A avaliação vocal é realizada predominantemente por meio da avaliação perceptivoauditiva, sendo dependente de conhecimentos teóricos prévios e de treinamento prático e dinâmico. Entretanto, ainda são escassas as iniciativas educacionais que se utilizam das novas tecnologias para o ensino da avaliação perceptivoauditiva da voz. A utilização de estratégias com novas tecnologias de informação e comunicação, hoje tão presentes e familiarizadas no meio universitário, apresentam o intuito de facilitar e otimizar o processo de ensino e aprendizagem. Desta forma, este estudo teve o propósito de elaborar e avaliar um curso a distância em um ambiente virtual de aprendizagem sobre essa temática. Elaborou-se um curso a distância sobre a avaliação perceptivoauditiva da voz organizado em quatro módulos principais: 1. Noções básicas de anatomia e fisiologia da fonação; 2. Ouvindo vozes; 3. Avaliação perceptivoauditiva da voz e 4. Aplicabilidade da avaliação perceptivoauditiva da voz, além de um adicional com vídeos sobre curiosidades e sugestão de material complementar para estudo. O ambiente virtual de aprendizagem (AVA) também apresentou diversas ferramentas educacionais como textos, imagens ilustrativas, videoaulas, vídeos, arquivos de áudio, atividades práticas individuais, fóruns, além de recursos de interatividade entre alunos e tutora. Este material foi antecipadamente avaliado por três especialistas que avaliaram o material positivamente como uma inovadora e importante ferramenta educacional que poderá ser utilizada na formação de estudantes na área de voz. Foram convidados a participar do curso a distância, 133 alunos do 1o ao 4o ano de um curso de graduação em Fonoaudiologia de uma Universidade do interior paulista. Concordaram em participar 33 estudantes e desses, nove concluíram o curso. Os alunos responderam a avaliações de conteúdo nos momentos pré e pós-curso, de forma presencial e a avaliações de cada módulo, realizadas por meio de questões específicas e atividades práticas, no próprio site. Ao término do curso os alunos também responderam a uma avaliação motivacional do AVA. Observou-se diferença estatisticamente significante na média de acertos nas provas pré e pós-curso dos alunos, nas questões teóricas (p= 0,031), nas práticas (p=0,000) e no total (p=0,002), demonstrando que o material elaborado foi capaz de aumentar o conhecimento dos estudantes a respeito de seu tema. O AVA apresentou alto índice de satisfação motivacional e foi avaliado por todos os participantes como um curso impressionante, de acordo com o instrumento de avaliação motivacional utilizado. Conclui-se que foi possível elaborar um ambiente virtual de aprendizagem (AVA), em formato de curso a distância, sobre a temática da avaliação perceptivoauditiva da voz e que o material elaborado apresenta um importante potencial de ensino e aprendizagem sobre esse tema. / The vocal assessment is predominantly performed through auditory-perceptual assessment, being dependent on prior theoretical knowledge and practical and dynamic training. Meanwhile, educational initiatives that use new technologies for auditory-perceptual assessment are still scarce. The using of strategies with new information technologies and communication, nowadays so presents and acquainted in the university environment, show in order to facilitate and optimize the process of teaching and learning. Thus, this study aimed to develop and evaluate a distance learning course in a virtual learning environment on this theme. It was elaborated a distance learning course on auditory-perceptual assessment of voice organized into four main modules: 1. Basic anatomy and physiology of phonation; 2. Hearing voices; 3. Auditory-perceptual assessment of voice and 4. Applicability of auditory-perceptual assessment of voice, as well as an additional with videos of curiosities and suggesting complementary material to study. The virtual learning environment (VLE) also presented several educational tools such as text, illustrative images, video classes, videos, audio files, individual practical activities, forums, and interactivity between students and tutor. This material was evaluated advance for three experts, who evaluated the material positively as an innovative and important educational tool that can be used in training students in the voice area. Were invited to participate to the distance learning course, 133 students from 1st to 4th year of an undergraduate degree in Speech Therapy of a University in the São Paulo interior. Agreed to participate 33 students, which nine completed the course. Students responded the evaluation of content in pre-and post-course, in person and the evaluations of each module, carried out through specific issues and practical activities on the site. At the end of the course the students also answered a motivational assessment of VLE. It was possible observed statistically significant difference in the mean score in the tests from pre and post course of the students, the theoretical issues (p = 0.031), in practice (p = 0.000) and overall (p = 0.002), demonstrating that the prepared material was able to increase knowledge students about their subject. The VLE showed high level of motivational satisfaction and it was evaluated by all participants as an impressive course, according to the motivational assessment tool used. Concluded that it was possible to develop a virtual learning environment (VLE), in the distance course format, on the issue of auditory-perceptual assessment of voice and that the prepared material has a significant potential for teaching and learning on this theme.

by Luk tze Chung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 105-111). / Text in English; abstract also in Chinese. / by Luk tze Chung. / Chapter Chapter One --- Introduction / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Work station design --- p.2 / Chapter 1.3 --- Method of study --- p.4 / Chapter 1.4 --- Purpose of study --- p.5 / Chapter 1.5 --- Variables definition --- p.5 / Chapter 1.6 --- Hypotheses --- p.6 / Chapter 1.7 --- Significance of study --- p.6 / Chapter Chapter Two --- Literature Review / Chapter 2.1 --- Biomechanical study on ergonomics problems --- p.7 / Chapter 2.1.1 --- Ergonomics --- p.7 / Chapter 2.1.2 --- Biomechanics --- p.7 / Chapter 2.1.3 --- Force and torque --- p.8 / Chapter 2.1.3.1 --- Lever systems --- p.8 / Chapter 2.1.3.2 --- Torque and moment --- p.8 / Chapter 2.1.4 --- Biomechanics of the back --- p.9 / Chapter 2.1.5 --- Shoulder biomechanics --- p.10 / Chapter 2.2 --- Manual lifting --- p.12 / Chapter 2.2.1 --- Manual handling and musculoskeletal problems --- p.12 / Chapter 2.2.2 --- Strategies for reducing manual handling injuries --- p.13 / Chapter 2.3 --- Method of analysis in ergonomics problems --- p.13 / Chapter 2.3.1 --- Electromyography --- p.13 / Chapter 2.3.1.1 --- Neurophysiology --- p.13 / Chapter 2.3.1.2 --- Electromyography in biomechanics --- p.14 / Chapter 2.3.2 --- Motion analysis --- p.16 / Chapter 2.3.2.1 --- Direct measurement techniques --- p.16 / Chapter 2.3.2.2 --- Indirect measurement using imaging techniques --- p.17 / Chapter 2.4 --- Summary --- p.18 / Chapter Chapter Three --- Method / Chapter 3.1 --- Subjects --- p.19 / Chapter 3.2 --- Position of EMG electrodes --- p.20 / Chapter 3.3 --- Electromyography (EMG) --- p.23 / Chapter 3.4 --- Normalization of EMG --- p.24 / Chapter 3.5 --- Force platform --- p.31 / Chapter 3.6 --- Motion analysis system --- p.33 / Chapter 3.7 --- Calibration of instrument --- p.39 / Chapter 3.7.1 --- EMG --- p.39 / Chapter 3.7.2 --- Force platform --- p.40 / Chapter 3.7.3 --- Motion analysis system --- p.40 / Chapter 3.7.3.1 --- Calibration of displacement and velocity --- p.40 / Chapter 2.7.3.2 --- Calibration of acceleration --- p.40 / Chapter 3.8 --- Work station design --- p.41 / Chapter 3.9 --- Procedure --- p.42 / Chapter 3.10 --- Data analysis --- p.46 / Chapter Chapter Four --- Results / Chapter 4.1 --- EMG data analysis --- p.47 / Chapter 4.1.1 --- MVC testing results --- p.47 / Chapter 4.1.2 --- Results of ANOVA test --- p.48 / Chapter 4.1.2.1 --- Class level information --- p.48 / Chapter 4.1.2.2 --- ANOVA results --- p.49 / Chapter 4.1.2.3 --- Post Hoc test --- p.53 / Chapter 4.2 --- Motion analysis --- p.63 / Chapter 4.2.1 --- Parameters in motion analysis --- p.63 / Chapter 4.2.2 --- Results of ANOVA test --- p.63 / Chapter 4.2.2.1 --- Post Hoc test --- p.68 / Chapter 4.3 --- Force platform data analysis --- p.84 / Chapter 4.3.1 --- Parameters in force platform data analysis --- p.84 / Chapter 4.3.2 --- Result of ANOVA test --- p.84 / Chapter 4.3.2.1 --- Post Hoc test --- p.85 / Chapter 4.4 --- Results of correlation --- p.89 / Chapter Chapter Five --- Discussion and Conclusions / Chapter 5.1 --- EMG signal --- p.90 / Chapter 5.1.1 --- MVC test --- p.90 / Chapter 5.1.2 --- Results of ANOVA in EMG signal --- p.91 / Chapter 5.1.2.1 --- Cervical erector spinae --- p.91 / Chapter 5.1.2.2 --- Trapezius pars descendens --- p.92 / Chapter 5.1.2.3 --- Infraspinatus --- p.93 / Chapter 5.1.2.4 --- Lumbar erector spinae --- p.94 / Chapter 5.2 --- Motion analysis --- p.95 / Chapter 5.2.1 --- Posture --- p.95 / Chapter 5.2.1.1 --- Absolute thigh angle --- p.96 / Chapter 5.2.1.2 --- Absolute arm angle --- p.96 / Chapter 5.2.1.3 --- Absolute chest and abdomen angle --- p.97 / Chapter 5.2.1.4 --- Absolute neck angle --- p.97 / Chapter 5.2.2 --- Force produced by spinae muscle --- p.98 / Chapter 5.3 --- Ground reaction force analysis --- p.99 / Chapter 5.4 --- Correlation analysis --- p.99 / Chapter 5.5 --- Differences between workers and students --- p.100 / Chapter 5.5.1 --- Muscle activity --- p.100 / Chapter 5.5.2 --- Posture . --- p.100 / Chapter 5.6 --- Conclusions --- p.101 / Chapter 5.7 --- Recommendations --- p.102 / References --- p.105 / Appendix --- p.112

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 64-67).

Cancer is devastating. Medical advances have resulted in the ability to diagnose cancer at its earliest stages and increase survivorship. Unfortunately, Black Americans possess a disproportionate cancer burden, with the highest mortality and lowest survival rate of any racial/ethnic group. Lung cancer is the most deadly, yet most treatable cancer. The purpose of this study was to determine the impact that the healthcare education program had on healthcare students’ level of cultural development and awareness of disparities regarding Black Americans and tobacco cessation. In light of the data substantiating that health disparities stem from a combination of racial and ethnic inequities in the access of the healthcare system, healthcare professionals’ low levels of cultural development, and the missed opportunities for promoting Black American tobacco cessation, the following questions were developed to frame the research: Research Question #1: How will the level of healthcare students’ cultural development change as a result of a healthcare education program? This question corresponds to the following hypotheses being tested in this study: Methods to answer this question included evaluation of findings from 1) comparison of pre and post-program Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals – Revised (IAPCC-R) mean scores by degree of study and by gender; and 3) comparison of pre and post-program Tobacco Cessation Assessment (TCA) mean scores by degree of study and by gender. Research Question #2: What is the relationship between cultural competence and increased awareness of disparities regarding Black Americans and tobacco cessation? Methods utilized to answer this question included evaluation of findings from comparison of results of knowledge gains in TCA vs. IAPCC-R mean scores, including using the Pearson’s correlation coefficient to determine existence and strength of the relationship. Findings were 1) level of cultural development increased; 2) awareness of disparities regarding Black Americans and tobacco cessation increased; and 3) weak, but statistically significant relationship between higher level of cultural development and increased awareness of disparities regarding Black Americans and tobacco cessation. This study could serve as a model for future partnerships with researchers, faculty, and healthcare professionals, linking pre-profession preparation with continuing professional education. / Department of Educational Studies

Thesis (Ph. D.)--University of Texas Health Science Center at Houston, School of Public Health, 2007. / Source: Dissertation Abstracts International, Volume: 68-10, Section: B, page: 6565. Adviser: Virginia Kennedy. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 66-69). Also available on the Internet.

Thesis (Ed D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 66-69). Also available on the Internet.

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 14, 2006. Dissertation Committee: Edward R. Hines (chair), Ronald Halinski, Kathleen Hogan, Anita Lupo. Includes bibliographical references (leaves 187-200) and abstract. Also available in print.

Thesis (Ed. D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 14, 2007) Vita. Includes bibliographical references.

Made available in DSpace on 2013-01-07T15:55:00Z (GMT). No. of bitstreams: 2 license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) 47.pdf: 1155723 bytes, checksum: e5268ead17b823efb0a18b248974ace0 (MD5) Previous issue date: 2004 / Identifica e analisa as visões e reações de representantes corporativos de médicos, enfermeiros e psicólogos a respeito da regulamentação do ato médico. Utiliza documentação primária, bibliografia secundária, dando ênfase ao uso da História Oral. Visa o rastreamento dos conflitos e interesses em jogo, presentes nas relações entre estes profissionais de saúde.