Introdução. Existem evidências comprovadas de uma estreita associação entre tabagismo e presença concomitante de transtornos psiquiátricos. A nicotina é uma droga estimulante, que faz com que o cérebro libere uma grande variedade de neurotransmissores, os quais podem propiciar ao fumante uma sensação prazerosa. Acredita-se que o ato de fumar possa afastar momentaneamente alguma situação estressante, distraindo o indivíduo de seus problemas. O conhecimento de fatores psicológicos e psiquiátricos associados ao tabagismo é importante para intervir no cuidado a estes indivíduos. Objetivo. Analisar a associação entre Tabagismo e Transtorno Mental Comum (TMC) na população com 16 anos e mais do município de São Paulo. Metodologia. Os dados foram obtidos através do Inquérito de Saúde do Município de São Paulo - ISA-Capital, realizado em 2003. Utilizando o módulo survey do pacote estatístico Stata 10, foi feita uma caracterização da prevalência de tabagismo e de TMC na população com idade igual ou superior a 16 anos. Para a análise da associação entre tabagismo e TMC utilizou-se o modelo de regressão de Poisson, por apresentar como medida de efeito a razão de prevalência, permitindo interpretações mais precisas. Resultados. A associação estatisticamente significativa entre tabagismo e TMC não foi encontrada na população geral, entretanto na análise univariada tal associação foi positiva para as mulheres (RP: 1,58; IC95 por cento: 1,06-2,37). Na análise múltipla a variável TMC perdeu significância estatística, não permanecendo no modelo final. Discussão. Historicamente, o contexto social positivo criado pela publicidade das indústrias tabageiras foi, muitas vezes, idealizador do comportamento de fumar. Além disso, sintomas da síndrome de abstinência da nicotina, como a ansiedade e a irritabilidade, podem contribuir para a manutenção do fumo. As campanhas anti-tabagistas têm contribuído para uma significativa mudança de paradigma, onde o tabagismo, de um comportamento elegante e charmoso, tem sido visto como um comportamento indesejável. Ainda assim, é alta a prevalência de tabagismo na população, independentemente do conhecimento do dano físico ou psicológico que causa. Considerações finais. As características psicológicas individuais são determinantes na iniciação e manutenção da dependência ao tabaco, e por isso o conhecimento da saúde mental/emocional dos tabagistas faz-se necessário na criação de programas de saúde voltados ao cuidado desses. / Introducion. There is proven evidence of a close association between somoking and concomitant presence of mental distress. Nicotine is a stimulant drug that causes the brain to release a wide range of neurotransmitters that may render the smoker a pleasant sensation. It is believed that the act of smoking may momentarily steer away a stressful situation distracting the individual from his problems. Knowledge on psychological and psychiatric factors associated to smoking is important for the intervention on behalf of the care for these individuals. Objective. Analysing the associaion between smoking and Common Mental Distress in the 16 year old and over population of São Paulo municipality. Method. Data were obtained though the São Paulo Health Inquiry Capital, carried out in 2003. The Stata 10 statistical package survey mode was used for the characterization of smoking and Common Mental Disorder (CMD) aged 16 and over. For the analysis of the association between smoking and CMD the Poisson regression model was used once it presents as effect measure the prevalence ratio, which allowed more precise interpretation. Result. A statistically significant association between smoking and CMD in the general population was not found but such association was positive with the univariate analysis for women (PR: 1.58; CI95 per cent: 1.06-2.37). With the multivariate analysis the CMD variable lost significant stastistic association, being discarded in the final model. Discussion. Historically, the positive social context concocted by the publicity campaigns of the smoking industries has been, at times, the idealisation tool for smoking behavior. Furthermore, nicotine absence syndorme symptoms such as anxiety and irritability may contibute to the maintenance of somoking. The anti-smoking campaigns have contributed to significative change of the paradigm, where smoking once depicted as elegant and charming has been seen as na undesirable behavior. Yet, the smoking prevalence is high in the population, irrespective of the kmowledge of physical or psychlogical harm it causes. Final Considerations. Individual psychologial characteristics are determinant of initiation and maintenance or tobacco dependence, and for this reason the knowledge on the mental/emotional health of smokers is deemed necessaty in the devising of health programs geared to their care

Introdução. Existem evidências comprovadas de uma estreita associação entre tabagismo e presença concomitante de transtornos psiquiátricos. A nicotina é uma droga estimulante, que faz com que o cérebro libere uma grande variedade de neurotransmissores, os quais podem propiciar ao fumante uma sensação prazerosa. Acredita-se que o ato de fumar possa afastar momentaneamente alguma situação estressante, distraindo o indivíduo de seus problemas. O conhecimento de fatores psicológicos e psiquiátricos associados ao tabagismo é importante para intervir no cuidado a estes indivíduos. Objetivo. Analisar a associação entre Tabagismo e Transtorno Mental Comum (TMC) na população com 16 anos e mais do município de São Paulo. Metodologia. Os dados foram obtidos através do Inquérito de Saúde do Município de São Paulo - ISA-Capital, realizado em 2003. Utilizando o módulo survey do pacote estatístico Stata 10, foi feita uma caracterização da prevalência de tabagismo e de TMC na população com idade igual ou superior a 16 anos. Para a análise da associação entre tabagismo e TMC utilizou-se o modelo de regressão de Poisson, por apresentar como medida de efeito a razão de prevalência, permitindo interpretações mais precisas. Resultados. A associação estatisticamente significativa entre tabagismo e TMC não foi encontrada na população geral, entretanto na análise univariada tal associação foi positiva para as mulheres (RP: 1,58; IC95 por cento: 1,06-2,37). Na análise múltipla a variável TMC perdeu significância estatística, não permanecendo no modelo final. Discussão. Historicamente, o contexto social positivo criado pela publicidade das indústrias tabageiras foi, muitas vezes, idealizador do comportamento de fumar. Além disso, sintomas da síndrome de abstinência da nicotina, como a ansiedade e a irritabilidade, podem contribuir para a manutenção do fumo. As campanhas anti-tabagistas têm contribuído para uma significativa mudança de paradigma, onde o tabagismo, de um comportamento elegante e charmoso, tem sido visto como um comportamento indesejável. Ainda assim, é alta a prevalência de tabagismo na população, independentemente do conhecimento do dano físico ou psicológico que causa. Considerações finais. As características psicológicas individuais são determinantes na iniciação e manutenção da dependência ao tabaco, e por isso o conhecimento da saúde mental/emocional dos tabagistas faz-se necessário na criação de programas de saúde voltados ao cuidado desses. / Introducion. There is proven evidence of a close association between somoking and concomitant presence of mental distress. Nicotine is a stimulant drug that causes the brain to release a wide range of neurotransmitters that may render the smoker a pleasant sensation. It is believed that the act of smoking may momentarily steer away a stressful situation distracting the individual from his problems. Knowledge on psychological and psychiatric factors associated to smoking is important for the intervention on behalf of the care for these individuals. Objective. Analysing the associaion between smoking and Common Mental Distress in the 16 year old and over population of São Paulo municipality. Method. Data were obtained though the São Paulo Health Inquiry Capital, carried out in 2003. The Stata 10 statistical package survey mode was used for the characterization of smoking and Common Mental Disorder (CMD) aged 16 and over. For the analysis of the association between smoking and CMD the Poisson regression model was used once it presents as effect measure the prevalence ratio, which allowed more precise interpretation. Result. A statistically significant association between smoking and CMD in the general population was not found but such association was positive with the univariate analysis for women (PR: 1.58; CI95 per cent: 1.06-2.37). With the multivariate analysis the CMD variable lost significant stastistic association, being discarded in the final model. Discussion. Historically, the positive social context concocted by the publicity campaigns of the smoking industries has been, at times, the idealisation tool for smoking behavior. Furthermore, nicotine absence syndorme symptoms such as anxiety and irritability may contibute to the maintenance of somoking. The anti-smoking campaigns have contributed to significative change of the paradigm, where smoking once depicted as elegant and charming has been seen as na undesirable behavior. Yet, the smoking prevalence is high in the population, irrespective of the kmowledge of physical or psychlogical harm it causes. Final Considerations. Individual psychologial characteristics are determinant of initiation and maintenance or tobacco dependence, and for this reason the knowledge on the mental/emotional health of smokers is deemed necessaty in the devising of health programs geared to their care

Using guided inquiries in traditional classrooms yields noteworthy learning and engagement results. However, this instructional method is rarely used in non-science fields or in an online setting. Attendees will themselves experience a guided inquiry as they learn about the method’s strengths, broad online and curricular applicability, and underlying theoretical support.

Made available in DSpace on 2016-04-27T17:13:01Z (GMT). No. of bitstreams: 1 iclea bonaldo.pdf: 1856566 bytes, checksum: 9b08f7624aaaad79563e0861c3558274 (MD5) Previous issue date: 2007-05-08 / Made available in DSpace on 2016-08-25T17:25:35Z (GMT). No. of bitstreams: 2 iclea bonaldo.pdf.jpg: 3960 bytes, checksum: d6a6672d8bf8a79095833c4b3f2c3718 (MD5) iclea bonaldo.pdf: 1856566 bytes, checksum: 9b08f7624aaaad79563e0861c3558274 (MD5) Previous issue date: 2007-05-08 / This research has the objective to investigate the education and learning of natural numbers, searching to identify similarities and differences between the results and indications of research on the construction of numbers concepts for the children. It analyzes the contributions of Piaget, Kamii, Fayol, Lerner and Sadovsky and the implications that these researchs had brought and brings for the work in classroom, especially in the initial year of Basic School. We investigate how the lines of direction in official documents are translated in the practical of the teachers in classroom. We search to discover what a group of teachers, who act at the initial year, and what they know about the number construction idea and how it is worked in classroom. The questions of the research that guide our work are the following ones: which contributions for the construction of the concept of numbers by the children bring theories and research developed for authors as Piaget, Kamii, Fayol, Lerner and Sadovsky?; in curricular official documents these directions had been presented, throughout of last decades, regarding the process of education and learning of natural numbers by the children, at the beginning of basic education?; what knowledge about the subject can be identified in speech of a group of teachers searched and which conjectures we can formulate on their practice, analyzing some tasks used by them / Esta pesquisa tem o objetivo de investigar o ensino e aprendizagem de números naturais, buscando identificar semelhanças e diferenças entre os resultados e indicações de pesquisas sobre a construção do conceito de números pelas crianças. Analisa as contribuições de Piaget, Kamii, Fayol, Lerner e Sadovsky e as implicações que essas pesquisas trouxeram e trazem para o trabalho em sala de aula, especialmente no ano inicial do Ensino Fundamental. Para realizar este estudo, primeiramente fizemos um levantamento bibliográfico e a análise de documentos curriculares oficiais e analisamos cadernos de alunos. Organizamos um questionário que foi respondido por 12 professores, coletando dados que nos possibilitassem realizar um estudo diagnóstico nessas turmas do ano inicial do Ensino Fundamental de três escolas públicas estaduais. Investigamos como as diretrizes presentes nos documentos oficiais são traduzidas na prática dos professores em sala de aula. Buscamos descobrir o que um grupo de professoras, que atuam no início da escolaridade, conhecem em relação a construção da idéia de número e como é trabalhado em sala de aula. As questões da pesquisa que orientam nosso trabalho são as seguintes: que contribuições para a construção do conceito de números pelas crianças trazem teorias e pesquisas desenvolvidas por autores como Piaget, Kamii, Fayol, Lerner e Sadovsky?; nos documentos curriculares oficiais, que orientações foram apresentadas ao longo das últimas décadas, a respeito do processo de ensino e aprendizagem de números naturais pelas crianças, no início do Ensino Fundamental?; que conhecimentos sobre o assunto podem ser identificados nas falas de um grupo de professoras pesquisado e que conjecturas podemos formular sobre sua prática, analisando algumas tarefas que elas utilizam?

Made available in DSpace on 2016-04-27T16:58:28Z (GMT). No. of bitstreams: 1 Mari Emilia dos Santos Calhau.pdf: 939896 bytes, checksum: 82f6a7baba123615568b40b35959e1ea (MD5) Previous issue date: 2007-10-19 / Secretaria da Educação do Estado de São Paulo / The main objective of this assignment is to study the subject "Inquiries in classroom: a proposal of activity in classrooms of elementary education ", with the purpose of giving contributions to the research about how much students can learn if teachers use inquiry tasks in mathematics classes and to think about some criteria to elaborate and apply this kind of activities in order that make possible for teachers using them in a math classroom. We are trying to find out what can be educative projects in this area and how they can contribute for an effective renewal of pedagogical practice at school, so, we think it is important to answer to three questions: what kind of attitudes we can note about the students when they are doing inquiry tasks; what kind of difficulties related to teaching/learning we can find in a methodology which the main aim is inquiry e what about the teacher s role when they ask students to do inquiry tasks. To answer these questions we made five inquiry activities for students that are at the eight grade of Elementary School try to solve them. The group have thirty-four students and nineteen of them was boys and fifteen girls and they are between thirteen and sixteen years old, all of them study in a municipal public school in São Paulo. The data had been collected through a written instrument and interviews with some students. These results had been analyzed according to Ponte s point of view about the inquiry activities. At the end of our research we can say that although initially the most part of the group was shown unreliability on their own capacities about exploring the inquiry tasks and the great challenge that these kind of activities represent to us teachers, we think the results had been very satisfactory, because we can note the students well-known, their enthusiasm, persistence and the progress when they are solving tasks in classes where the methodology was centered in the inquiry / O presente trabalho tem como objetivo estudar o tema Investigações em sala de aula: uma proposta de atividade em salas de aula do ensino fundamental , com o propósito de trazer contribuições à pesquisa referente à aprendizagem dos alunos, através da utilização de tarefas de investigação em matemática e construir critérios para a elaboração e aplicação de atividades que viabilizem o tema em sala de aula. Procurando analisar o que podem ser projetos educativos neste domínio e de que modo contribuem para uma efetiva renovação das práticas pedagógicas escolares, buscamos examinar três questões: que atitudes manifestam os alunos perante tarefas de investigação; qual o papel do professor em atividades de investigação e que dificuldades de ensino e/ou aprendizagem podemos encontrar em uma metodologia centrada na investigação. Para isso foram elaboradas cinco tarefas centradas na investigação e aplicadas a alunos de 8ª série do Ensino Fundamental, o grupo era constituído de 34 alunos dos quais 19 eram meninos e 15 meninas na faixa etária de 13 a 16 anos, de uma escola pública municipal da cidade de São Paulo. Os dados foram coletados através de um instrumento escrito e entrevistas com alguns sujeitos. Esses resultados foram analisados segundo os pressupostos referentes à investigação defendidos por Ponte. Concluímos, que apesar de inicialmente grande parte da turma demonstrar insegurança nas suas capacidades para explorar as tarefas de investigação, do desafio que a elaboração e aplicação dessas tarefas representam para nós professores, os resultados foram muito satisfatórios, pois constatamos o entusiasmo, o empenho e progresso dos alunos durante a resolução das tarefas nas aulas que deram suporte a essa pesquisa

Le 30 janvier 1972, dans la ville nord-irlandaise de Derry/Londonderry, treize personnes furent tuées par des soldats britanniques alors qu’elles participaient à une manifestation pour les droits civiques. Ce « Bloody Sunday » provoqua immédiatement des polémiques : les soldats affirmaient avoir répliqué à des tirs, ce que contestaient vigoureusement les civils. Le verdict de la première enquête publique, qui conclut en 1972 que les soldats avaient agi dans les règles, ne fut jamais accepté par les familles des victimes, qui lancèrent en 1992 une campagne réclamant une nouvelle enquête. En 1998, dans le contexte du processus de paix, le gouvernement britannique accéda à cette requête et créa l’enquête Saville. Le défi était grand : comment réécrire la mémoire officielle d’un événement aussi symbolique, alors que celui-ci avait déjà été intégré dans des mémoires collectives antagonistes et fortement enracinées ? Ce travail étudie l’enquête Saville à la lumière de trois grands concepts : la vérité, la justice et la mémoire. La vérité, car la découvrir était l’objectif premier de l’enquête. La justice, car une enquête publique, bien que n’étant pas un procès, la sert en rétablissant la confiance en l’Etat de droit et en accordant aux victimes une reconnaissance officielle. Enfin, la mémoire, car une tentative de réécrire la version officielle d’un tel événement se heurtait forcément aux mémoires collectives existantes : celles des communautés nationaliste et unioniste, mais aussi de l’Etat. Cette enquête chargée d’oeuvrer pour la réconciliation a donc du gérer les difficultés nées de ces relations étroites mais parfois conflictuelles entre vérité, justice et mémoire. / On January 30th, 1972, in the Northern Irish city of Derry/Londonderry, thirteen people who had been taking part in a civil rights demonstration were shot dead by British soldiers. This ‘Bloody Sunday’ immediately sparked controversy: the soldiers claimed they had fired in retaliation, which civilian witnesses categorically denied. In 1972, the conclusion of the first public inquiry that the soldiers had acted within the rules was rejected by the victims’ families, who launched a campaign demanding a new inquiry in 1992. In 1998, as the peace process was under way, the British government granted a second public inquiry, to be chaired by Lord Saville. This inquiry faced a major challenge: how could they rewrite the official memory of such a symbolic event, which had already been integrated into deeply entrenched, antagonistic collective memories? Three main concepts were used to study the Saville inquiry in this work: truth, justice and memory. Finding the truth was announced as one of the inquiries’ main objectives. Justice is also highly relevant, for even though the inquiry is not a trial, it does serve justice by restoring confidence in the rule of law and providing official recognition for the victims. Finally, the importance of memory is paramount, as any attempt to rewrite the official narrative of an event was bound to clash with existing collective memories: the collective memories of the nationalist and unionist communities, but also the official memory of the British state. Truth, justice and memory thus appear to be closely linked, but may also collide, making it difficult for the inquiry to reach the objective of bringing about reconciliation.

In recent decades, the truth commission has become a mechanism used by states to address historical injustices. However, truth commissions are rarely used in established democracies, where the commission of inquiry model is favoured. I argue that established democracies may be more amenable to addressing historical injustices that continue to divide their populations if they see the truth commission mechanism not as a unique mechanism particular to the transitional justice setting, but as a specialized form of a familiar mechanism, the commission of inquiry. In this framework, truth commissions are distinguished from other commissions of inquiry by their symbolic acknowledgement of historical injustices, and their explicit “social function” to educate the public about those injustices in order to prevent their recurrence. Given that Canada has established a Truth and Reconciliation Commission (TRC) on the Indian Residential Schools legacy, I consider the TRC’s mandate, structure and ability to fulfill its social function, particularly the daunting challenge of engaging the non-indigenous public in its work. I also provide a legal history of a landmark Canadian public inquiry, the Mackenzie Valley Pipeline Inquiry, run by Tom Berger. As his Inquiry demonstrated, with visionary leadership and an effective process, a public inquiry can be a pedagogical tool that promotes social accountability for historical injustices. Conceiving of the truth commission as a form of public inquiry provides a way to consider the transitional justice literature on truth commissions internationally along with the experiences of domestic commissions of inquiry to assemble strategies that may assist the current TRC in its journey.

In recent decades, the truth commission has become a mechanism used by states to address historical injustices. However, truth commissions are rarely used in established democracies, where the commission of inquiry model is favoured. I argue that established democracies may be more amenable to addressing historical injustices that continue to divide their populations if they see the truth commission mechanism not as a unique mechanism particular to the transitional justice setting, but as a specialized form of a familiar mechanism, the commission of inquiry. In this framework, truth commissions are distinguished from other commissions of inquiry by their symbolic acknowledgement of historical injustices, and their explicit “social function” to educate the public about those injustices in order to prevent their recurrence. Given that Canada has established a Truth and Reconciliation Commission (TRC) on the Indian Residential Schools legacy, I consider the TRC’s mandate, structure and ability to fulfill its social function, particularly the daunting challenge of engaging the non-indigenous public in its work. I also provide a legal history of a landmark Canadian public inquiry, the Mackenzie Valley Pipeline Inquiry, run by Tom Berger. As his Inquiry demonstrated, with visionary leadership and an effective process, a public inquiry can be a pedagogical tool that promotes social accountability for historical injustices. Conceiving of the truth commission as a form of public inquiry provides a way to consider the transitional justice literature on truth commissions internationally along with the experiences of domestic commissions of inquiry to assemble strategies that may assist the current TRC in its journey.

This research project seeks to explore aspects of the post-reporting phase of the public inquiry process. Central to the public inquiry process is the concept of legitimacy and the idea that a public inquiry provides and opportunity to re-legitimate the credibility of failed public institutions. The current literature asserts that public inquiries re-legitimise through the production of authoritative narratives. As such, most of this scholarship has focused on the production of inquiry reports and, more recently, the reports themselves. However, in an era of accountability, and in the aftermath of such a poignant attack upon society, the production of a report may represent an apogee, but by no means an end, of the re-legitimation process. Appropriately, this thesis examines the post-reporting phase of the 9/11 Commission’s public inquiry process. The 9/11 Commission provides a useful research vehicle due to the bounded, and relatively linear, implementation process of the Commission’s recommendations. In little more than four months a majority of the Commission’s recommendations were passed into law. Within this implementation phase the dominant discursive process took place in the United States Congress. It is the legislative reform debates in the House of Representatives and the Senate that is the focus of this research project. The central research question is: what rhetorical legitimation strategies were employed in the legislative reform debates of the post-reporting phase of the 9/11 Commission’s public inquiry process? This study uses a grounded theory approach to the analysis of the legislative transcripts of the Congressional reform debates. This analysis revealed that proponents employed rhetorical strategies to legitimise a legislative ‘Call to Action’ narrative. Also, they employed rhetorical legitimation strategies that emphasised themes of bipartisanship, hard work and expertise in order to strengthen the standing of the legislation. Opponents of the legislation focused rhetorical de-legitimation strategies on the theme of ‘flawed process’. Finally, nearly all legislators, regardless of their view of the legislation, sought to appropriate the authoritative legitimacy of the Commission, by employing rhetorical strategies that presented their interests and motives as in line with the actions and wishes of the Commission.

Syftet med studien är att se hur socialtjänsten med sina barnavårdsutredningar kan vara en del i upprätthållandet av könsspecifika normer, förväntningar och värderingar. Våra frågeställningar är: Hur ser diskursen om pojkar ut; hur beskrivs och värderas pojkar i utredningstexten? Hur ser diskursen om flickor ut; hur beskrivs och värderas flickor i utredningstexten? Hur ser könsskillnaderna ut? Det är en kvalitativ studie med kritisk diskursanalys som metod och socialkonstruktivism samt genusteori som teoretisk grund. Materialet utgörs av 14 barnavårdsutredningar upprättade av socialtjänsten där hälften gäller flickor och hälften pojkar. I analysen framkommer att fokus i flickutredningarna till viss del skiljer sig från det som står i fokus i pojkutredningarna. Vid utredning av flickor utgör umgänge och sexuella relationer en stor del av texterna, där det senare inte överhuvudtaget finns med i pojkmaterialet. Vi finner även att skillnaderna har förändrats en del i jämförelse med den tidigare forskning vi tagit del av där det framhålls att flickor i allmänhet beskrivs som passiva objekt och pojkar som handlande subjekt. Vi har i materialet kunnat se att både pojkar och flickor görs till subjekt men också objekt beroende på situation. / The purpose of the study is to see how the social services whit their child welfare inquiries can be a part in maintaining the gender specific norms, expectations and values. Our research questions are: How does the discourse about boys look; how are the boys described and valued in the inquiries? How does the discourse about girls look; how are the girls described and valued in the inquiries? What are the differences between the genders? Our theoretical base is social construtivism and gendertheory. This is a qualitative study and critical discourse analysis is our method of choice. Our material is 14 child welfare inquiries made by social services, half of them are about girls and half about boys. In the analyse we have come to the conclusion that the focus in the girl inquiries differs some what from where the focus in the boy inquiries lays. When investigating the girls there social intercourse and sexual relations make out a big part of the texts, the later isn’t even mentioned in the boy inquiries. We do however find that the differences have changed in comparison with the previous research that’s presented in our study where it emphasized that girls are perceived as passive objects and the boys as active subjects. We have in our material been able to see that both boys and girls are perceived as subjects, but also objects depending on the situation.