and considers important the work with parents. / Considerando que muito se tem pesquisado e discutido a respeito da interven??o preventiva do Psic?logo Escolar, este trabalho se prop?e n?o apenas a elucidar algumas quest?es sobre a atua??o deste profissional, mas, tamb?m, a discutir um projeto de interven??o preventiva que tem como objetivo primordial promover o desenvolvimento saud?vel dos alunos. O embasamento te?rico da pesquisa est? delineado com base em quatro eixos de discuss?o: o primeiro eixo considera alguns aspectos importantes sobre a forma??o e atua??o do psic?logo escolar no Brasil; o segundo traz alguns fundamentos te?ricos a respeito do conceito de sa?de e preven??o, al?m de evidenciar o papel da escola na promo??o da sa?de; o terceiro faz uma breve explana??o sobre a Abordagem Ecol?gica trazendo alguns conceitos b?sicos; e, por ?ltimo, s?o apresentados a hist?ria e os objetivos do projeto V?o da ?guia: prevenindo problemas s?cio-emocionais e promovendo sa?de , coordenado pela Prof?. Dr? Raquel Souza Lobo Guzzo. ? importante considerar que esta proposta encontra-se inserida no projeto maior Do risco ? Prote??o: uma interven??o preventiva na comunidade . Assim, a presente pesquisa tem como objetivo geral avaliar uma proposta de interven??o preventiva em Psicologia no contexto educativo, denominado projeto V?o da ?guia , desenvolvida em uma creche municipal situada na regi?o Leste da cidade de Campinas. O trabalho adota como metodologia a pesquisa qualitativa, tendo, no caso, duas fontes de coletas de dados: os di?rios de campo da psic?loga e a entrevista semi-estruturada com os educadores da escola. Por meio da coleta destes dados, foi observada uma avalia??o positiva deste projeto na vis?o dos educadores, considerando a import?ncia de um trabalho interdisciplinar quando se busca o desenvolvimento saud?vel das crian?as, al?m de considerarem importante o trabalho com os pais.

Reconceptualization is needed for English language teaching as a response to English-as-an-international language (EIL) contexts. Correspondingly this will lead to what is called “an ecological approach” that invites accommodation of language-learning instruction to the local needs within discourse communities. In this research, the researcher will investigate the English for specific purposes (ESP) needs of business students to explore how best to address their expressed needs through subsequent tutoring. The ecological approach along with vocabulary teaching approach may look deeply into students’ needs. To assess their needs, a questionnaire was developed and administrated to international students in the College of Business and Public Administration (CBPA) at California State University, San Bernardino to investigate what students feel are their strengths as well as needs, in order to succeed in their business studies.

No description available.

In the field of environmental migration studies, research on social consequences of  development projects has received limited attention. The study highlights the rise of “green grabbing,” e.g., the appropriation of land in the name of climate change mitigation. While there is existing research on the environmental and economic effects of green grabbing, its influence on migration outcomes remains understudied. To address this research gap, the study conducts an exploratory case study of Colombia, a country plagued by internal displacement. It investigates the correlation between green grabbing and internal displacement, considering socioeconomic and political factors. By combining statistical and historical analyses within the world-system theory and the political ecological approach, the research uncovers structural patterns in Colombia and sheds light on the intricate relationship between environmental initiatives and internal displacement, emphasizing the pursuit of profit within the capitalist world-system. Future research directions suggest the use of mediation analysis and qualitative investigation of policy narratives in climate change and migration.

Contexte : L’activité physique est une composante centrale du développement physique, psychologique et social de l'enfant, particulièrement au sein d'une société où l'impact de la sédentarité et de l'obésité devient de plus en plus important. Cependant, les trajectoires d’activité physique hors école et leurs déterminants sont peu étudiés et les connaissances sur ce sujet sont limitées. Il est également notoire que les types d’activité physique sont rarement pris en considération. Objectif : Ce mémoire a pour but (a) de déterminer les trajectoires de pratique d’activité physique au cours du développement des enfants (b) de valider l’association entre l’activité physique supervisée et l’activité non supervisée et (c) d’identifier les déterminants au niveau du quartier, de la famille et des caractéristiques individuelles associés aux trajectoires de pratique d’activité physique supervisée et non supervisée. Participants : 1 814 enfants (51% garçons) nés en 1998 ayant participé à l’Étude Longitudinale du Développement des Enfants du Québec (ELDEQ). Les données récoltées proviennent uniquement de leur mère. Mesures : La fréquence de l’activité physique supervisée et non supervisée a été mesurée à quatre reprises alors que les enfants étaient âgés entre 5 et 8 ans. Les déterminants ainsi que les variables contrôles ont été mesurés alors que les enfants avaient 4 ou 5 ans. Résultats : Trois trajectoires d’activité physique supervisée et non supervisée ont été identifiées. Les résultats suggèrent que les trajectoires d’activité physique supervisée, représentant respectivement 10%, 55.3% et 34.7% de la population, sont relativement stables même si elles subissent une légère augmentation avec le temps. Des trois trajectoires d’activité physique non supervisée représentant respectivement 14.1%, 28.1% et 57.8% de la population, une augmente considérablement avec le temps alors iv que les deux autres sont stables. Ces deux séries de trajectoires ne sont pas associées significativement entre elles. L’éducation de la mère, l’entraide dans le quartier de résidence ainsi que la prosocialité des enfants déterminent les deux types d’activité physique. La suffisance de revenu et la pratique sportive de la mère sont associées seulement aux trajectoires d’activité physique supervisée. La famille intacte discrimine l’appartenance aux trajectoires d’activité physique non supervisée. Conclusion : Premièrement, la pratique de l’activité physique est relativement stable entre 5 et 8 ans. Deuxièmement, l’activité physique supervisée ainsi que l’activité physique non supervisée sont deux pratiques qui se développent différemment et qui possèdent leurs propres déterminants. Troisièmement, une approche écologique permet de mieux saisir la complexité de ces deux processus. / Context : Physical activity is a central component of a child physical, psychological and social development, most importantly in a society where sedentary behaviors and obesity become a more significant problematic. Few studies have investigated the developmental trajectories and predictors of physical activity over time. Furthermore, even fewer studies have investigated supervised and non-supervised physical activity separately. Objectives : The present study has for main goals (a) to identify developmental trajectories of supervised and non-supervised physical activity in elementary school children (b) to assess the link between these two types of physical activity (c) to identify neighborhood, family and individual predictors of these two types of physical activity. Participants: 1 814 children (51% boys) born in 1998 who participated in the Quebec Longitudinal Study of Child Development (QLSCD). Data were mainly collected through mothers’ report. Measures : The frequency of physical activity was measured at four time points when children were aged between 5 and 8 years old. Predictors and control variables were assessed when children were 4 or 5 years old. Results : Three trajectories of supervised and non-supervised activities have been identified. Trajectories of supervised physical activity (10%, 55.3% et 34.7%) are relatively stable although they are slightly increasing over time. Trajectories of nonsupervised physical activity (14.1%, 28.1% et 57.8%) are relatively stable although one group (28.1%) is increasing considerably. Supervised and non-supervised physical activity trajectories are not related to each other. Mother’s education, neighborhood safety and child’s prosociality are related to high frequency of both physical activities. Sufficient revenue and mother’s involvement in sport is related to frequent supervised vi physical activity trajectories as intact family predict less frequent non-supervised physical activity trajectories. Conclusion : First, involvement in supervised and non-supervised physical activity is relatively stable between 5 and 8 years old. Second, supervised and non-supervised physical activity appear to be two different processes that have their own set of predictors. Third, an ecological and multidimensional approach is required to capture the complexity of these two processes.

Dans ce travail de recherche, nous nous intéressons à une étude didactique de l’arithmétique au sens de théorie élémentaire des nombres dans l’objectif d'étudier certains choix de l'enseignement de l’arithmétique en France depuis le début du XX° siècle et d'identifier certaines contraintes institutionnelles après la réintroduction de l’arithmétique dans l’enseignement secondaire au début du XX1° siècle, ainsi que les effets de ces contraintes sur la pratique des enseignants et les acquis des élèves. Nous avons tout d'abord conduit une analyse épistémologique pour décrire les organisations mathématiques et les choix de définitions dans le savoir savant, que nous avons complété par un état des lieux sur les travaux antérieurs dans le monde anglo-saxon d’une part, et dans les travaux français d’autre part. Nous conduisons ensuite une analyse institutionnelle de l’arithmétique dans une perspective écologique pour dégager les différents systèmes de contraintes et de conditions qui pèsent sur les évolutions de ce savoir au cours du processus de transposition didactique interne, en analysant les programmes et les manuels dans deux institutions : au collège et en classe de seconde à partir de la réforme de 1902, jusqu’en 2010. Nous cherchons dans les programmes et les manuels des traces des organisations mathématiques de référence au collège et en classe de seconde pour l’objet d’arithmétique et les différents types de définitions. Nous poursuivons par une étude des rapports personnels des enseignants et des élèves aux objets de savoir en jeu en classe de seconde, pour confronter ensuite les réponses des enseignants avec la réponse de leurs élèves. Nos travaux montrent une très grande instabilité des contenus d’arithmétique dans le curriculum français au collège et à la transition collège/ lycée. / In this research, we are interested in a didactic study of the arithmetical contents, where arithmetic refers to elementary theory of numbers. We aimed to study choices of the teaching of arithmetic in France from the early XXth century and to identify institutional constraints for the reintroduction of arithmetic in the secondary education that occurred in the early XXIth and their effects on teaching practices and students’ experiences. First, we lead an epistemological analysis to describe the different mathematical organizations, and definitions that should be chosen for the teaching of arithmetic that we have completed with a review of previous researches in the Anglo-Saxon world on one hand, and in the French works on the other hand. We lead then an institutional analysis of the arithmetic in an ecological perspective to reveal different systems of constraints and conditions that should have an influence on the evolutions of this knowledge during the process of internal didactic transposition, by analyzing the programs and the textbooks in two institutions: Middle school and the fifth year of High school, from the reform of 1902 till 2010, tracking the mathematical organizations and the definitions. Second, we lead a study of the personal relationships of teachers and students regarding the arithmetical concepts involved in fifth year of high school through two questionnaires, including a comparison between teachers’ answers and the answers of their own pupils. A main result of our research is the great instability of the arithmetical content in the French curriculum at Middle school and at the transition from Middle school into High school.

Made available in DSpace on 2016-04-04T18:27:28Z (GMT). No. of bitstreams: 1 MARCIA BECKMAN pdf.pdf: 280541 bytes, checksum: 95e47ff0d35dae43b0104750bfb78be2 (MD5) Previous issue date: 2007-02-06 / Pontif?cia Universidade Cat?lica de Campinas / This research sought to discuss the paternal influence on the development of preschool age children coming from families that have been socially and economically excluded from society. The work was organized into three focal points: 1) the imprisoning system generated by social exclusion, economical inequality, urban violence and other negative aspects of the neo-liberal system 2) the main ecological approaches regarding human development 3) a brief history of preschool education and its importance in human development. These three points focusing on understand the perception of family members in relation to the lives of pre-school children and the paternal prison. This study was conducted through means of qualitative research; these being the observation of participants, interviews and field diaries from the researchers. The participants in this research were four children and four of their family members. When analyzing the collected data, the information was organized in two parts: 1) the results obtained in the interviews with the family members of kids whose parents were convicts and 2) data collected during the observation of participants and in the researchers field diaries. The results indicated that the paternal prison does impact the development of a child, and that the family can either function as a risk factor or a form of protection depending on the manner in which they deal with the situation. It was also noticed that schools are not prepared to deal with the issue. Surveyed schools associated the child as being simply aggressive towards the parent s condition. Lastly, it was also noted the lack of a public policy towards dealing with the families of convicts. / Considerando a diversidade e a adversidade dos contextos de desenvolvimento da crian?a, sobretudo de fam?lias exclu?das s?cio-economicamente, esta pesquisa procurou compreender o desenvolvimento de crian?as em idade pr?-escolar, filhas de presidi?rios a partir da percep??o de familiares. Sendo assim, este trabalho foi organizado em tr?s eixos de discuss?o: o primeiro tentou entender o sistema prisional por meio da exclus?o s?cio-econ?mica, da desigualdade social e da viol?ncia urbana, aspectos causados pelo sistema neoliberal; o segundo trouxe os principais conceitos da abordagem ecol?gica do desenvolvimento humano; e o terceiro, fez um breve hist?rico da educa??o pr?-escolar e de sua import?ncia como contexto de desenvolvimento humano. Este estudo adotou como metodologia a pesquisa qualitativa, tendo tr?s fontes de coleta de dados: a observa??o participante, as entrevistas e os di?rios de campo da pesquisadora. Os participantes desta pesquisa foram quatro crian?as e quatro familiares delas. No processo de an?lise dos dados colhidos, organizamos as informa??es obtidas em duas partes: a primeira discutiu os resultados obtidos por meio das entrevistas com os familiares das crian?as filhas de presidi?rios; a segunda trabalhou com os dados coletados durante as observa??es participantes e dos di?rios de campo da pesquisadora. Os resultados indicaram que a pris?o paterna gera impactos no desenvolvimento das crian?as, e que a fam?lia funciona como fator de risco e de prote??o, dependendo da maneira como lida com esta quest?o. Al?m disso, percebeu-se que a escola n?o estava preparada para trabalhar com esta problem?tica, e, portanto, associava o comportamento agressivo das crian?as ? situa??o prisional do pai. E, por fim, evidenciou-se a n?o exist?ncia de pol?ticas p?blicas voltadas para familiares de presos.

Contexte : L’activité physique est une composante centrale du développement physique, psychologique et social de l'enfant, particulièrement au sein d'une société où l'impact de la sédentarité et de l'obésité devient de plus en plus important. Cependant, les trajectoires d’activité physique hors école et leurs déterminants sont peu étudiés et les connaissances sur ce sujet sont limitées. Il est également notoire que les types d’activité physique sont rarement pris en considération. Objectif : Ce mémoire a pour but (a) de déterminer les trajectoires de pratique d’activité physique au cours du développement des enfants (b) de valider l’association entre l’activité physique supervisée et l’activité non supervisée et (c) d’identifier les déterminants au niveau du quartier, de la famille et des caractéristiques individuelles associés aux trajectoires de pratique d’activité physique supervisée et non supervisée. Participants : 1 814 enfants (51% garçons) nés en 1998 ayant participé à l’Étude Longitudinale du Développement des Enfants du Québec (ELDEQ). Les données récoltées proviennent uniquement de leur mère. Mesures : La fréquence de l’activité physique supervisée et non supervisée a été mesurée à quatre reprises alors que les enfants étaient âgés entre 5 et 8 ans. Les déterminants ainsi que les variables contrôles ont été mesurés alors que les enfants avaient 4 ou 5 ans. Résultats : Trois trajectoires d’activité physique supervisée et non supervisée ont été identifiées. Les résultats suggèrent que les trajectoires d’activité physique supervisée, représentant respectivement 10%, 55.3% et 34.7% de la population, sont relativement stables même si elles subissent une légère augmentation avec le temps. Des trois trajectoires d’activité physique non supervisée représentant respectivement 14.1%, 28.1% et 57.8% de la population, une augmente considérablement avec le temps alors iv que les deux autres sont stables. Ces deux séries de trajectoires ne sont pas associées significativement entre elles. L’éducation de la mère, l’entraide dans le quartier de résidence ainsi que la prosocialité des enfants déterminent les deux types d’activité physique. La suffisance de revenu et la pratique sportive de la mère sont associées seulement aux trajectoires d’activité physique supervisée. La famille intacte discrimine l’appartenance aux trajectoires d’activité physique non supervisée. Conclusion : Premièrement, la pratique de l’activité physique est relativement stable entre 5 et 8 ans. Deuxièmement, l’activité physique supervisée ainsi que l’activité physique non supervisée sont deux pratiques qui se développent différemment et qui possèdent leurs propres déterminants. Troisièmement, une approche écologique permet de mieux saisir la complexité de ces deux processus. / Context : Physical activity is a central component of a child physical, psychological and social development, most importantly in a society where sedentary behaviors and obesity become a more significant problematic. Few studies have investigated the developmental trajectories and predictors of physical activity over time. Furthermore, even fewer studies have investigated supervised and non-supervised physical activity separately. Objectives : The present study has for main goals (a) to identify developmental trajectories of supervised and non-supervised physical activity in elementary school children (b) to assess the link between these two types of physical activity (c) to identify neighborhood, family and individual predictors of these two types of physical activity. Participants: 1 814 children (51% boys) born in 1998 who participated in the Quebec Longitudinal Study of Child Development (QLSCD). Data were mainly collected through mothers’ report. Measures : The frequency of physical activity was measured at four time points when children were aged between 5 and 8 years old. Predictors and control variables were assessed when children were 4 or 5 years old. Results : Three trajectories of supervised and non-supervised activities have been identified. Trajectories of supervised physical activity (10%, 55.3% et 34.7%) are relatively stable although they are slightly increasing over time. Trajectories of nonsupervised physical activity (14.1%, 28.1% et 57.8%) are relatively stable although one group (28.1%) is increasing considerably. Supervised and non-supervised physical activity trajectories are not related to each other. Mother’s education, neighborhood safety and child’s prosociality are related to high frequency of both physical activities. Sufficient revenue and mother’s involvement in sport is related to frequent supervised vi physical activity trajectories as intact family predict less frequent non-supervised physical activity trajectories. Conclusion : First, involvement in supervised and non-supervised physical activity is relatively stable between 5 and 8 years old. Second, supervised and non-supervised physical activity appear to be two different processes that have their own set of predictors. Third, an ecological and multidimensional approach is required to capture the complexity of these two processes.