Submitted by Geyciane Santos (geyciane_thamires@hotmail.com) on 2015-06-16T15:35:18Z No. of bitstreams: 1 Dissertação - Mateus Silva de Souza.pdf: 1294413 bytes, checksum: 714c7d9f4b8212178cb16276a817b5c6 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-16T18:28:18Z (GMT) No. of bitstreams: 1 Dissertação - Mateus Silva de Souza.pdf: 1294413 bytes, checksum: 714c7d9f4b8212178cb16276a817b5c6 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-16T18:29:46Z (GMT) No. of bitstreams: 1 Dissertação - Mateus Silva de Souza.pdf: 1294413 bytes, checksum: 714c7d9f4b8212178cb16276a817b5c6 (MD5) / Made available in DSpace on 2015-06-16T18:29:46Z (GMT). No. of bitstreams: 1 Dissertação - Mateus Silva de Souza.pdf: 1294413 bytes, checksum: 714c7d9f4b8212178cb16276a817b5c6 (MD5) Previous issue date: 2014-08-22 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The effectiveness of nonoperative oral health practices on the control of dental caries, using a strategy of toothbrushing associated with fluoride toothpaste applied at the population level, such as in school oral health programs, still need further studies, in particular, using clinical variables as outcome variables. Thus, the aim of this study was to test the effectiveness of an oral health program with emphasis on supervised daily brushing compared to the distribution of toothbrushes and toothpaste in the control of caries activity, on the occlusal surface of the first permanent molars of schoolchildren of seven to ten years old from Boa Vista, Roraima. In all, from one thousand one hundred forty-four children eligible for the study, 1074 children were divided into two distinct groups: the test group (n = 530) and control group (n = 544) and followed for a period of six months. The intervention in the test group consisted of an oral health program that included supervised daily toothbrushing with fluoride toothpaste, toothbrushes access to directly support classroom, replace brush as needed, developing student leaders and the immediate replacement of toothpaste at its end, while the control group received at quarterly intervals distribution of toothbrushes and toothpastes. Both groups received classroom guidance on oral hygiene. Initially, after signing an informed consent, it was applied to the children’s guardians a socioeconomic questionnaire. In two stages, beginning and end of the study, the first permanent molars were examined by 3 calibrated examiners regarding the biofilm accumulation, chewing function and activity of occlusal caries. The data were submitted to descriptive statistics and then estimated the relative risks for no improvement in caries activity, through the hierarchical Poisson multiple regression model. Crude analyzes and variables with p ≤ 0.20 were tested in the model, remaining that with p ≤ 0,10 (α = 10%). At the end of the intervention, the control group had 2.14 higher crude relative risk for no improvement in active caries than the test group (p <0.0001). There was no statistically significant association between no improvement in active caries and socioeconomic variables. The teeth 16 (p = 0.0005) and 26 (p = 0.0088) had lower adjusted relative risk of no improvement in the caries activity than the 46 tooth. Volunteers from the test group with easily detectable biofilm at baseline had lower adjusted relative risk of no improvement in active caries than volunteers with barely detectable biofilm (p <0.0001). Regardless of the biofilm level, the volunteers in the control group had a higher relative risk of no improvement in active caries than the volunteers of the group test with barely detectable biofilm. It is concluded that the school oral health program with emphasis on supervised daily toothbrushing was more effective in preventing caries activity when compared to the distribution of toothbrushes and fluoride dentifrice within six months of intervention. / A efetividade de práticas de saúde bucal não operatórias no controle da cárie dentária, utilizando-se como estratégia a escovação dentária associada ao dentifrício fluoretado aplicada a nível populacional, como em programas escolares de saúde bucal, ainda carece de investigação, em especial, utilizando-se variáveis clínicas como variáveis de desfecho. Desse modo, o objetivo desse estudo consistiu em testar a efetividade de um programa de saúde bucal com ênfase na escovação diária supervisionada comparado à distribuição de escovas e de dentifrícios, no controle da atividade de cárie, na superfície oclusal dos primeiros molares permanentes de escolares de sete a dez anos de idade de Boa Vista, Roraima. Ao todo, de mil cento e quarenta e quatro crianças elegíveis ao estudo, 1074 crianças foram alocadas em dois grupos de intervenção: grupo teste (n=530) e grupo controle (n=544) e acompanhadas por um período de seis meses. A intervenção no grupo teste consistiu de um programa de saúde bucal que incluiu a escovação dentária diária supervisionada com dentifrício fluoretado, acesso a escovas diretamente em suporte em sala de aula, substituição de escova conforme necessidade, desenvolvimento de lideranças estudantis e reposição imediata do dentifrício ao seu término, enquanto o grupo controle recebeu em intervalos trimestrais distribuição de escovas dentais e dentifrícios. Ambos os grupos receberam em sala de aula orientações sobre higiene bucal. Inicialmente, após assinatura do termo de consentimento livre e esclarecido, aos responsáveis pelas crianças foi aplicado um questionário socioeconômico. Em dois momentos, início e final do estudo, os primeiros molares permanentes foram examinados por 3 examinadores calibrados, quanto ao acúmulo de biofilme, função mastigatória e atividade de cárie na superfície oclusal. Os dados foram submetidos inicialmente à estatística descritiva e, em seguida, estimados os riscos relativos para a não melhora na atividade de cárie, através do modelo hierárquico de regressão de Poisson múltipla. Foram realizadas análises brutas e as variáveis com p≤ 0,20 foram testadas no modelo, permanecendo aquelas com p≤ 0,10 (α=10%). Ao final da intervenção, o grupo controle apresentou risco relativo bruto 2,14 maior para a não melhora na cárie ativa que o grupo teste (p<0,0001). Não houve associação estatisticamente significativa da não melhora na cárie ativa com as variáveis socioeconômicas. Os dentes 16 (p=0,0005) e 26 (p=0,0088) apresentaram menor risco relativo ajustado de não melhora na atividade de cárie que o dente 46. Voluntários do grupo teste com biofilme facilmente detectável no baseline apresentaram menor risco relativo ajustado de não melhora na cárie ativa que os voluntários com biofilme dificilmente detectável (p<0,0001). Independente do nível de biofilme, os voluntários do grupo controle apresentaram maior risco relativo de não melhora na cárie ativa que os voluntários do grupo teste com biofilme dificilmente detectável. Conclui-se que o programa de saúde bucal escolar com ênfase na escovação dentária diária supervisionada mostrou-se mais efetivo no controle da atividade de cárie quando comparado à distribuição de escovas dentárias e dentifrícios fluoretados no período de seis meses de intervenção.

<p>The experience of childbirth is an important life event for women, which may follow them throughout life. The overall aim of this thesis has been to describe and analyse these experiences from the women's perspective as well as the encounter between the woman and the midwife, and the possibility that a birth plan might improve women's experience of childbirth. The setting has been the ABC-centre (Alternative Birth Care), antenatal clinics and Sahlgrenska University hospital in Göteborg, and Karolinska hospital in Stockholm, Sweden. The studies have used both qualitative (phenomenological and hermeneutic) and quantitative approaches. The essential structure of the experiences of pregnancy and childbirth may be conceptualised under the heading ‘releasing and relieving encounters’, which for the woman constitutes an encounter with herself as well as with the midwife, and includes stillness as well as change. Stillness is expressed as being in the moment; exemplified as presence and being one's body. Change is expressed as transition; to the unknown and to motherhood. In the releasing and relieving encounter, for the midwife stillness and change equals being both anchored and a companion. To be a companion is to be an available person that listens to and follows the woman through the process of childbirth. To be anchored is to be the person that in the transition process respects the limits of the woman's ability as well as her own professional limits. The releasing and relieving encounter is not improved for women by a birth plan. Instead, in some aspects the relationship between the woman and her midwife during childbirth is reported as less satisfactory if preceded by a birth plan although some experiences of fear, pain and concerns for the child might be improved. </p>

<p>A randomized intervention study, with the aim to compare the effects of individual psychosocial support provided by (1) oncology nurses specially trained in psychological techniques (INS), or (2) psychologists (IPS), to (3) standard care (SC). Breast cancer patients, living in Uppsala County, and about to start adjuvant treatment at the Department of Oncology, Uppsala, were consecutively included between 1998 and 2000. The patients were assessed seven times during two years by self-administered questionnaires. Study I revealed positive effects of both INS and IPS as compared to SC on global quality of life, side effects, and post-traumatic distress. A lower proportion of patients in the intervention groups had psychosocial support provided in routine care compared with the SC group. In study II the patients reported being highly satisfied with the intervention, irrespective of profession providing the support. However, patients in the INS group reported higher levels of benefit regarding disease-related problems than those in the IPS group. In study III total Health Care costs were lower in the intervention groups and since a gain in quality-adjusted life years (QALY) was seen (mean .1 QALY), the interventions dominated. The costs for the interventions were 44 291- 48 978 SEK. In study IV, daily reporting of anxiety, depression and activity on Visual Analogue Scales (VAS) were completed during two weeks before and after the Hospital Anxiety and Depression Scale (HADS) assessments. A point assessment with the HADS captured the situation better than four weeks assessment on three VAS in the diary. The HADS was considered preferable to the diary. The conclusion is that psychosocial support is beneficial for breast cancer patients and that the intervention delivered by nurses was as effective as that given by psychologists. The costs for the interventions were limited.</p>

The experience of childbirth is an important life event for women, which may follow them throughout life. The overall aim of this thesis has been to describe and analyse these experiences from the women's perspective as well as the encounter between the woman and the midwife, and the possibility that a birth plan might improve women's experience of childbirth. The setting has been the ABC-centre (Alternative Birth Care), antenatal clinics and Sahlgrenska University hospital in Göteborg, and Karolinska hospital in Stockholm, Sweden. The studies have used both qualitative (phenomenological and hermeneutic) and quantitative approaches. The essential structure of the experiences of pregnancy and childbirth may be conceptualised under the heading ‘releasing and relieving encounters’, which for the woman constitutes an encounter with herself as well as with the midwife, and includes stillness as well as change. Stillness is expressed as being in the moment; exemplified as presence and being one's body. Change is expressed as transition; to the unknown and to motherhood. In the releasing and relieving encounter, for the midwife stillness and change equals being both anchored and a companion. To be a companion is to be an available person that listens to and follows the woman through the process of childbirth. To be anchored is to be the person that in the transition process respects the limits of the woman's ability as well as her own professional limits. The releasing and relieving encounter is not improved for women by a birth plan. Instead, in some aspects the relationship between the woman and her midwife during childbirth is reported as less satisfactory if preceded by a birth plan although some experiences of fear, pain and concerns for the child might be improved.

A randomized intervention study, with the aim to compare the effects of individual psychosocial support provided by (1) oncology nurses specially trained in psychological techniques (INS), or (2) psychologists (IPS), to (3) standard care (SC). Breast cancer patients, living in Uppsala County, and about to start adjuvant treatment at the Department of Oncology, Uppsala, were consecutively included between 1998 and 2000. The patients were assessed seven times during two years by self-administered questionnaires. Study I revealed positive effects of both INS and IPS as compared to SC on global quality of life, side effects, and post-traumatic distress. A lower proportion of patients in the intervention groups had psychosocial support provided in routine care compared with the SC group. In study II the patients reported being highly satisfied with the intervention, irrespective of profession providing the support. However, patients in the INS group reported higher levels of benefit regarding disease-related problems than those in the IPS group. In study III total Health Care costs were lower in the intervention groups and since a gain in quality-adjusted life years (QALY) was seen (mean .1 QALY), the interventions dominated. The costs for the interventions were 44 291- 48 978 SEK. In study IV, daily reporting of anxiety, depression and activity on Visual Analogue Scales (VAS) were completed during two weeks before and after the Hospital Anxiety and Depression Scale (HADS) assessments. A point assessment with the HADS captured the situation better than four weeks assessment on three VAS in the diary. The HADS was considered preferable to the diary. The conclusion is that psychosocial support is beneficial for breast cancer patients and that the intervention delivered by nurses was as effective as that given by psychologists. The costs for the interventions were limited.

No description available.

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2015-03-24T16:47:40Z No. of bitstreams: 2 Educação nutricional de pré-escolares consumo de alimentos ricos em ferro e vitamina C.pdf: 1628355 bytes, checksum: bef0095c87d8d1342a37506289a64614 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2015-03-24T18:02:32Z (GMT) No. of bitstreams: 2 Educação nutricional de pré-escolares consumo de alimentos ricos em ferro e vitamina C.pdf: 1628355 bytes, checksum: bef0095c87d8d1342a37506289a64614 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2015-03-24T18:04:03Z (GMT) No. of bitstreams: 2 Educação nutricional de pré-escolares consumo de alimentos ricos em ferro e vitamina C.pdf: 1628355 bytes, checksum: bef0095c87d8d1342a37506289a64614 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-03-24T18:04:03Z (GMT). No. of bitstreams: 2 Educação nutricional de pré-escolares consumo de alimentos ricos em ferro e vitamina C.pdf: 1628355 bytes, checksum: bef0095c87d8d1342a37506289a64614 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-07-30 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Objetivo Realizar intervenção de educação nutricional com pré-escolares, estimulando o consumo de alimentos que aumentam o aporte de ferro para o organismo e também para o consumo de alimentos fontes de vitamina C, que é um facilitador da absorção desse mineral. Métodos A intervenção foi realizada com 42 crianças, de quatro a seis anos de idade, que estudavam no turno da manhã de uma Escola Municipal de Educação Infantil, da cidade de Capão do Leão, RS. Foram coletados dados socioeconômicos, de saúde da criança e antropométricos. Como estratégia de educação nutricional foram utilizados métodos lúdicos visando o incentivo ao consumo de preparações alimentares ricas em ferro e vitamina C. As crianças foram avaliadas em relação a aprendizagem sobre o tema e a aceitação das preparações oferecidas. Palestras com informações de nutrição e saúde foram repassadas aos pais e/ou responsáveis, professores e merendeiras visando consolidar as práticas de nutrição no ambiente familiar das crianças. Resultados O perfil antropométrico demonstra alta prevalência de risco de sobrepeso (27,3%) para crianças menores de cinco anos de idade e de sobrepeso (31,6%) naqueles com cinco anos ou mais. Foi verificado aumento do conhecimento das crianças em relação aos alimentos que visam prevenir a anemia e aumento no consumo das preparações ricas em ferro e vitamina C inseridas na alimentação escolar. Conclusão A estratégia de educação nutricional de caráter lúdico produziu resultados positivos junto aos pré-escolares quanto à adesão ao consumo de alimentos fontes de ferro e vitamina C para prevenção da anemia, e pode ser usado como modelo para estímulo ao consumo de outros alimentos e o combate a outras deficiências nutricionais. / Objective To conduct nutrition education intervention for preschool children, encouraging the consumption of foods capable of increasing iron level in the body, as well as food sources of vitamin C, since it is an absorption facilitator of that mineral. Methods The intervention was conducted with 42 children aged four to six years old, studying in the morning shift of a Municipal School of Early Childhood Education in the city of Capão do Leão, Rio Grande do Sul, Brazil. Socioeconomic, anthropometric and child health data were collected. Playing methods were used as the nutrition education strategy in order to encourage consumption of meals rich in iron and vitamin C. Children’s learning about the topic and acceptance of the offered meals were assessed. Lectures on nutrition and health information were given to parents and/or guardians, teachers and cooks to consolidate the nutrition practices in the children’s family environment. Results The anthropometric profile shows a high prevalence for risk of overweight (27.3%) in children under five years old and for overweight (31.6%) in those aged five years or more. Increases were noticed in children's knowledge on food items that help preventing anemia and in the consumption of food preparations rich in iron and vitamin C inserted in school meals. Conclusion The nutrition education strategy of playfulness rendered positive results among the preschoolers concerning the adherence to the consumption of foods source of iron and rich in vitamin C to prevent anemia, therefore it can be used as a model for encouraging the consumption of other foods and combat other nutritional deficiencies.

Die Förderung epistemischer Überzeugungen gilt als wichtige Aufgabe in der Lehrerbildung. Insbesondere im bildungswissenschaftlichen Begleitstudium tendieren Studierende jedoch zu ungünstigen Überzeugungen: Bildungswissenschaftliches Wissen wird im Vergleich zu fachwissenschaftlichem Wissen als wenig systematisiert, subjektiv und kaum praxisrelevant beurteilt. Wie Studierende dabei unterstützt werden können, angemessene Überzeugungen zum Wissen in den Bildungswissenschaften zu entwickeln, ist empirisch noch unzureichend untersucht. Aus diesem Grund wurden literaturgestützt drei Kurzinterventionen entwickelt, die auf je spezifischen Förderstrategien gründen: (1) Direkt-explizite Adressierung von epistemischen Überzeugungen, (2) indirekt-implizite Adressierung und (3) Kombination aus direkten und indirekten Förderansätzen. Die Eignung der drei Interventionen wurde in einem quasi-experimentellen Mixed-Methods-Design in zwei Teilstudien untersucht. Die quantitative Teilstudie umfasste eine Veränderungsmessung. Es konnte gezeigt werden, dass sich die Studierenden aus der direkten und der kombinierten Intervention tendenziell in Richtung reflektierter Überzeugungen weiterentwickelt haben. Die indirekte Intervention blieb dagegen wirkungslos. Die qualitative Teilstudie umfasste die Analyse von Follow-Up-Interviews, die im Nachgang der Interventionen mit teilnehmenden Studierenden geführt wurden. Die Ergebnisse stützten erstens die Befunde aus der quantitativen Teilstudie, wobei ein besonderes Veränderungspotenzial für die kombinierte Intervention deutlich wurde. Zweitens konnten die zugrunde liegenden Wirkweisen der verschiedenen Interventionen herausgearbeitet werden. Drittens konnten weiterführende Erkenntnisse zu den grundlegenden Veränderungsmechanismen epistemischer Überzeugungen erzielt werden. Das bestehende Veränderungsmodell epistemischer Überzeugungen konnte weiterentwickelt und um individuelle Faktoren ergänzt werden. / Fostering epistemic beliefs is considered an important task in teacher education. However, especially in educational science, preservice teachers tend to hold unfavorable epistemic beliefs: Compared to knowledge in other disciplines, educational knowledge is perceived to be less systematic, subjective and irrelevant for classroom practice. However, how students can be supported in developing adequate beliefs about educational knowledge has not been sufficiently explored. For this reason, three short-term interventions were designed, each based on specific approaches to elicit changes in students’ epistemic beliefs (1) direct-explicit approach, (2) indirect-implicit approach, and (3) combination of direct and indirect approaches. The effectiveness of the three interventions was investigated in a quasi-experimental mixed-methods design in two studies. In the quantitative study a measurement of change was performed. It was shown that students from the direct and combined intervention groups tended to develop more adequate beliefs. The indirect intervention, in contrast, can be considered ineffective. The qualitative study involved the analysis of follow-up interviews conducted with participating students after the interventions. First, the results supported the findings from the quantitative study, highlighting a particular potential for change in the combined intervention. Second, the underlying ways in which the interventions stimulated change were identified. Third, further insights into the underlying mechanisms of epistemic change were obtained. The existing model of epistemic change was refined and complemented by individual factors that can influence the process of epistemic change.

Undervisningsmodellen bianshi med ursprung i Shanghai anses vara en möjlig förklaring till kinesiska elevers goda matematikprestationer. Variationsteorin, en annan undervisningsmodell med ursprung i väst beskrivs ha flera likheter med bianshi. I forskning benämns bianshi och variationsteorin även som teoretiska ramverk. I Learning Study, en studie för undervisningsutveckling är det vanligt förekommande att variationsteorin används som teoretiskt ramverk. Antaganden om att bianshi är en framgångsrik undervisningsmodell skapade ett intresse att undersöka möjligheterna att använda bianshi som teoretiskt ramverk i en interventionsstudie som hämtat komponenter från Learning Study.Syftet med denna studie är att utforska bianshi som teoretiskt ramverk i en interventionsstudie. Det gjordes i jämförelse med variationsteorin. Tal som bråk var studiens undervisningsinnehåll. Studien grundar sig i två interventionsstudier. En med bianshi och en med variationsteorin som teoretiskt ramverk. Genomförandet av respektive modell hämtade delar av processen för en Learning Study. Urvalet bestod av två klasser i årskurs 4 som delades i fyra mindre grupper. Förtest, eftertest och lektionsobservationer stod för datainsamlingen.Studiens resultat visar en förbättring av elevgruppernas förståelse för tal som bråk, oberoende av vilken modell som var det teoretiska ramverket. Lektionsinnehållet relaterat till begreppsförståelse resulterade i större utveckling för de elever som undervisades med bianshi. Elevgrupperna med variationsteorin som undervisningsmodell visade en större förbättring kopplat till metoder. Därmed visade bianshi i jämförelse med variationsteorin både högre och lägre utveckling av bråk som tal. Resultatet i vår studie antyder att bianshi går att använda som teoretiskt ramverk i en interventionsstudie. Antagandet styrks av den positiva lärandeutvecklingen och möjligheten att implementera bianshi i samtliga steg av processen. / The teaching model bianshi, originating from Shanghai, is considered as a possible explanation for the exceptional mathematical performances by Chinese students. Variation theory of learning, another teaching model originating from the Western tradition is assumed to share several similarities with bianshi. In research, bianshi and the variation theory of learning are also referred as theoretical frameworks. In a Learning Study, an intervention study focused on educational development, variation theory of learning is common to be used as a theoretical framework. The assumption that bianshi is a successful teaching model created an interest in exploring the possibilities of using bianshi as a theoretical framework in an intervention study that incorporates components from Learning Study.The aim of the study is to explore bianshi as a theoretical framework in an intervention study. This was done in comparison with the variation theory of learning. The teaching content of the study was numbers as fractions. The study is based on two intervention studies. One using bianshi and the other using the variation theory of learning as a theoretical framework. The implementation of each model incorporated elements from the Learning Study process. The sample consisted of two fourth-grade classes, which were divided into four smaller groups. Data collection included pre-tests, post-tests and lesson observations.The results of the study present an improvement of the students’ understanding of numbers as fractions, regardless of which model was used as a theoretical framework. The lesson content related to conceptual understanding resulted in greater development for the students taught by bianshi. Student groups taught with the variation theory of learning as the teaching model showed greater improvement related to methods. Thus, compared to the variation theory of learning, bianshi showed both higher and lower development of fractions as numbers. Our study suggests that bianshi can be used as a theoretical framework in an intervention study. This is supported by the positive learning development and the opportunity of implementing bianshi in all steps of the process.

No description available.