Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

This thesis will examine the response of educators to the use of the American public school system for ideological management during the early Cold War period. Through an assessment of instructional films, this work will show that the objectives of educational propaganda fell into three main categories: to promote Americanism as the national ideology, to deter students from communism or communist sympathy, and to link the potential for nuclear warfare to ideological lassitude. It will be argued that although the majority of educators accepted these goals, as films became increasingly extreme in their presentations, a critical minority revealed discontent with the use of the school for the purposes of indoctrination. By the mid-1960s, a number of factors would result in the dismantling of the Cold War consensus and a reinvigoration of the critical perspective in education.

This study investigated the effect of instructional videos and real-life activities on the mathematical achievement and attitude of developmental students. The study also investigated the attitude of developmental students towards learning mathematics through instructional videos and real-life activities. The study was conducted at an urban community college with transitional mathematics classes. The four mathematics classes in the study received various combinations of real-life activities, instructional videos, and traditional teaching while studying basic concepts such as decimal place value, percentages, and fractions. Pre-and post-tests were conducted to measure student achievement. Attitude scales, surveys, and interviews were used to measure attitude changes. Results showed that, overall, the mathematics achievement of the classes receiving consistent exposure to videos and real-life activities was greater than classes receiving only some of the special instructional treatments. Students interviewed believed that instructional videos and real-life activities improved their understanding of the mathematical concepts involved in the study.

Orientador: Márcio Ajudarte Lopes / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Odontologia de Piracicaba / Made available in DSpace on 2018-08-22T04:09:12Z (GMT). No. of bitstreams: 1 Sabino-Bezerra_JoseRibamar_D.pdf: 1590121 bytes, checksum: ed46f540b0ed282c5f418bd7ff03ad86 (MD5) Previous issue date: 2013 / Resumo: O câncer de cabeça e pescoço representa o sexto tipo mais comum em todo mundo e é uma preocupação crescente das agências de saúde pública. O tratamento é baseado em cirurgia, radioterapia e quimioterapia, isoladas ou em conjunto e, são responsáveis por importantes sequelas que afetam negativamente as atividades diárias dos pacientes, contribuindo para uma diminuição na qualidade de vida. Entretanto, as informações prévias ao tratamento e a compreensão destas complicações pelos pacientes são insuficientes para prepará-los para o tratamento. Na literatura médica a utilização de vídeos educativos é documentada como uma ferramenta importante na transmissão de informações prévias a tratamentos complexos, demonstrando resultados promissores na melhoria da compreensão dos pacientes. No entanto, a utilização de vídeos educacionais esclarecendo as complicações do tratamento direcionadas aos pacientes com câncer de cabeça e pescoço é escassa, não havendo nenhum artigo que se dedique exclusivamente a estes pacientes. Portanto, o objetivo deste estudo foi avaliar o efeito de um vídeo educativo sobre a melhoria da compreensão dos pacientes com câncer de cabeça e pescoço submetidos à radioterapia sobre as complicações do tratamento. Para isto, a equipe de oncologia multidisciplinar, composta por membros do Centro de Oncologia do Hospital dos Fornecedores de Cana (CEON-HFC) e da Faculdade de Odontologia de Piracicaba (FOP-UNICAMP), produziu um vídeo de 6 minutos sobre os efeitos colaterais da radioterapia na região de cabeça e pescoço. Um estudo clínico controlado foi realizado com dois grupos: o grupo controle (n = 19), que recebeu informação verbal, e o grupo de vídeo (n = 19), que recebeu informação verbal e assistiu ao vídeo. Para medir o nível de compreensão, bem como levantar dados socioeconômicos, dois questionários foram dados a ambos os grupos, um antes do início da radioterapia e outro após o término da radioterapia. Trinta e oito pacientes foram incluídos no estudo. Trinta e um pacientes (81,58%) tinham um nível de escolaridade inferior ao ensino médio. Todos os pacientes do grupo de vídeo responderam corretamente por que eles foram submetidos à radioterapia. Por outro lado, três pacientes (15,79%) do grupo do controle não conhecia o motivo para o tratamento. Apenas um paciente (5,26%) do grupo de vídeo tinha dúvidas sobre o tratamento, em comparação a sete do grupo de controle (36,84%). Como conclusão, o estudo demonstra que a utilização de vídeo educativo pode melhorar a compreensão do paciente com câncer de cabeça e pescoço sobre o tratamento com radioterapia e seus efeitos colaterais, independente de seu nível de escolaridade / Abstract: The head and neck cancer is the sixth most common type worldwide and is an increasing concern for public health agencies around the world. The treatment is based on surgery, radiotherapy and chemotherapy, alone or combined, and are responsible for important consequences that negatively affect patients' daily activities, contributing to a decrease in quality of life. However, the information prior to treatment and understanding of these complications by patients are insufficient to prepare them for treatment. In the medical literature the use of educational videos is well documented as an important tool in transmitting complex information prior to treatment, demonstrating promising results in improving understanding of the patients. However, the use of educational videos explaining the complications of treatment directed to patients with head and neck cancer is scarce, and there is no article devoted exclusively to these patients. Therefore, the aim of this study was to evaluate the effect of an educational video on improving the understanding of patients with head and neck cancer undergoing radiotherapy on complications of treatment. For this, the multidisciplinary oncology team, composed of members of the Oncology Center of the Hospital of Sugarcane Suppliers (CEON-HFC) and Piracicaba Dental School (FOP-UNICAMP), produced a 6 minute video about the side effects of radiotherapy in the head and neck. A controlled clinical study was conducted with two groups: a control group (n = 19) who received verbal information and the video group (n = 19) who received verbal and watched the video. To measure the level of understanding and raise socioeconomic data, two questionnaires were given to both groups, one before the start of radiotherapy and another after the end of radiotherapy. Thirty-eight patients were included in the study. Thirty-one patients (81.58%) had an education level less than high school. All patients in the video group answered correctly why they underwent radiotherapy. Furthermore, three patients (15.79%) in the control group did not know the reason for the treatment. Only one patient (5.26%) in video group had doubts about the treatment, compared to seven in the control group (36.84%). In conclusion, this study demonstrates that the use of educational video can improve understanding of the patient with head and neck cancer on treatment with radiotherapy and its side effects, regardless of their level of education / Doutorado / Patologia / Doutor em Estomatopatologia

Grandy's Country Cookin' Inc. is a chain of restaurants specializing in fried chicken dinners. standardized instructional films were needed to teach employees Grandy's operational procedures. The producer was commissioned to make five films to provide visual job descriptions for new employees and managers. These fast-paced films depict actual job situations: "Chicken Cutting," "Breakfast Preparation," "Customer Relations," "System of Operation," and "Drive-Thru Relations," "System of Operation," and "Drive-Thru Service." An accompanying production book describes the making of Grandy's Training. The book examines the background against which the project was proposed, details the problems and procedures of production, and describes the experience of dealing with a client at a professional level.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-02-09T12:16:33Z No. of bitstreams: 2 Tese - Erikson Custódio Alcântara - 2017.pdf: 2750850 bytes, checksum: 9f97b00402a4bd9aad08052aee1aa37c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-02-13T09:55:15Z (GMT) No. of bitstreams: 2 Tese - Erikson Custódio Alcântara - 2017.pdf: 2750850 bytes, checksum: 9f97b00402a4bd9aad08052aee1aa37c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-13T09:55:15Z (GMT). No. of bitstreams: 2 Tese - Erikson Custódio Alcântara - 2017.pdf: 2750850 bytes, checksum: 9f97b00402a4bd9aad08052aee1aa37c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-01 / Background: Video Lesson is a multimedia system, with text narration and illustration, capable of promoting the training of Primary Care professionals. To evaluate the effect of training, an assessment tool is needed, however, there are no validated instruments that measure knowledge about Chronic Obstructive Pulmonary Disease (COPD) among these professionals. Objective: Validate a knowledge questionnaire about COPD for Primary Care professionals and train them on chronic obstructive pulmonary disease. Methods: Initially, a methodological study was carried out with 88 Primary Care professionals to elaborate and validate a questionnaire. Then, quasiexperimental study with 36 primary care professionals in order to enable them, through videotapes. The knowledge of the professionals was measured before, shortly after and three months after being trained by the "Primary Care - COPD Knowledge Questionnaire (QAP-COPD)". To analyze the reproducibility and reliability of the questionnaire, the Kappa and α Cronbach tests were applied respectively. In the evaluation of the knowledge, the tests of Friedman and Tukey a posteriori, Bonferroni correction and the χ2 test were used. A significance level of 5% was adopted. Results: The questionnaire presented reproducibility in most items (87.5%) from good to excellent (Kappa: 0.61 - 0.88) and reliability with α Cronbach = 0.763. Of the 16 items in the questionnaire, the professionals who indicated the "agree" option, before the training, soon after opting for the "totally agree" option, in 11 items (68.8%). Fourteen items had a significant difference before and after training, but in the moments just after and three months after the training, 14 items did not present significant differences. The median score of the participants' questionnaire increased from 60 points before training to 77 shortly after and three months after training (p <0.001). In the three months after there was no significant statistical difference, in relation to the soon after (p = 0.38). Conclusions: The questionnaire met the psychometric properties and proved to be reproducible and reliable in the evaluation of knowledge about COPD among primary care professionals. The videotaped training presented satisfactory results observed by the good performance of the knowledge of Primary Care professionals, before and shortly after the training and the maintenance of this knowledge after three months of the training program. / Introdução: A videoaula é um sistema de multimídia, com narração de texto e ilustração, capaz de promover a capacitação de profissionais da Atenção Primária. Para avaliar o efeito da capacitação é preciso um instrumento de avaliação, no entanto, não há instrumentos validados que meçam o conhecimento sobre Doença Pulmonar Obstrutiva Crônica (DPOC) entre esses profissionais. Objetivo: Validar questionário de conhecimento sobre DPOC para os profissionais da Atenção Primária e capacitá-los sobre doença pulmonar obstrutiva crônica. Métodos: Inicialmente realizouse estudo metodológico com 88 profissionais da Atenção Primária para elaborar e validar um questionário. Em seguida, estudo quase experimental com 36 profissionais da Atenção Primária com intuito de capacitá-los, por meio de videoaulas. O conhecimento dos profissionais foi medido antes, logo após e três meses após a capacitação pelo “Questionário de Conhecimento sobre DPOC na Atenção Primária – (QAP-DPOC)”. Para análise da reprodutibilidade e confiabilidade do questionário, aplicou-se o teste Kappa e α Cronbach respectivamente. Na avaliação do conhecimento utilizou os testes de Friedman e Tukey á posteriori, correção de Bonferroni e o teste χ2. Foi adotado um nível de significância de 5%. Resultados: O questionário apresentou reprodutibilidade na maioria dos itens (87,5%) de bom a excelente (Kappa: 0,61 – 0,88) e confiabilidade com α Cronbach = 0,763. Dos 16 itens do questionário, os profissionais que assinalaram a opção “concordo”, antes da capacitação, logo após optaram pela opção “concordo totalmente”, em 11 itens (68,8%). Quatorze itens apresentaram diferença significativa antes e logo após a capacitação, porém nos momentos logo após e três meses após a capacitação, 14 itens não apresentaram diferenças significativas. A mediana do escore total do questionário dos participantes aumentou de 60 pontos antes da capacitação para 77 logo após e três meses após a capacitação (p < 0,001). Nos três meses após não houve diferença estatística significante, em relação ao logo após (p = 0,38). Conclusões: O questionário atendeu às propriedades psicométricas e mostrou-se reprodutível e confiável na avaliação do conhecimento sobre DPOC entre profissionais da Atenção Primária. A capacitação por videoaula apresentou resultados satisfatórios observados pelo bom desempenho do conhecimento dos profissionais da Atenção Primária, antes e logo após a capacitação e a manutenção deste conhecimento decorrido três meses do programa de capacitação.