Orientador: Pedro Jose Winterstein / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-04T22:37:18Z (GMT). No. of bitstreams: 1 VendittiJunior_Rubens_M.pdf: 1628545 bytes, checksum: 9b2361dac66c04b5499c6a3ce5297081 (MD5) Previous issue date: 2005 / Resumo: A auto-eficácia se caracteriza como as crenças nas capacidades individuais de organizar e executar cursos de ação, necessários à realização de determinadas tarefas ou feitos dirigidos a uma meta. Engloba processos auto-perceptivos e avaliativos, que relacionam fatores ambientais, pessoais e comportamentais. Neste trabalho, a auto-eficácia é aplicada na compreensão do controle interno das crenças e percepções que envolvem a prática docente em Educação Física (EF), especificamente para a área de EF adaptada (EFA), caracterizada por atender pessoas com necessidades especiais. O fato da EF se configurar repleta de conteúdos e atividades práticas e corporais, reforça a necessidade em se compreender o fenômeno da auto-eficácia de maneira singular e sistematizada. Além disso, os critérios disciplinares e métodos avaliativos; espaço das aulas e seus conteúdos práticos; realçam a necessidade de atenção especial a detalhes diferenciais da EF. A problemática se encontra na análise das possíveis contribuições da auto-eficácia e suas associações com: satisfação, preferência de atuação profissional e disposição para continuidade docente em EF. Além disso, surgem associações na percepção de competências, segurança, engajamento e domínio de conteúdos para atuação docente no ambiente da EF inclusiva. Por meio de dois instrumentos aplicados em 44 profissionais atuantes na área, destacam-se alguns fatores e aspectos relacionados à auto-eficácia docente. Os resultados obtidos evidenciam as associações da auto-eficácia com a questão motivacional do professor, através de sua satisfação pessoal e disposição para continuar na carreira docente, bem como os níveis de esforço e persistência. Também aparecem relações a respeito da influência da formação profissional e a configuração da auto-eficácia para o profissional de EF, que valoriza sobremaneira as expectativas de resultados, os desempenhos e a avaliação direta das atividades corporais de seus alunos, como parâmetros a respeito de suas capacidades de ensinar. Verificou-se que outras fontes são também importantes na formação da eficácia docente e existem inúmeras possibilidades para desenvolver estas crenças ainda precocemente. Dentre os profissionais entrevistados, os maiores níveis de auto-eficácia docente estavam entre os professores com preferências de atuação em treinamento esportivo, seguidos por aqueles com escolha na atuação em EFA. A perspectiva social cognitiva e as propostas de ensino reflexivo configuraram-se excelentes referenciais, comuns para as discussões sobre as crenças docentes, formação profissional e atuação em EF e EFA / Abstract: Analysis of the teacher self-efficacy of Physical Education Instructors The self-efficacy is characterized as the beliefs on the individual capacities of organizing and executing courses of action, which are necessary to the achievement of certain tasks directed to a goal setted. Includes self-perceptive and evaluation effects that relate environmental, personal and behavioral factors. In this study, the self-efficacy is applied on the comprehension of the internal control of belief perception which involves the teaching in Physical Education (PE), specifically for the Adapted Physical Education (APE) area, characterized for attending handicapped people with special necessities. The fact of the PE configures itself full of contends and practical body activities strenghns the need of understanding the phenomenon of the self-efficacy in a singular and sistemized way. Besides, the discipline criteria and evaluate methods, space of the classes and its practical contends, show the need of special atention to differencial details of the PE. The question is the analysis of the possible contributions of the self-efficacy and its association with the satisfaction, professional acting preferences and avalability for the PE teaching continuity. Moreover, associations to the perception of competence arise, as well the security, engagement and contend mastery for the PE teaching in the inclusive PE environment. Through 3 instruments applied on 44 acting professionals of the field, we can highlight some factors and aspects related to teacher self efficacy. The results show the associations of the self-efficacy with the motivational questions of the teacher through their personal satisfaction and avalability to continue with the teacher PE career, as well the levels of efforts and persistance. There are also relations related to the professional career influence and the self-efficacy configuration to the PE professional, which really worships the outcome expectations, the performance and the direct evaluation of the body activities of its students as parameters related to the teaching skills. We also verify that other sources are important for the construction of the teaching efficacy, and there are uncountable possibilities for early developing of these beliefs. Among the interviewed professionals the highest levels of teacher self-efficacy were the teachers with preferences of acting on the sportive trainning area, followed by those who chose the APE. The social cognitive perspective and the proposals of the reflexive teaching showed themselves as excellent referencials, and complement the discussion about the teaching beliefs, professional career and PE or APE educational acting / Mestrado / Pedagogia do Movimento / Mestre em Educação Física

Orientador: Franco Giuseppe Dedini / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecanica / Made available in DSpace on 2018-08-10T20:07:38Z (GMT). No. of bitstreams: 1 Madeira_PauloHenriquedeAraujo_M.pdf: 5298392 bytes, checksum: 05f68847570423d7d13072c10b061a19 (MD5) Previous issue date: 2008 / Resumo: Há uma parcela da população que, por possuir severas limitações físicas e motoras, é inapta a utilizar cadeiras de rodas convencionais, manuais ou elétricas, bem como dispositivos de interface que não consideram as suas características particulares. Deste modo, este trabalho possui foco no desenvolvimento de interfaces e sistemas de navegação para cadeiras de rodas, provendo soluções para a inclusão deste grupo de usuários. Para isto, a revisão bibliográfica envolve três aspectos: as interfaces para usuários, os sistemas de navegação e a integração entre ambos. Primeiramente localiza-se a interface como parte da relação entre usuário e tarefa, para posteriormente restringir-se a interfaces para portadores de severas limitações físicas. Reconhecendo que determinados tipos de limitações de usuários demandam sistemas de navegação, estes são descritos na forma de exemplos de implementações. A revisão bibliográfica conclui com a descrição de métodos para a integração entre interface, navegação e controle da cadeira de rodas. Com base nesta pesquisa bibliográfica, desenvolveu-se um protocolo de integração e três tipos interfaces: controle de voz, filtragem do sinal de joystick para usuários com dificuldade em posicionar a mão, e controle por contrações musculares. A interface de reconhecimento de voz permitiu obter dois protótipos: um primeiro que utiliza um software comercial e um segundo em microcontrolador. A interface de filtragem do sinal do joystick foi prototipada virtualmente, demonstrando a resposta deste filtro a diferentes distúrbios. A interface que utiliza controle por contrações musculares foi implementada em protótipo funcional, por meio de um microcontrolador, e modularizada por meio do protocolo de integração desenvolvido. Este protocolo de integração foi testado em um kit de motorização com os módulos joystick, interface por contrações musculares e sonar, permitindo alternar, remover e inserir módulos sem a necessidade de reprogramação / Abstract: There is a part of population, with physical impairment, that cannot use conventional manual or powered wheelchair and kinds of interface with do not consider they own characteristics. To solve this problem, this work does a bibliographic review on wheelchair interfaces and navigation support, alloying development on solutions for inclusion of this users group. The bibliographic review embraces three aspects: interfaces and users, navigation support systems, and integration between navigation and interfaces. The first chapter, interfaces and users, localizes the interface as an medium between user and task, allowing to be more focused on next chapter: interfaces for wheelchair uses with severe impairment level. Recognizing about in some kind¿s of user impairment levels an adequate interface is not enough, navigation support systems are described. The bibliographic review concludes with a description about integration methods for interfaces, navigation support and wheelchair control. Based on this bibliographic review, an integration protocol and three interfaces have developed: voice control, joystick filtering for users with difficult on hand positioning, and muscular contraction control. The voice recognition interface allows creating two prototypes: one with commercial software, and a second using embedded microcontroller on wheelchair. The joystick filtering interface was virtually prototyped allowing response tests for different noisy sources. The muscular contraction interface has implemented as functional prototyping, by a microcontroller, and modularized by the developed modularization protocol. This protocol has tested in a wheelchair motorization kit with joystick, muscular contraction interface and auxiliary sonar modules, allowing inserting or removing then without any reprogramming needs / Mestrado / Mecanica dos Sólidos e Projeto Mecanico / Mestre em Engenharia Mecânica

School inclusion of people with visual impairment should lead us to reflect how you are processing science teaching in inclusive schools. For the teaching of science and biology is characterized by extensive use of visual cues and are still scarce resources appropriate for teaching science aimed at students with visual impairment assistive technologies. Therefore, it is justified to consider a job using different assistive technology resources, tactile and sound, which can be used by these students , and the study of its feasibility of use. This study aimed to analyze the process of teaching and learning of Science with visually impaired students in a school of public schools in Aracaju, SE, as the use of assistive technology resources. Research uses qualitative approach adapting to molds case study. For data collection, the research was divided into three stages. At first, semi-structured interviews with students with visual impairments and their science teacher and not participating school interviews were conducted systematic observations. In the second step was performed in a validation group of different resources assistive technology developed by the researcher. In the third, the validated assistive technologies were used by teacher and students in science classes, that the opportunity was held not participating systematic observations. Finally, the opinions of survey participants was collected through semi - structured interviews after class. It can be noticed with this research, from the participants´ speech, that the conditions for learning science discipline, students with visual impairments included in this school are walking on the razor´s edge. Well, on one side there are the teachers interviewed, which have no initial or ongoing training about school inclusion of people with disabilities. Another, students with visual impairment, which merely "hear" the science classes, do assistive technology resources that provide access to strictly visual elements in science teaching were being used. According to students, the use of assistive technologies, which occurred in the third stage of this research, were extremely important to their learning because from these, they were able to access the knowledge of cells and tissues, since, according to them, without use of materials was difficult to understand the lesson. In short, we must go further and constantly hear actors inclusion, as students, subject teachers, specialist teachers of special education and all school staff, precisely because it is a recent, fluid and dynamic process that can be constantly improved as the reality that observes and experiences. / A inclusão escolar da pessoa com deficiência visual deve nos levar a uma reflexão de como está se processando o ensino de Ciências na escola inclusiva. Pois o ensino de Ciências e Biologia é caracterizado por uma ampla utilização de referências visuais e ainda são escassos os recursos de tecnologias assistivas apropriadps para o ensino de Ciências voltados a alunos com deficiência visual. Por esse motivo, justifica-se um trabalho que analise a utilização de diferentes recursos de tecnologia assistiva, táteis e sonoras, que possam ser utilizadas por estes alunos, e o estudo de sua viabilidade de uso. Assim, este trabalho teve como objetivo principal analisar o processo de ensino e aprendizagem de Ciências com alunos com deficiência visual em uma escola da rede pública de ensino em Aracaju, SE, quanto a utilização de recursos de tecnologia assistiva. A pesquisa faz uso de uma abordagem qualitativa, se adequando aos moldes do estudo de caso. Para a coleta de dados, a pesquisa foi dividida em três etapas. Na primeira, foram feitas entrevistas semi-estruturadas com os alunos com deficiência visual e sua professora de ciências e observações sistemáticas não participantes das aulas. Na segunda etapa, foram realizadas reuniões com um grupo de validação para aperfeiçoar os diferentes recursos de tecnologia assistiva elaborados pela pesquisadora. Na terceira, as tecnologias assistivas validadas foram utilizadas pela professora e alunos em aulas de Ciências, que na oportunidade realizou-se observações sistemáticas não participantes. Por fim, as opiniões dos participantes da pesquisa foram coletadas por meio de entrevistas semi-estruturadas, após as aulas. Pode-se perceber com esta pesquisa, a partir das falas dos participantes e observações realizadas, que as condições de aprendizagem da disciplina Ciências, dos alunos com deficiência visual incluídos nesta escola, não estavam condizentes com uma efetiva inclusão escolar, pois, de um lado encontravam-se as professoras entrevistadas, que não possuíam qualquer formação inicial ou continuada a respeito da inclusão escolar da pessoa com deficiência. Do outro, os alunos com deficiência visual, que se limitavam a ouvir as aulas de ciências, pois não estavam sendo utilizados recursos de tecnologia assistiva que proporcionassem o acesso a elementos estritamente visuais no ensino de ciências. Segundo os alunos, o uso das tecnologias assistivas, que ocorreram na terceira etapa desta pesquisa, foram de extrema importância para sua aprendizagem, pois a partir dessas, eles puderam ter acesso aos conhecimentos de células e tecidos, já que, segundo eles, sem a utilização dos materiais ficava difícil de entender a aula. Em suma, é preciso ir além e constantemente ouvir os atores da inclusão, como alunos, professores de disciplinas, professores especializados da educação especial e toda a equipe escolar, justamente por se tratar de um processo recente, fluido e dinâmico, para que possa ser aperfeiçoado constantemente conforme a realidade que se observa e vivencia.

Made available in DSpace on 2017-06-01T18:18:12Z (GMT). No. of bitstreams: 1 pre-textuais.pdf: 1014264 bytes, checksum: 068105074e07468e188f1bbb5761b974 (MD5) Previous issue date: 2011-01-10 / The dissertation discusses how the disability, as a stigma, is socially established, the ways how the identities of people with disabilities are made into the social environment and what is the function of education in its potential of reproduction and transformation of the society, to the production and reproduction of the disabilities' stigmas. The dissertation also discusses how the right to education of persons with disabilities can make an deconstruction of the stigmas, and can build an inclusive society, and some of the ways can be followed for the realization of this right. The data were obtained through review of the literature relevant to the theme and study and reflection on the discourse of people with disabilities, to which we had access reading of works written by people with disabilities and by ethnographic research, which gave us access with reports that, although not formally transcribed, permeate all lines of this dissertation / A dissertação aborda como a deficiência, enquanto estigma, é socialmente estabelecida, os processos através dos quais as identidades das pessoas com deficiência são construídas dentro do meio social e qual a função da educação, em seu potencial reprodutor e transformador da sociedade, para a (re) produção dos estigmas de deficiência. Aborda, ainda, como direito a educação das pessoas com deficiência pode se prestar à desconstrução dos estigmas, construção de uma sociedade inclusiva, e alguns dos caminhos que podem ser seguidos para a realização de tal direito. Os dados foram obtidos através da revisão da bibliografia pertinente ao tema e estudo e reflexão sobre os discursos das pessoas com deficiência, aos quais tivemos acesso com base na leitura de obras escritas por pessoas com deficiência e através de pesquisa etnográfica, a qual nos deu acesso a relatos que, embora não estejam formalmente transcritos, permeiam todas as linhas e entrelinhas da presente dissertação

Die in MEDIBUS organisierten Blindenbüchereien sehen sich als Partner der kommerziellen Verlagswelt und nicht als deren Konkurrenten. Die sehr geringen Auflagenhöhen und die speziellen Anforderungen bei der Aufbereitung von Literatur in Brailleschrift und Großdruck wecken in aller Regel nur wenig verlegerisches Interesse. Die wachsende Auswahl an mobilen Endgeräten, Medienkonvergenz und Diversifikation von Angeboten sind Chancen der digitalen Revolution, die es ermöglichen, auch Menschen mit speziellen Bedürfnissen zeitnah und in adäquater Qualität Wissen zugänglich zu machen. libreka! und die DZB kooperieren im Projekt „Leibniz – Sach- und Fachbuchaufbereitung für Blinde und Sehbehinderte“, um PDF- und Satzdaten zu verarbeiten und deren digitale Verbreitung sowohl für sehende als auch für nichtsehende Leserinnen und Leser zu forcieren. DAISY-Standards und -Technologien sind dabei der Schlüssel zum Erfolg.

In this presentation, various projects at DZB will be described, concerning various collaborations with publishing houses and Libreka! – an online platform of the German association of publishers “Börsenverein des Deutschen Buchhandels”, to improve the workflow of transformation of typesetting data into the DAISY 3 format. By developing adaptive content processing facilities, this data can be used to increase the availability of publications in Braille, DAISY and large Print.

Title of the thesis: Release of pupils from physical education in elementary schools Aims of the thesis: The aim of this thesis was to find out the main causes of the release of pupils from physical education (PE) at 8 primary schools in the districts of Kolín and Nymburk, to outline the health consequences of release, to monitor the situation regarding the number of pupils with special educational needs (SEN) and to examine the subjective opinions of teachers on the issue using fieldwork data collection. Method: It is a questionnaire survey conducted at 8 primary schools in the district of Nymburk and Kolín. The research group consisted of 16 physical education teachers (2 teachers from each school), 12 women and 4 men. The questionnaire is divided into 2 parts. The first part, where general information and pupil numbers were collected, was completed by all respondents. The second part was intended for those who have pupils in their class with special educational needs. Results: 4.46 % of pupils were released from physical education at the schools interviewed in 2018/2019. The most common reason for TV release is muscle, skeletal or connective tissue disease (27 %). According to teachers, too many students in the group and the risk of progression of the disease or injury were the most frequent...

In der vorliegenden Arbeit wird der These nachgegangen, dass sich Baugemeinschaften als Wohnform, die von der Gemeinschaft und dem Zusammenleben geprägt ist, im Hinblick auf den demographischen Wandel und dessen Auswirkungen sich zum lebenslangen Bewohnen eignet. Untersucht wurden die baulichen und architektonischen, aber auch sozialen und organisatorischen Gegebenheiten am Beispiel 13 Dresdner Baugemeinschaften. Am Ende liegen Maßnahmen und Empfehlunen für künftige Bauherren und Planer vor. / The present study traces the hypothesis that joint building ventures as a form of living, that is affected by the community and the cohabit, in view of the demographic change and its effects, are suit to lifelong occupancy. To be proved are the structural and architectural, but also the social and organizational conditions using the example of 13 joint building ventures in Dresden. Finally there are measures and recommendations for future building owners and architects on hand.

Diploma thesis "Analysis of the social assistance system in the Czech Republic from the perspective of families caring for a child with handicap" deals with one of the three pillars of the social security system in the Czech Republic, with the system of social assistance. It summarizes the current theoretical knowledge in this field, introduces the core concepts of values and international and European kontext of human and social rights claimed under the social assistance system with a particular focus on the handicapped people. It also advocates the concept of social assistance to these citizens into the historical framework and explains its origination in the Czech Republic. The analytical part focuses on specific design and operation of social assistance from the perspective of families caring for a child with handicap in two periods, in socialism and in present. It identifies the whole field of provided assistance to the target group, which represents mainly social benefits and social welfare services, and subsequently subjects it to comparison. The analytical part is supplemented by the testimony of families caring for the disadvantaged child. The paper presents practical experience with the system of social assistance by caring such a child of two families in the socialist era and one...

My dissertation Alternatives of Home Violence Settling deals with various alternatives of how the home violence problems can be settled. The introductory chapter goes through the professional interpretation of the home violence term as well as causes, forms and specific signs of this violence type, being followed by description of its consequences and the myths which have gained a foothold in the general public. The home violence is characterized as a long-term, repeated and escalating physical, mental, or sexual cruelty to persons living in the common household; it takes place between close persons, adult family members, or also life partners. The victims, being exposed to long-term violence, lost their self-confidence, however, their fear and confusion increase; they also suffer from a good many various symptoms as depression, shame, decline of general state of health, or increased suicidal behavior. Chapter two focuses on the characterization of the home violence victims and delinquests as well. As to the victims, these can be everybody, irrespective of their education, age, social position or economic situation - women, seniors and handicapped persons as well as men. The home violence occurs between adult partners, spouses, parents and their children, but also between young and aged persons. Chapter...