Darbo tema – hemodializuojamų pacientų mokymo programos sukūrimas. Hemodializuojami pacientai turėtų būti mokomi taisyklingos mitybos, arterinio kraujo spaudimo (AKS) reguliavimo principų ir teisingos arterio – veninės (A-V) fistulės priežiūros. Sergantiesiems būtina suteikti psichologinę pagalbą, išmokyti juos pasinaudoti artimųjų parama. Galima daryti prielaidą, kad pradėjus mokyti hemodializuojamus pacientus, gydymo ir slaugos rezultatai bus geresni. Teiginį, kad pacientų mokymas yra nepakankamas, pagrindžia tai, kad nėra sukurtos mokymo programos. Darbo tikslas–ištirti hemodializuojamų pacientų mokymo poreikį ir sukurti hemodializuojamų pacientų mokymo programą. Tyrimo metodai: Mokslinės literatūros analizė; Anketinė apklausa; Statistinė duomenų analizė. Tyrimas buvo atliktas 2006m. gruodžio - balandžio mėnesiais. Tiriamųjų apklausa atlikta Klaipėdos Jūrininkų ligoninės nefrologijos ir hemodializių skyriuje ir UAB „Nefrida“ hemodializių skyriuje. Išvados: Hemodializuojamų pacientų mitybos mokymo poreikis yra didelis. Hemodializuojami pacientai informaciją mitybos apribojimų klausimais gavo, ta�����iau pavėluotai t. y. 29 pacientai (51 proc.) informaciją gavo mažiau nei pusė metų iki pirmos hemodializės procedūros. Dauguma pacientų net 47 pacientai (82 proc.) negavo iš šeimos gydytojo informacijos mitybos apribojimų klausimais. Iš dializės skyriaus slaugytojos daugiau nei pusė pacientų t. y. 34 pacientai (60 proc.) gavo informacijos mitybos apribojimų klausimais... [toliau žr. visą tekstą] / It is necessary to teach haemodialysed patients how to take health nourishment,how to regulate blood pressure (BP),how to take appropriate care about arterial-venal fistula. Patients need psychological help,to take family support. Possibly,this teaching will improve rezults of treatment and medical care.Statement,that teaching of such patients is insufficient, is based on the fact ,that there is no training program nowadays. Aims-to examine haemodialysed patient‘s demand of teaching,and to create training program.Methods- analysis of science terature,questionnaire,statistic data evaluation. Questionnaire took place in nefrology and haemodialysis department of Klaipeda Seamen hospital and in haemodialysis department of private clinic „Nefrida“. Conclusions-almost all patients (95 per cent)with chronic renal insufficiency were informed about nutrition limitation.More than half of them (51 per cent)were informed too late-less tan 6 month before first haemodialysis.The vast majority of patients(96,5)state that information about nutrition limitation they get mostly from nephrologist.17,5 of respondents state that such information they get from family doctor. The most of patients (92 per cent) were informed about A-V fistula imprtance and medical care during haemodialysis.Training program of haemodialysed patients was prepared.It consist of flyer,CD record,booklet about limitation in nutrition and A-V fistula care.The training program for haemodialysed patients are based... [to full text]

Darbo tikslas - parengti jūrų skautų būrelio neformaliojo ugdymo(si) programos atnaujinimo gaires. Darbo uždavinių pagalba buvo siekiama išsiaiškinti teorines ugdymo programos atnaujinimo prielaidas neformaliajame vaikų švietime, pabrėžiant, kad nėra vieningų reikalavimų neformaliojo ugdymo programų kūrimui bei atnaujinimui. Teorinių šaltinių analizė atskleidė, kad neformaliojo ugdymo programa turi būti atnaujinta atsižvelgiant į bendrą valstybės strategiją neformaliojo ugdymo srityje, mokinių ugdymosi poreikius bei interesus. Siekiant įgyvendinti pedagoginės veiklos tyrimo tikslą buvo atliktas kiekybinis aprašomasis tyrimas neformaliojo vaikų švietimo mokykloje – Kauno jūrų skautų laisvalaikio centre. Tyrimo respondentai – jūrų skautų būrelio mokiniai. Remiantis teoriniais šaltiniais ir tyrimo rezultatais parengtos jūrų skautų būrelio neformaliojo ugdymo(si) programos turinio atnaujinimo gairės. / The aim of this work – to prepare the sea scouts cluster guideline of the shirt-sleeve education program. By assistance of the work tasks it was seeking to ascertain the theoretical resumption of education program in the children shirt-sleeve education accentuating that there aren‘t any united requirement for the establishment and resumption of the children shirt-sleeve education programs. The analysis of a theoretical resources revealed that the shirt-sleeve education program must be renewed considering the common nation strategy in the range of a shirt-sleeve education, school children educational requirements and interests. On purpose to achieve the pedagogical activity research, it was made the quantitative and descriptive research in the children shirt-sleeve education school – Kaunas Sea Scouts Leisure Centre. The respondents of this research were the school children of a sea scouts cluster. Sustaining theoretical resources and the results of a research it were prepared the sea scouts.

This study examined youth participants in a structured leisure activity and their perceptions regarding the benefits accrued as a result of participation. 4 male and 12 female youth between the ages of 13-16 participated. Data was collected through focus group discussions and analyzed using a thematic analysis. The perceived benefits of participation and the characteristics of the program that caused this accrual were identified. Perceived benefits included improvement in school marks and self-confidence, increased volunteer participation, and the development of prosocial behaviours, social competencies and cognitive skills. Program characteristics included meaningful and supportive relationships, opportunities to build an identity, and involvement in unique learning opportunities. The study was not generalizable to other programs and focused solely on the benefits of participation; not the negative repercussions. It has implications for program design and implementation, and provides support for the need to develop programs that incorporate a positive youth development philosophy.

Objectives. The transformation of the mental health system toward a recovery-orientation has created a growing demand for training and education to equip providers with recovery competencies. The purpose of this thesis is to develop a recovery competency framework addressing the most salient components of recovery competencies required for providers practicing in in-patient contexts and to construct and test an education program accordingly. Methods. This thesis involved three phases. Phase One used competency development strategies to develop a recovery competency framework. Data collection methods included a literature review and 15 key informant interviews. In Phase Two, based on the recovery competency framework, a recovery education program was constructed and validated. In Phase Three, a pilot study with a pre-test/post-test design was used to examine the effectiveness of the education program. Twenty-six in-patient providers from three hospitals were recruited. Outcome measures included the Recovery Knowledge Inventory, two investigator-developed questionnaires rating participants’ sense of recovery knowledge application and perceived recovery-related dilemmas, and a group evaluation. Results. Two conceptual models were developed in Phase One to address key tensions and enabling processes for in-patient providers. Derived from these two models, a recovery competency framework consisting of eight core competencies was developed. Phase Two was comprised of a two-part education program. Part One was a self-learning program introducing recovery concepts in the in-patient context and the recovery competency framework. Part Two was a group learning program focusing on real-life dilemmas relevant to the in-patient context and applying the Appreciative Inquiry approach to address these dilemmas. In Phase Three, providers who participated in the education program showed improvement in recovery knowledge and sense of recovery knowledge application after the self-learning program. Participant evaluations of the group learning program were positive. The results indicated that in-patient providers may benefit from this education program. Conclusions. This thesis addressed tensions related to recovery and highlighted the important role providers play in promoting recovery through the development and validation of the context-specific competency framework and education program. The broad dissemination of the study results will be an important step in promoting recovery in in-patient settings. / Thesis (Ph.D, Rehabilitation Science) -- Queen's University, 2012-02-21 10:22:05.808

Nutrition knowledge, dietary intake, body composition and perceived sport performance were measured before and after an eight week nutrition intervention. The sample consisted of eleven male high school football athletes aged 14-18 years old. Baseline nutrition knowledge was higher than anticipated but fruit and vegetable intake was low. As a result of the nutrition intervention, vegetable intake improved from 0.94 servings per day to 2.02 servings per day (p=0.02). Of the eleven subjects in the study, eleven conceded to both performing and feeling better as a result of the nutrition intervention. The present study suggests that a nutrition intervention can improve dietary intake and perceived sport performance among adolescent athletes.

The focus of this study is to suggest guidelines for the implementation of a character education program in high schools. It has become clearly evident, from the literature that character education is of cardinal importance for instruction and education. The breakdown of values in South Africa is leading to an increase in crime in the country, which will have far-reaching consequences if learner crime is not addressed. Character education could offer a possible solution and make learners realise the difference between "right" and "wrong" as well as to say "no" to drugs, alcohol, sex, gangs and other social problems. A literature study was done to highlight the nature and scope of behaviour problems in overseas schools as well as South African schools. There was also looked at the impact of violence on the culture of instruction and learning as well as the external and internal factors that can play a role in violence within schools. Furthermore, the concept of character education was investigated as well as character education as possible solution to behavioural problems in high schools. There was also looked at whether character education does indeed produce positive results. Different character education programs that have already been implemented successfully abroad were investigated. Smart & Good High Schools seem suitable for the South African situation and could easily be adapted to the circumstances of individual schools. This program ascribes to the view that the best high schools have two main objectives in common, namely: to help learners to become smart - in the multi-dimensional sense of intelligence - and to help them become good - in the multi-dimensional sense of moral maturity. It is, therefore, about excellence and ethics. Lickona and Davidson (2005) mention schools that are committed to both these objectives, Smart & Good High Schools. Guidelines for the implementation of a character education program arose from discussing the program. In order to determine in what areas character education are needed with learners; how parents evaluate the character education of the learners of the school; what teachers are presently doing to promote character education; and how the learners' values changed within the scope of six months, questionnaire surveys were used. Questionnaires were given to learners wherein they had to judge their own values and that of their fellow learners. Questionnaires were given to parents asking their opinions on the values currently displayed by learners of the relevant school; what parents would like see with the learners; the character traits of the learners; and which traits the school should promote. Questionnaires were also distributed to the teachers of the school to determine to what extent particular promising practices are being pursued to promote character education with learners. A test sample of Grade 8 to 12 learners also filled out a revised questionnaire to determine to what extent these practices were indeed being applied in the classroom. The primary objective of the survey was to determine the character education practices of a particular high school in the North-West Province and to suggest guidelines for the implementation of a character education program. The empirical survey aided in achieving this objective. Findings of some concern, within the scope of six months, related to the general deterioration in the behaviour/habits of the learners at the school, inter alia the number of learners who smoke, drink, are aware of those who use drugs as well an increase in learners who tested positive for HIV/AIDS. In addition, almost half the learners indicated that they find it difficult to say "no" to negative peer pressure. It has been concluded that character education in schools offer a definite solution and that such a program can be integrated effectively into the existing curriculum. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Thesis (M.A.)--East Tennessee State University, 2005. / "May 2005." Includes bibliographical references (p. 45-47).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Concern that youth do not have enough fruit and vegetable intake lead to two strategies implemented to influence intake in the school environment: the Healthy Hunger-Free Kids Act (HHFKA) and Fighting with Food: Battling Chemical Toxicity with Good Nutrition program (FF), which could influence phytochemical content and knowledge regarding phytochemicals, respectively. Individual food logs (n=468) were assessed upon completion of FF curriculum to determine whether students were able to correctly apply their nutrition knowledge regarding FF. Menus from one district were analyzed pre-HHFKA and post-HHFKA in elementary (n=156), middle (n=171), and high schools (n=171), for change in the frequency of fruit and vegetables, and for changes in select phytochemical and vitamin content. In food logs, students correctly identified fighting foods 71% of the time. School menus showed an increase in dark green, red/orange vegetables, with significant increases in carotenoid and flavonol content. Results suggest students are applying their nutrition knowledge. Also, more variety of fruit and vegetables are being offered, despite lack of a robust increase in all phytochemicals, which can help to lower inflammation and oxidative stress. Both strategies have the potential to work together as a multi-level intervention that can encourage more fruit and vegetable consumption among youth.

Made available in DSpace on 2015-05-14T12:52:33Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 865399 bytes, checksum: d9b4ef029377446fec115378d387fb21 (MD5) Previous issue date: 2013-04-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The search for a quality public education in Brazil has mobilized the spheres of government at the federal, state and municipal levels and fueled many discussions about comprehensive education, leading them to invest in programs to expand the school day. The Programa Mais Educação (More Education Program) emerged from this perspective, with the objective of expanding time, space and educational opportunities. This program serves children and adolescents who study in public schools that have a low index of Basic Education Development (IDEB). The More Education Program offers numerous educational activities, including music, that is present in various workshops. This research investigates the process of teaching music through the More Education Program in two state schools from the state of Paraíba, with the goal of identifying and analyzing the educational practices and musical experiences developed in choral workshops. Using a qualitative approach, we chose a multi-case study conducted in two schools, one in the capital, João Pessoa, and the other in the town of Conde. Data were collected through systematic and consecutive observation of music teaching practices and semi-structured interviews with the agents involved and also the state program coordinator. Along with the field research, we conducted a bibliographic study on materials related to comprehensive education, full-time education, and choir practices, among other relevant themes, as well as official documents from the More Education Program, from the Web site of the Department of Education the State of Paraíba and also the Pedagogical Political Projects of the two schools involved in the research. Based on our observations of music teaching practices developed and also of the interviews conducted, we found that in school A the practice of this workshop had satisfactorily met the minimum requirements of the proposal of the More Education Program, and more than likely, this result may be related to the community involvement of the teacher who coordinated the activities of the program in this school. On the other hand, we found that the teaching of music in the choral singing workshop from school B had been conducted in a shallow manner, leaving the musical language in the background, emphasizing social aspects, but without establishing a relationship with the experience and background of the students. We concluded that, although the study of these two cases does not allow generalizations, the results found in these two distinct schools reflect the decentralization of the implementation of the program and the diversity of practices that enables distinct educational outcomes. We hope that this research can bring new ideas and new studies on the subject, aiming at the possibility of finding new and positive experiences that meet the purposes for music education in this context. / A busca por um ensino público de qualidade no Brasil tem mobilizado as esferas governamentais federais, estaduais e municipais e impulsionado muitas discussões acerca da educação integral, levando-os a investimentos em programas de ampliação da jornada escolar. Caminhando nesta perspectiva, surge o Programa Mais Educação, com o objetivo de ampliar tempos, espaços e oportunidades educativas. Este Programa atende crianças e adolescentes que estudam em escolas públicas que apresentam um baixo Índice de Desenvolvimento do Ensino Básico (IDEB). O Programa Mais Educação oferece inúmeras atividades educativas, inclusive musicais, que estão presentes em várias oficinas. Esta pesquisa investiga o processo do ensino de música em duas escolas da rede estadual de ensino da Paraíba dentro do Programa Mais Educação, com o objetivo de conhecer e analisar as práticas educativas e vivências musicais desenvolvidas em oficinas de canto coral. Numa abordagem qualitativa, optamos por um estudo multicaso, realizado em duas escolas, sendo uma na capital, João Pessoa, e outra no município de Conde. Os dados foram coletados através de observações sistemáticas e consecutivas das práticas pedagógico-musicais e entrevistas semiestruturadas com os agentes envolvidos e a coordenadora do programa na rede estadual. Articulada à pesquisa de campo, realizamos pesquisa bibliográfica acerca de materiais referentes à educação integral e jornada escolar ampliada, práticas de canto coral, entre outras temáticas relevantes, bem como documentos oficiais do Programa Mais Educação, site da Secretaria de Educação do Estado da Paraíba (SEE) e os Projetos Políticos Pedagógicos das duas escolas envolvidas na pesquisa. Com base em nossas observações das práticas pedagógico-musicais desenvolvidas e também nas entrevistas realizadas, constatamos que, na escola A, a prática desta oficina tem atendido de maneira satisfatória às exigências mínimas da proposta do Programa Mais Educação e que possivelmente, este resultado pode estar relacionado ao envolvimento da professora comunitária desta escola. Por outro lado, verificamos que o ensino da música na oficina de canto coral da Escola B, tem sido realizado de forma pouco profunda, deixando a linguagem musical em segundo plano, enfatizando aspectos sociais, porém sem estabelecer relações com as vivências e o contexto dos alunos. Concluímos que, apesar do estudo destes dois casos não permitir generalizações, os resultados distintos encontrados nas duas escolas refletem a descentralização na execução do programa e a diversidade de práticas que possibilita, inclusive com resultados educativos distintos. Esperamos que a presente pesquisa possa trazer novas reflexões e novos estudos sobre a temática, visando à possibilidade de encontrar experiências novas e positivas, que atendam aos propósitos para a educação musical no atual contexto.