Background: Food allergy affects an estimated 8% of children and 3% of adults in the United States. Food‐allergic individuals increasingly use the web for medical information. We sought to determine the educational quality of food allergy YouTube videos. Methods: We performed a YouTube search using keywords “food allergy” and “food allergies”. The 300 most viewed videos were included and analyzed for characteristics, source, and content. Source was further classified as healthcare provider, alternative medicine provider, patient, company, media, and professional society. A scoring system (FA‐DQS) was created to evaluate quality (−10 to +34 points). Negative points were assigned for misleading information. Eight reviewers scored each video independently. Results: Three hundred videos were analyzed, with a median of 6351.50 views, 19 likes, and 1 dislike. More video presenters were female (54.3%). The most common type of video source was alternative medicine provider (26.3%). Alternative treatments included the following: water fast, juicing, Ayurveda, apple cider, yoga, visualization, and sea moss. Controversial diagnostics included kinesiology, IgG testing, and pulse test. Almost half of the videos depicted a non‐IgE‐mediated reaction (49.0%).Videos by professional societies had the highest FA‐DQS (7.27). Scores for videos by professional societies were significantly different from other sources (P < .001). There was a high degree of agreement among reviewers (ICC = 0.820; P < .001). Conclusion: YouTube videos on food allergy frequently recommend controversial diagnostics and commonly depict non‐IgE‐mediated reactions. There is a need for high‐quality, evidence‐based, educational videos on food allergy.

<p>Then the language learning process and the approach in a preparatory class differs itself from a general class. The methods conducted in a preparatory class are not just focused on teaching as in a more traditional method. Achieving the objectives in a preparatory class depends on the individual student and the cohesion in the group. Students have different backgrounds and knowledge level, therefore it is extremely important that the teachers use different work methods in order to achieve and to promote the students' language development. The aim with this survey is to get the knowledge about what education methods is being used by teachers in a preparatory class. The study will be based on three teachers work from different schools and the focus will be on the education methods, operation methods and the individualization degree of the education methods.  As we will see the operation methods of all the teachers are based on the same plan and the difference between them are small. The education method on the other hand differs between teachers and depending on the class the teacher will reform the methods to more accommodate the needs of the students in the class. As for the individualization degree of the education methods the study will show that the goals of the methods do not get achieved due to lack of resources. The teachers do not have the time to individualize the education for each student to the degree that is written in the national school plan.    </p>

Then the language learning process and the approach in a preparatory class differs itself from a general class. The methods conducted in a preparatory class are not just focused on teaching as in a more traditional method. Achieving the objectives in a preparatory class depends on the individual student and the cohesion in the group. Students have different backgrounds and knowledge level, therefore it is extremely important that the teachers use different work methods in order to achieve and to promote the students' language development. The aim with this survey is to get the knowledge about what education methods is being used by teachers in a preparatory class. The study will be based on three teachers work from different schools and the focus will be on the education methods, operation methods and the individualization degree of the education methods.  As we will see the operation methods of all the teachers are based on the same plan and the difference between them are small. The education method on the other hand differs between teachers and depending on the class the teacher will reform the methods to more accommodate the needs of the students in the class. As for the individualization degree of the education methods the study will show that the goals of the methods do not get achieved due to lack of resources. The teachers do not have the time to individualize the education for each student to the degree that is written in the national school plan.

The thesis titled Employee education system in selected organization is analyzing the system of education in the Czech Krumau Hospital. The work is an analysis of the education of doctors and nurses, including accurate calculations. In conclusion are done proposals of measure of problems that have been identified by the analysis.

The aim of this thesis is to analyze the process of staff training and development, characterize and evaluate existing HR processes, identify the needs of employees and the company and suggest possible ways to improve the current situation. For this research was chosen company Fabory CZ Holding s.r.o.

Made available in DSpace on 2015-07-22T20:49:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-11-28 / Leite, Maria Teresa Meirelles. Cursos em educação médica continuada on-line na América Latina: um olhar pedagógico. [Online Continuing Medical Education Courses in Latina America: a pedagogical approach]. Orientador: Daniel Sigulem. São Paulo: s.n., 2008. [146]. Dissertação(Mestrado em Ciências)-Universidade Federal de São Paulo. Escola Paulista de Medicina. Resumo: Introdução: A educação médica continuada on-line oferecida por universidades parece priorizar os conteúdos transmitidos, a qualidade estética e a sofisticação tecnológica, dedicando pouca atenção aos aspectos pedagógicos. Os objetivos desta pesquisa são: sistematizar aspectos teóricos de educação, de educação a distância e de educação médica continuada (EMC) e identificar as abordagens pedagógicas prevalentes nos cursos em EMC on-line no Brasil e América Latina, por meio de artigos publicados. Metodologia: Após a elaboração do quadro teórico e do estabelecimento do escopo da pesquisa foram conduzidas buscas bibliográficas em bases de dados eletrônicas internacionais em saúde, medicina e humanidades. A seguir, foram realizadas pesquisas complementares, em websites de universidades da América do Sul. Resultados: Apenas quatro relatos obedeciam plenamente aos critérios estabelecidos para a investigação, sendo que três (3) parecem obedecer à abordagem cognitivista e um (1) à abordagem tradicional. Após a busca complementar, constatou-se que de um total de duzentas e vinte e seis (226) escolas médicas presentes em treze (13) países da América do Sul, estão disponíveis para consulta na Internet treze (13) experiências de EMC on-line. Entre elas, houve referência a concepções de educação em apenas oito (8). Discussão: Foram discriminados os limites impostos a esta pesquisa, observaram-se as características de uma busca bibliográfica envolvendo a área de humanas, estabeleceu-se que os resultados não constituem um referencial para avaliar os cursos quanto à concepção de educação, considerou-se a legitimidade dos resultados como amostragem significativa para ilustrar o volume de artigos disponíveis sobre o tema. Foram analisados os artigos incluídos, assim como diversos achados relevantes. Foram discutidos outros aspectos relacionados ao quadro teórico inicial, como perfil do docente e pós-modernidade. Conclusões: 1. Praticamente inexiste, na comunidade acadêmica latino-americana que desenvolve estudos pedagógicos nesta área, um envolvimento com a publicação científica nas bases de dados pesquisadas. 2. A falta de informações sobre aspectos pedagógicos pode revelar a ausência de um especialista em educação no planejamento dos cursos e pode apontar para a necessidade dos cursos de Pedagogia brasileiros investirem na formação do profissional capaz de atender essa demanda. 3. Há grande tendência das instituições privadas oferecerem educação continuada a distância, o que ficou evidente a partir da pesquisa complementar nos sites das universidades. 4. A partir dos resultados, foi possível constatar também que vários autores concordam que, com as recentes mudanças sociais, muitas transformações são esperadas da Educação. 5. O quadro teórico desenvolvido pode auxiliar a estabelecer fundamentos para reconhecer onde o conhecimento pedagógico se insere no contexto da EaD. 6. Além da pesquisa sobre o número de cursos oferecidos na América Latina e suas características, pode ser relevante utilizar o mesmo referencial teórico para estabelecer critérios de análise qualitativa dos cursos oferecidos por uma instituição específica, indicando possibilidade de novas pesquisas.. / Introduction: Continuing medical education online offered by universities in Brazil seems to prioritize aesthetic quality and technological sophistication, paying little attention to pedagogical aspects. The objectives of this research are: to systematize theoretical aspects to the concepts of education, distance learning and continuing medical education (CME) and to identify the pedagogical approaches adopted in CME online courses in Brazil and Latin America by means of published articles. Method: After the construction of the theoretical basis and the establishment of the research limits, bibliographical queries in international electronic databases in health, medicine and humanities were carried through. Following, complementary research was performed in South American universities websites. Results: Only four articles obeyed the established criteria, from which three (3) seem to hold a cognitivist pedagogical approach and one (1) held a traditional approach of education. After the complementary search, it was found that, from a total of two hundred and twenty and six (226) medical schools in thirteen (13) South American countries, there were thirteen (13) online CME courses available for consultation in the Internet. Among them, only eight (8) referred to the education conceptions. Discussion: The limits for the query were discriminated, the characteristics of a bibliographical query involving the humanities was observed, it was established that the present results cannot constitute a referential tool to evaluate the courses, the legitimacy of the results as a significant sampling to illustrate the volume of available articles on the subject was discussed, the four articles were deeply analyzed, as well as diverse other findings that were not included. Besides, other aspects were discussed, as teacher profile and post modernity. Conclusions: 1. There is practically no involvement with scientific publication in the searched databases by the Latin American researchers in educational approaches for online continuing medical education. 2. The lack of information on pedagogical aspects may reveal the absence of an education specialist in the courses design and may suggest for the necessity for Brazilian Pedagogy courses to form a professional who is capable of answering this demand. 3. The trend of private institutions to offer online CME was evidenced from the complementary research. 4. From the results, it was possible to see that some authors agree that with the recent social changes, many transformations are expected from Education. 5. The developed theoretical basis may be able to contribute to establish connections to understand how the pedagogical knowledge inserts in the context of distance learning. 6. Beyond the research on the number of courses offered in Latin America and its characteristics, it is desirable to use the same theoretical referential to establish criteria for qualitative analysis for the courses offered by a specific institution, indicating a possibility of continuing this research. / TEDE / BV UNIFESP: Teses e dissertações

This Diploma Thesis deals with the education system in the company. The aim of this thesis is to characterize the system of employee's education in a company called ŠKODA PRAHA Invest s.r.o. and to propose improvements based on the theoretical knowledge. The sub-aim, established after consulting the HR Department of the company, is to propose improvements of the system of technical education. To reach this aim a questionnaire for the employees was used. This thesis is divided into theoretical and practical parts. Theoretical part summarizes knowledge regarding the education system in the company and its parts - analysis of training needs, projecting the education, realization of the training activities and evaluation of the education. Practical part of this thesis deals with the analysis of the system of employee's education in ŠKODA PRAHA Invest s.r.o. and with the results of the questionnaire. Proposed improvements follow.

Orientador: Paulo Ferreira de Araújo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-26T22:52:39Z (GMT). No. of bitstreams: 1 Carvalho_CamilaLopesde_M.pdf: 2175559 bytes, checksum: d1b19069754233d6f682e8561138cf08 (MD5) Previous issue date: 2014 / Resumo: A inclusão educacional está determinada legalmente no Brasil ¿ tanto a Constituição, de 1988, quanto a Lei de Diretrizes e Bases da Educação, de 1996, garantem o direito a uma educação de qualidade para as pessoas com deficiência na rede regular de ensino. Contudo, publicações relatam dificuldades de efetivação destas legislações no âmbito do cotidiano das escolas, principalmente referentes às pessoas com Síndrome de Down, uma vez que o aspecto intelectual ainda é privilegiado em detrimento dos demais. Neste contexto, a educação física busca sua consolidação enquanto disciplina escolar em consonância com a nova realidade inclusiva. Por conseguinte, esse estudo tem por objetivo analisar o processo de inclusão de alunos com Síndrome de Down nos diferentes conteúdos da educação física escolar ¿ jogo, esporte, ginástica, luta e dança ¿ e, com fundamentação desses dados, elaborar uma proposta de trabalho escolar inclusivo por meio da Pedagogia de Freinet. Para isso, foi desenvolvida revisão bibliográfica exploratória com posterior pesquisa de campo qualitativa onde, num estudo de caso, foram observadas aulas de educação física durante 1 ano letivo em uma turma de 21 alunos, dos quais dois possuem Síndrome de Down, em uma escola regular do município de Americana, São Paulo. A coleta de dados foi feita por observação direta com análise da inclusão em cada aula por meio do "Instrumento de avaliação da interação entre alunos com e sem deficiência na educação física escolar", de Salerno, Araújo e Silva (2009). A análise dos dados foi desenvolvida por categorização, com representação por tabulação em gráficos e tabelas. Posteriormente, a elaboração de uma proposta de trabalho inclusiva baseado na Pedagogia de Freinet foi desenvolvida fundamentada na revisão literária sobre o pedagogo e nos dados observados na realidade escolar. Como principais resultados observou-se o predomínio dos conteúdos de jogo e esporte sobre os demais, a ocorrência de algumas interações negativas entre os alunos e barreiras atitudinais e de conhecimento por parte do professor. Com as técnicas de Freinet, possibilidades de alteração dessa realidade foram encontradas, como criação de aulas em cantos com diversos conteúdos trabalhados concomitantemente e com diferentes níveis de dificuldade, além dos ideais de respeito, cooperação e afetividade que vão ao encontro da proposta inclusiva. Foi possível concluir que os ideais e técnicas elaborados por Freinet podem contribuir na superação dos entraves da inclusão, facilitando a construção de uma educação física escolar inclusiva. Espera-se que novas pesquisas sejam desenvolvidas acompanhando o caminhar da implantação da inclusão educacional e propondo mais possibilidades que facilitem esse processo de acordo com as diferentes necessidades / Abstract: The educational inclusion is determined legally in Brazil - both the 1988 Constitution as the Law of Education Guidelines and Bases, 1996, guarantees the right to a quality education for people with disabilities in regular schools. However, publications report effective difficulties of those laws in the daily life of schools, particularly relating to people with Down syndrome, since the intellectual aspect is still privileged over others. In this context, physical education seeks its consolidation as school discipline in line with the new inclusive reality. Therefore, this study aims to analyze the process of inclusion of students with Down syndrome in the different content of school physical education - play, sport, gymnastics, wrestling and dance - and, based on these data, a proposed inclusive school work by Freinet pedagogy. For this, a literature review was developed with subsequent qualitative field research where, in a case study, physical education classes were observed for 1 school year in a class of 21 students, two with Down syndrome in a regular school the city of Americana, São Paulo. Data collection was done by direct observation with analysis of inclusion in each class through the "instrument for assessing interactions between students with and without disabilities in school physical education" of Salerno, Araújo e Silva (2009). Data analysis was developed by categorization, with tab-representation in graphs and tables. Later, the development of an inclusive work proposal based on Freinet Pedagogy was developed based on the literature review on the teacher and the data observed in the school reality. The main results showed a predominance of game content and sports on the other, the occurrence of some negative interactions between students and attitudinal barriers and knowledge from the teacher. With the Freinet techniques, possibility of alteration of this reality were found, such as creating classes in corners with different contents worked concurrently and with different levels of difficulty, in addition to the ideals of respect, cooperation and affection to meet the inclusive proposal. It was concluded that the ideals and techniques developed by Freinet can contribute to overcome the barriers of inclusion, facilitating the construction of an inclusive physical education. It is hoped that further research will be developed following the journey of the implementation of educational inclusion and offering more possibilities to facilitate such a process according to the different needs / Mestrado / Atividade Fisica Adaptada / Mestra em Educação Física

No description available.

"The purpose of this study is to present a philosophical exegesis of the five general types of method which have characterized methods courses from years 1920 to 1940 in the North Texas State Teachers College."--1.