Published also as thesis (Ph. D.) Columbia university. / Bibliography: p. 102-103.

The effects of prenatal substance exposure on newborn behavior and subsequent attachment quality was investigated in a sample of 29 drug-exposed infants. Participants in this study were part of a larger sample of high-risk women and their infants enrolled in a longitudinal study. Data regarding prenatal substance use, 4 weeks prior to delivery, was available for 17 infants. Prenatal substance use data were obtained from substance use histories, obstetrical and neonatal medical chart reviews and case manager notes. Frequency of substance use was reported as either $>$1 time per day, 1 time per day, 3-6 times per week, 1-2 times per week, 1-3 times per month and unknown. Qualitative substance-use data were converted to quantitative data and were correlated with newborn behavior (NBAS Lester clusters and Als dimensions). At 1 month, maternal report of prenatal substance exposure 4 weeks prior to delivery was significantly associated with the reflex cluster of the NBAS. Increased amounts of drug-exposure was related to an infant displaying an increased number of abnormal reflexes at the 1-month NBAS assessment. NBAS individual items; inanimate auditory stimuli and self-quieting were found to be positively related to attachment security, suggesting that infants with these abilities may appear more attractive to their caregivers, thus helping to create a more positive "goodness-of-fit" between infant and caregiver. Prenatal substance use throughout pregnancy (n = 13) was found to be positively associated with security of attachment (p =.03). Other factors undetected within this study (i.e. social support), may have influenced interactions between infant and caregiver and subsequently increased the potential for secure attachment. Finally, an infant's ability to attend to stimuli was found to be positively related to the attachment subcategories A1-B2 in the Strange Situation, lending further support to the idea that infant temperamental characteristics may influence whether infants are more likely to be classified as "avoidant" or "resistant", but not secure vs. insecure. Findings from this study suggest that infants exposed to drugs prenatally continue to show physiological abnormalities through the first month of life. The results were discussed in terms of implications for child development and future research.

Over the centuries, human infants have been fed with their mothers' breast milk. The development of alternatives, i.e., animal milk and artificial formula, have given contemporary mothers a second choice. Although both methods of infant feeding are capable of sustaining the human infant at this early stage of development, most scholars maintain that human milk is the most nutritious and best first-food for human infants. Most experts in infant nutrition generally recommend the mother's milk as her infant's first food, especially for healthy mothers and infants. Specifically, this study surveyed infant feeding choice and practice among samples of expectant mothers in three states in the United States. A total of 180 mothers from various clinics and agencies in three states were surveyed. These subjects completed a pre-delivery questionnaire on infant feeding choice and a post-delivery questionnaire on infant feeding practice. Chi-square tests and correlation analysis were used for data analysis. Results of the study highlight significant factors that influenced the subjects' choice of infant feeding methods before delivery and infant feeding practice after delivery. The subjects' demography, education, income, marital status, consultation with a nutritionist, childbirth education classes, and family infant feeding history were all found to be statistically significant factors that influenced pre-delivery choice and practice of infant feeding methods. The subjects' age, occupation and parity were not influential factors in choice of infant feeding methods. However, mothers' age, occupation and availability of support to mothers significantly influenced infant feeding practice. Post-delivery data analysis showed that the availability of after-delivery support system for mothers, type of feeding initiated immediately after delivery, latching, and feeding schedule were all statistically significant factors that influenced the subjects' post-delivery infant feeding practice. Other factors that influenced subjects' choice and practice of infant feeding methods includes influences of the media, hospital staff practices, peers/friends, spouse, and the baby's grandparents. The key findings and other general findings discussed later in this study are of significant importance to parents, child care service providers, early childhood educators, child developmentalists, doctors, nurses, and pediatricians.

No description available.

In the last decades with the advance of the scientific and technological development, Biology is becoming the base for the sprouting of these new processes. The dilemma that involve the subjects of Bioethics such as: abortion, euthanasia, genetics, trunk cells , research involving human beings and animal and public health, always leave of the biological knowledge. Being thus, this study it has as objective, to identify if the ethical aspects of the subjects that the Bioethics studies, they are argued in the course of graduation degree in Biology at UFAL. The methodology mention the research focus on of qualitative nature, being used the case study as methodological boarding. The data had been gotten through closed questionnaires applied to the professors and the students of the last year of the 2005 group, of the Biological course of Sciences at UFAL. The analysis of the data discloses, that a convergence for the most complex subjects of the ethical point of view and that exists exactly thus, the ethical aspect is not argued in classroom. In this way, the importance of the promotion of the debates of the subjects is verified that the Bioethics studies inside of the classroom, so that, this way it comes to contribute for the moral development and the ethical formation of the future professors of the course of Biological Sciences at UFAL. / Fundação de Amparo a Pesquisa do Estado de Alagoas / Nas últimas décadas com o avanço do desenvolvimento científico e tecnológico, a biologia vem se tornando à base para o surgimento destes novos processos. Os dilemas que envolvem os temas de Bioética como: aborto, eutanásia, genética, células tronco, pesquisas envolvendo seres humanos e animais e saúde pública, partem sempre do conhecimento biológico. Sendo assim, este estudo tem como objetivo, identificar se os aspectos éticos dos temas que a Bioética estuda, são discutidos no curso de graduação de licenciatura em Ciências Biológica da Universidade Federal de Alagoas (UFAL). A metodologia utilizada refere-se à pesquisa de natureza qualitativa, sendo utilizado o estudo de caso como abordagem metodológica. Os dados foram obtidos através de questionários fechados aplicados aos professores e aos estudantes do último ano da turma de 2005, do curso de Ciências Biológica da UFAL. A análise dos dados revela, que existe uma convergência para os temas mais complexos do ponto de vista ético e que mesmo assim, os aspectos éticos não são discutidos em sala de aula. Deste modo, verificase a importância da promoção dos debates dos temas que a Bioética estuda dentro da sala de aula, para que dessa forma, venha a contribuir para o desenvolvimento moral e a formação ética dos futuros professores do curso de Ciências Biológicas da UFAL.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-15T13:15:48Z No. of bitstreams: 2 Aline_Silva2017.pdf: 2700156 bytes, checksum: bee0ace03add52197dcc0da18998b458 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-15T13:15:48Z (GMT). No. of bitstreams: 2 Aline_Silva2017.pdf: 2700156 bytes, checksum: bee0ace03add52197dcc0da18998b458 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-10 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The history and philosophy of science can be used as subsidies to improve science teaching, including biology. For this improvement to occur, it is necessary to carry out researches to raise the historical aspects of concepts elaboration related to the scientific content present in schools and also the materials to support teachers, like textbooks. For that purpose, a study, from the 1950s to the present day on the conceptual development of genotype and phenotype, was carried out to provide theoretical subsidies for the analysis of these terms in high school biology textbooks. This research is justified by the need to evaluate how the concepts are presented in textbooks, since there is a need to adapt and revise the concepts according to the academic research notes, and also how the mere "knowledge used" is transposed to the "knowledge taught". The general objective of this study was to analyze how the concepts of genotype and phenotype are introduced in textbooks for basic education system. To find out the following questions were asked: Are the concepts of genotype and phenotype presented and transposed to textbooks respecting the scientific knowledge of each era? Is there historical recurrence in these materials of how the definition of these concepts came to be? The methodology is qualitative in nature, comprising data content analysis, which consists of three steps: pre-analysis, coding and categorization. The process of analyzing didactic transposition was carried out according to the following elements: Transformation Outsourcing, Internal Transformation, knowledge programmability, context-bound, biological aging and aging moral distance, textualization of knowledge, didactic creations and the old/new dialectic. Analyzing the results it was evidenced that the concepts of genotype and phenotype present in the respective textbooks did not follow the understanding of the scientific community of each era. Generally, the delay of the didactic transposition occurs, with respect to the development of the scientific knowledge. It is understood that part of this delay is acceptable, since it is very difficult for textbooks to be edited at the time of scientific research. However, authors and editors need to be concerned with the updates that emerge from scientific production, and care must be taken to ensure that there is no distancing of decades between the concepts presented in the teaching materials in relation to the compressions accepted by the scientific community. Regarding to analysis of the elements of the didactic transposition, it was noticed that the books usually present the contents of genotype and phenotype in a synthetic way, which may make it impossible to develop the scientific literacy of the students, leading them to see the genetics in a deterministic way, without considering the internal and external interferences for the constitution of the phenotype. / A história e a filosofia da ciência podem ser utilizadas como subsídios para melhorar o ensino das ciências, dentre essas, a biologia. Para que essa melhora aconteça, é necessário realizar pesquisas cujo objetivo consista em levantar os aspectos históricos da construção dos conceitos relacionados aos conteúdos científicos apresentados em sala de aula e também nos materiais de apoio aos professores, como o livro didático. Com esse intuito, foi realizado um estudo, desde a década de 1950 até os dias atuais acerca do desenvolvimento conceitual de genótipo e fenótipo, para fornecer subsídios teóricos para a análise desses termos em livros didáticos de Biologia do Ensino Médio. Essa pesquisa se justifica pela necessidade de avaliar como os conceitos estão apresentados nos livros didáticos, uma vez que existe a necessidade de adequação e revisão dos conceitos conforme os apontamentos da pesquisa acadêmica, e ainda como são transpostos esses conhecimentos do “saber sábio” para o “saber a ensinar”. O objetivo geral desta pesquisa foi analisar como os conceitos de genótipo e fenótipo são apresentados em livros didáticos destinados à educação básica. Para tal fim, realizamos os seguintes questionamentos: Os conceitos de genótipo e fenótipo são apresentados e transpostos para os livros didáticos respeitando os conhecimentos científicos de cada época? Apresenta-se recorrência histórica nesses materiais de como se chegou a definição desses conceitos? A metodologia é de natureza qualitativa, compreendendo a análise de conteúdo dos dados, que consiste em três etapas: pré-análise, codificação e categorização. O processo de análise da transposição didática foi realizado conforme os seguintes elementos: dessincretização do saber, despersonalização do saber, programabilidade do saber, publicidade do saber, envelhecimento moral/biológico, finalidade na textualização do saber, criações didáticas e a dialética antigo/novo. Ao analisar os resultados evidenciou-se que os conceitos de genótipo e fenótipo presentes nos respectivos livros não acompanharam a compreensão da comunidade científica de cada época. Geralmente, ocorre a demora da transposição didática, com relação ao desenvolvimento do conhecimento científico. Entendemos que parte dessa demora é aceitável, visto que, é muito difícil os livros didáticos serem editados no momento imediato ao desenvolvimento das pesquisas científicas. No entanto, os autores e editores precisam se preocupar com as atualizações que emergem da produção científica, e cuidar para que não haja distanciamento de décadas entre os conceitos apresentados nos materiais didáticos em relação às compressões aceitas pela comunidade científica. Quanto à análise dos elementos da transposição didática, percebemos que os livros geralmente possuem apresentação dos conteúdos de genótipo e fenótipo de uma forma sintética, o que pode impossibilitar o desenvolvimento da alfabetização científica dos alunos, levando-os a ver a genética de forma determinista, sem considerar as interferências internas e externas para a constituição do fenótipo.

Made available in DSpace on 2016-04-04T18:32:28Z (GMT). No. of bitstreams: 1 Maria Heloisa da Silva Pandolpho 1.pdf: 1140866 bytes, checksum: 8626ffdfc27b8ee7c8f62f67a0b48c28 (MD5) Previous issue date: 2006-06-23 / The present work aimed to know the efficacy of the initial formation proportioned by the graduation courses in Biological Sciences for the teaching performance in Biology through the looks and experiences of teachers in the education of this subject in high schools of public schools of the Public Net of S?o Paulo - D.E. East Campinas/SP. This research is concerned in the line: Studies in Evaluation . It is intended to recognize and analyze constructed and reconstructed identity traces throughout the professionalization process since the choice of the profession, initial formation, professional insertion and educational praxis by means of questionnaires with the graduated teachers from different colleges. It also considers a reflection on the initial formation course thus allowing a discussion on challenges, possibilities and the impediments of Biological Science faced by colleges concerning to the current social , political and historical context of the Brazilian society. It takes as estimated theoreticians the discussion on Initial Formation of Teachers, Teaching of Biology and Institutional Evaluation. It is about a study with quantitative and qualitative boarding, the participants of the present research were Biology teachers who work in public education. The empirical data was collected through questionnaires that involve closed and half-structuralized questions. The analysis axles were: (1) Initial Formation and the Professional Insertion; (2) Teaching: Meanings and the Challenges of the Professionalization. The results of the study indicate the relevance of the initial formation as one of the basic requirements for the teaching professionalization articulated with the continued formation and work conditions in the building up the quality in education. / O presente trabalho tem como objetivo conhecer a efic?cia da forma??o inicial, proporcionada pelos Cursos de gradua??o em Ci?ncias Biol?gicas, para a doc?ncia em Biologia, atrav?s dos olhares e experi?ncias de professores no ensino dessa disciplina no Ensino M?dio em escolas da Rede P?blica de S?o Paulo D.E. Leste Campinas- /SP. A pesquisa est? inserida na linha: Estudos em Avalia??o . Pretendem-se reconhecer e analisar tra?os identit?rios constru?dos e reconstru?dos ao longo do processo de profissionaliza??o desde a escolha da profiss?o, forma??o inicial, inser??o profissional e pr?xis educacional por meio de question?rios com os egressos, oriundos de diferentes Institui??es de Ensino Superior. Prop?e tamb?m refletir sobre o curso de forma??o inicial, permitindo assim uma discuss?o sobre os desafios, as possibilidades e os entraves das Ci?ncias Biol?gicas enfrentados pelas Institui??es de Educa??o Superior frente ao atual contexto social, pol?tico e hist?rico da sociedade brasileira. Toma-se como pressupostos te?ricos a discuss?o sobre Forma??o Inicial de Professores, Ensino de Biologia e Avalia??o Institucional. Trata-se de um estudo com abordagem quantitativa e qualitativa, cujos sujeitos da pesquisa s?o professores de Biologia que atuam no ensino p?blico. Os dados emp?ricos foram coletados atrav?s de question?rios que abrangem quest?es fechadas e semi-estruturadas. Os eixos de an?lise foram: (1) Forma??o Inicial e a Inser??o Profissional; (2) Doc?ncia: Significados e os Desafios da Profissionaliza??o. Os resultados do estudo indicam a relev?ncia da forma??o inicial como um dos requisitos b?sicos para a profissionaliza??o docente articulada com a forma??o continuada e as condi??es de trabalho na constru??o de um ensino de qualidade.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-07-12T19:45:13Z No. of bitstreams: 2 Jéssica_Nascimento2018.pdf: 4470074 bytes, checksum: 9b8e7577df008f213b14c30ea9416ddb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-12T19:45:13Z (GMT). No. of bitstreams: 2 Jéssica_Nascimento2018.pdf: 4470074 bytes, checksum: 9b8e7577df008f213b14c30ea9416ddb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / According to the laws that rule the Brazilian educational system, the environmental theme is present in the curricula of Basic Education with the intention of providing relevant knowledge for reflections and discernment regarding social and environmental issues, since there are many issues related to the theme. Thus, understanding that the educators play an important role as mediators of knowledge, this study aimed at investigating what the perceptions were about Environment (MA) and Environmental Education (EA) of students taking part of the Teacher Training Course at the Middle Level, and if they are modified and/or expanded with the carrying out of educational activities on the environmental theme at the Biological Refuge of Santa Helena/PR (RBSH), a non-formal education site. In order to do so, this research was based on the qualitative approach, in which the methodology covers four stages, being: A, B and C questionnaires, and a collective interview with the participating students. After the collection of the data, they were submitted to the content analysis methodology. With the analysis of the answers to the questionnaires and the collective interview, an observation on the kinds of perceptions of MA became possible; they were: Totalitarian, Nature, Recursive, Place where one lives, Problem, Anthropocentric and Sensitization. At first, the presence of perceptions of MA such as Nature was expressive, an understanding that later changed as the EA activities were performed at the RBSH, leading towards a Totalitarian MA perception. As for the the students' perceptions of EA, there was an understanding of the conservationist, sustainable development and systemic nuances. The perception of conservationist EA was the most present in the information, in which the concern revolves around preservation and environmental awareness. It is worth emphasizing that there were no critical perceptions about EA, indicating that reflections and discussions about environmental issues should be addressed with students and society, in order to enable citizen education. In this sense, the study indicates that the subjects' perception about different contents and phenomena occurs based on the historical, social and cultural contexts in which each one is immersed. In addition, the use of non-formal education spaces, such as the RBSH, is presented as a teaching strategy for environmental issues, as it allows the socialization of knowlege, integration, reflection and reconstruction of the relationship with MA. / Conforme as legislações que regem o sistema educacional brasileiro, a temática ambiental está presente nos currículos da Educação Básica com o intuito de possibilitar saberes pertinentes para reflexões e discernimentos frente às questões sociais e ambientais, uma vez que são inúmeras as problemáticas relacionadas ao tema. Nesse sentido, compreendendo que os educadores exercem um papel importante como mediadores do conhecimento, este estudo buscou investigar quais eram as percepções sobre Meio Ambiente − MA e Educação Ambiental − EA de estudantes do Curso de Formação Docente em Nível Médio e se elas são modificadas e/ou ampliadas com a realização de atividades educativas sobre a temática ambiental no Refúgio Biológico de Santa Helena/PR − RBSH, um local não formal de educação. Para tanto, esta pesquisa se fundamentou na abordagem qualitativa, na qual a metodologia abrange quatro etapas, sendo elas: questionários A, B e C, e entrevista coletiva com os estudantes participantes da investigação. Após a constituição dos dados, estes foram submetidos à metodologia de análise de conteúdo. Com a análise das respostas aos questionários e à entrevista coletiva foi então possível observar as percepções de MA: Totalitário, Natureza, Recursista, Lugar em que se vive, Problema, Antropocêntrico e Sensibilização. De início foi expressiva a presença de percepções de MA como Natureza, entendimento que se alterou posteriormente ao desenvolvimento de atividades de EA realizadas no RBSH, indicando na direção de uma percepção Totalitária de MA. Já, as percepções de EA dos estudantes compreenderam as nuances Conservacionista, de Desenvolvimento Sustentável e Sistêmica. A percepção de EA Conservacionista foi a mais presente nas informações, na qual a preocupação gira em torno da preservação e da conscientização ambiental. Ressalta-se que não houve percepções críticas sobre EA, indicando que reflexões e discussões sobre a temática ambiental devem ser abordadas com os alunos e com a sociedade, para assim possibilitar uma formação cidadã. Nesse sentido, o estudo faz compreender que a percepção dos sujeitos sobre diferentes conteúdos e fenômenos ocorre baseada nos contextos históricos, sociais e culturais em que cada um está imerso. Ademais, a utilização de espaços não formais de educação, como o RBSH, apresenta-se como uma estratégia de ensino para temas ambientais, por permitir a socialização do conhecimento, a integração, a reflexão e a reconstrução da relação com o MA.