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Bakgrund: Humant Papillomvirus (HPV) orsakar livmoderhalscancer. Årligen drabbas 800 kvinnor och 300 män av HPV-relaterad cancer i Sverige. Både pojkar och flickor får HPV- vaccin enligt nationella vaccinationsprogrammet. Vaccin tillsammans med gynekologisk cellprovtagning kan utrota HPV-orsakad cancer. Tidigare forskning visade att kunskapsläget kring HPV varierade globalt. Syfte: Att undersöka unga kvinnors kunskap om HPV och inställning till prevention och gynekologisk cellprovtagning i Sverige.Metod: Kvantitativ tvärsnittsstudie med webbenkät. Undersökt grupp var kvinnor i åldrarna 23-29 år i Sverige. Totalt 160 enkäter analyserades. Resultat: Resultatet visade goda kunskaper hos unga kvinnor avseende smittväg, prevention och att HPV orsakar livmoderhalscancer. Kunskaperna var sämre avseende HPV och könssjukdomar, att HPV kan orsaka annan cancer samt att HPV kan drabba män. Mer än hälften av deltagarna var vaccinerade mot HPV. Samtliga hade en positiv inställning till gynekologisk cellprovtagning och visste att det utförs för att upptäcka cellförändringar. Majoriteten av deltagarna hade gått på gynekologisk cellprovtagning.Slutsats: Kunskapen var generellt god hos deltagarna. Det fanns en positiv inställning till gynekologisk cellprovtagning. I utbildningsgrupperna kunde enstaka större skillnader i kunskap ses men generellt var skillnaderna små. Information om HPV kan tillgängliggöras i väntrummen på barnmorskemottagningar och ungdomsmottagningar samt i kallelsen till gynekologisk cellprovtagning. / Background: Human Papillomavirus (HPV) causes cervical cancer. Approximately 800 women and 300 men are diagnosed with HPV-related cancer annually in Sweden. Both boys and girls receive the HPV-vaccine according to the national program. Vaccines and pap tests can together exterminate all cancers caused by HPV. Research showed that knowledge about HPV is varying globally. Method: Quantitative cross-sectional study with web based surveys. The target group consisted of women aged 23-29 in Sweden. A total of 160 surveys were analyzed.Aim: To examine knowledge about HPV and attitudes towards prevention and pap testing amongst young Swedish women. Results: Young women had gratifying knowledge about the route of infection, prevention and that HPV causes cervical cancer. There was less knowledge about HPV and STIs, that HPV causes other sorts of cancers and that HPV can affect men. More than half of the participants were vaccinated. All participants had a positive attitude towards pap testing and knew that it is performed to locate pre cancerous cervical lesions. The majority of the participants had undergone a pap test. Conclusion: The knowledge was overall good in the participants. There was an entirely positive attitude towards pap testing. Only a few significant differences in knowledge were found affected by level of education, generally the differences were only slight. Information about HPV can be made available in the waiting rooms in midwife and youth clinics, and in the pap test summoning letter.

Made available in DSpace on 2015-05-14T12:20:12Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2189518 bytes, checksum: dbc9f4366d488cdfb03af665e6ef6558 (MD5) Previous issue date: 2014-09-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The research discusses how to exercise the knowledge management in the context of the Dean of Personnel Management (Progep) a federal institution of higher education, the Federal University of Paraíba (UFPB). The strategy of exploratory research was quantitative, with descriptive and analytical approach, based on a case study from the method Organizational Knowledge Assessment (OKA), developed by the World Bank. Performs the diagnosis of knowledge management, discussing their concepts, identifying aspects, and existing processes, measuring up the maturity stage, interpreting the existing metrics, and considering the dimensions "People", "Processes" and "Systems" . The research involved four phases: document analysis, interviews with leaders, application of OKA method and analysis of results. Applied a questionnaire containing 199 questions with metrics for analyzing 14 dimensions. The sample field consist of 24 managers, of which thirteen answered the questionnaire in mixed form. The results were summarized and interpreted; and presented by the radar diagram type, with the overall vision of the organization (mean score obtained with the responses of all subjects) and associated with each dimension score. In 43% of the analyzed dimensions was evident a conceptual alignment between senior managers (AG) and middle managers (GI). The dimensions belonging to the People element achieved the highest score (20.02) on the radar of GI, which is considered in the context of OKA median, and average on the radar of the two groups the score was high (22.38); while those dimensions on the elements Processes and systems had lower yield management practices knowledge to obtain median score on scale processes (16.7) for GI and high (21.56) for the AG. And regarding those systems had a median score (16.2) for GI, high (23.07) for the AG and median (19.65) for the average of both - with the exception of high scores in the People element (24 , 72) and processes (26,44) demonstrated the radar generated by the AG. It is recorded also that the lack of an institutional program of knowledge management deficitariamente impacted the dimensions analyzed by the OKA. The completion of the Diagnostic and a qualitative analysis of indicators obtained in the study indicate Pará as dimensions that need to be worked in Progep / UFPB , para and a need to recognize what the unit has a key role in creation process and management of institutional knowledge , proposing actions for improvement of these dimensions and para new study points possible futures. / A pesquisa estuda como se exerce a gestão do conhecimento uma instituição federal de ensino superior, no contexto da Pró-Reitoria de Gestão de Pessoas (Progep), da Universidade Federal da Paraíba (UFPB). A estratégia da pesquisa exploratória é quantiqualitativa, com enfoque descritivo e analítico, baseada em estudo de caso, a partir do método Organizational Knowledge Assessment (OKA), desenvolvido pelo Banco Mundial. Realizou-se o diagnóstico da gestão do conhecimento, em que se discutiu conceitos basilares e identificaram-se aspectos e processos vigentes, mensurando-se o estágio de maturidade e interpretando-se as métricas existentes com base nas dimensões Pessoas , Processos e Sistemas . Metodologicamente, a pesquisa envolveu quatro fases: análise documental, entrevistas com dirigentes, aplicação do método OKA e análise dos resultados. Aplicou-se um questionário contendo 199 questões com métricas para análise de 14 dimensões. O campo amostral compõem-se de 24 gestores, dos quais treze responderam ao questionário na forma mista. Os resultados foram sistematizados e interpretados, apresentados por meio de diagrama do tipo radar, com a visão geral da organização (considerando a média das pontuações obtidas com as respostas de todos participantes da pesquisa) e a pontuação associada à cada dimensão. Em 43% das dimensões analisadas evidenciou-se um alinhamento conceitual entre os altos gestores (AG) e os gestores intermediários (GI). As dimensões relacionadas ao elemento Pessoas alcançaram maior pontuação (20,02) no radar dos GI, sendo essa pontuação considerada mediana no contexto do OKA. No tocante à média no radar dos dois grupos, a pontuação obtida foi alta (22,38). As dimensões relativas aos elementos Processos e Sistemas apresentaram menor produtividade em práticas de gestão do conhecimento, ao obter pontuação mediana no elemento Processos (16,7) para os GI e alta (21,56) para os AG. Já aquelas referentes a Sistemas obtiveram pontuação mediana (16,2) para os GI, alta (23,07) para os AG e mediana (19,65) para a média de ambos - com exceção das pontuações altas obtidas no elemento Pessoas (24,72) e Processos (26,44) demonstrados no radar gerado pelos AG. Registra-se, ainda, que a falta de um programa institucional de gestão do conhecimento impactou deficitariamente, nas dimensões analisadas por meio do OKA, no âmbito da Progep. A finalização do diagnóstico e a análise qualitativa dos indicadores obtidos no estudo apontam para as dimensões que precisam ser trabalhadas na Progep/UFPB, e para a necessidade de se reconhecer que a unidade tem um papel fundamental no processo de criação e gestão do conhecimento institucional, propondo ações para melhorias dessas dimensões e para novos pontos de possíveis estudos futuros.

Αντικείμενο της συγκεκριμένης εργασίας αποτελεί η μελέτη των χαρακτηριστικών του μοντέλου εκπαιδευόμενου, ο καθορισμός των απαιτούμενων εξ' αυτών για ένα προσαρμοστικό σύστημα ηλεκτρονικής μάθησης καθώς και ο αποδοτικότερος τρόπος αναπαράστασής τους. Επίσης μελετώνται οι τρόποι συλλογής δεδομένων για την δημιουργία και συνεχή ανανέωση του μοντέλου (μοντελοποίηση) καθώς και οι αλγόριθμοι που χρησιμοποιούνται, με σκοπό την υλοποίηση του καταλληλότερου και αποδοτικότερου εξ' αυτών. Η διπλωματική στοχεύει στη δημιουργία ενός μοντέλου χρήστη-εκπαιδευόμενου συνοδευόμενο από τους αντίστοιχους αλγορίθμους μοντελοποίησης το οποίο θα συγκεντρώνει την απαραίτητη πληροφορία για την αυτοματοποιημένη και προσαρμοσμένη επιλογή κατάλληλου εκπαιδευτικού υλικού προς τον συγκεκριμένο χρήστη, με ευκολία και αφαιρετικότητα προς τον χρήστη. / In the present thesis we are studying the characteristics that can be represented in a user model, we define those that are essential in a student model and we propose an efficient way of representation. We also study the different ways of constructing and updating a student model and the algorithms that can be used in order to implement the most appropriate and efficient of them. The main purpose of the thesis is the development of a student model, with the suitable algorithms, that will support the automated process of adapted educational material provision in an easy and abstract way.

<p>Многе студије посвећене настави и&nbsp;<br />учењу органске хемије истичу<br />чињеницу да ученици средњошколског<br />узраста показују значајне тешкоће<br />током савладавања концепата из овог<br />домена. На основу тога, циљ овог<br />истраживања био је да се помогне<br />ученицима у превазилажењу тих<br />тешкоћа, применом системичких<br />задатака (СЗ) као инструкционог<br />метода.<br />У истраживању су учествовали<br />ученици III разреда гиманзије &bdquo;Јован<br />Јовановић Змај&rdquo;&nbsp; из Новог&nbsp; Сада, а<br />истраживање је спроведено током<br />школске 2012/13. године. За потребе<br />истраживања конструисани су тестови<br />знања који су садржали два основна<br />типа задатака: конвенционалне,<br />линеарне задатке (ЛЗ) и системичке<br />задатке (СЗ).&nbsp; Поред тестова знања<br />примењена је и седмостепена<br />Ликертова скала за&nbsp; самопроцену<br />уложеног менталног напора.<br />Резултати истраживања су показали да<br />ученици&nbsp; обучавани системичким<br />приступом&nbsp; (експериментална група),<br />остварују&nbsp; боља&nbsp; постигнућа на<br />финалном тесту знања (како у ЛЗ, тако<br />и у СЗ) од ученика контролне групе,<br />који су обучавани применом<br />традиционалног приступа.&nbsp; Виша<br />постигнућа&nbsp; ученика експерименталне<br />групе праћена су&nbsp; нижим&nbsp; нивоима<br />уложеног менталног напора, у односу<br />на ученике контролне групе.<br />Испитана веза&nbsp; између постигнућа и<br />менталног напора&nbsp; резултовала је<br />високом релативном ефикасношћу за<br />инструкциони метод заснован на<br />примени СЗ, и ниском релативном<br />ефикасношћу за традиционални<br />приступ. При томе је установљено да је<br />инструкциони метод примењен у<br />експерименталној групи више погодан<br />за испитанике женског пола, него за<br />испитанике мушког пола.&nbsp; Са друге<br />стране, традиционална настава је била<br />једнако неповољна за испитанике оба<br />пола.<br />Надаље, након примене експлораторне<br />факторске анализе, СЗ су<br />окарактерисани као&nbsp; валидни и<br />релијабилни&nbsp; алати за процену<br />ученичког смисленог разумевања.<br />Поред СЗ, конвенционални есејски<br />задаци, као и задаци допуњавања са<br />више од два захтева такође су се<br />показали ефикасним за процену<br />ученичког смисленог разумевања.<br />На крају&nbsp; овог&nbsp; истраживања,&nbsp; СЗ су<br />окарактерисани као алати који<br />ефикасно процењују нивое ученичког<br />системског мишљења. У овом делу<br />истраживања је потврђено да су управо<br />испитаници женског пола у оквиру<br />експерименталне групе достигли<br />највиши&nbsp; очекивани&nbsp; ниво системског<br />мишљења&nbsp; &ndash;&nbsp; ниво комплексног<br />повезивања концепата у домену<br />органске хемије.</p> / <p>Mnoge studije posvećene nastavi i&nbsp;<br />učenju organske hemije ističu<br />činjenicu da učenici srednjoškolskog<br />uzrasta pokazuju značajne teškoće<br />tokom savladavanja koncepata iz ovog<br />domena. Na osnovu toga, cilj ovog<br />istraživanja bio je da se pomogne<br />učenicima u prevazilaženju tih<br />teškoća, primenom sistemičkih<br />zadataka (SZ) kao instrukcionog<br />metoda.<br />U istraživanju su učestvovali<br />učenici III razreda gimanzije &bdquo;Jovan<br />Jovanović Zmaj&rdquo;&nbsp; iz Novog&nbsp; Sada, a<br />istraživanje je sprovedeno tokom<br />školske 2012/13. godine. Za potrebe<br />istraživanja konstruisani su testovi<br />znanja koji su sadržali dva osnovna<br />tipa zadataka: konvencionalne,<br />linearne zadatke (LZ) i sistemičke<br />zadatke (SZ).&nbsp; Pored testova znanja<br />primenjena je i sedmostepena<br />Likertova skala za&nbsp; samoprocenu<br />uloženog mentalnog napora.<br />Rezultati istraživanja su pokazali da<br />učenici&nbsp; obučavani sistemičkim<br />pristupom&nbsp; (eksperimentalna grupa),<br />ostvaruju&nbsp; bolja&nbsp; postignuća na<br />finalnom testu znanja (kako u LZ, tako<br />i u SZ) od učenika kontrolne grupe,<br />koji su obučavani primenom<br />tradicionalnog pristupa.&nbsp; Viša<br />postignuća&nbsp; učenika eksperimentalne<br />grupe praćena su&nbsp; nižim&nbsp; nivoima<br />uloženog mentalnog napora, u odnosu<br />na učenike kontrolne grupe.<br />Ispitana veza&nbsp; između postignuća i<br />mentalnog napora&nbsp; rezultovala je<br />visokom relativnom efikasnošću za<br />instrukcioni metod zasnovan na<br />primeni SZ, i niskom relativnom<br />efikasnošću za tradicionalni<br />pristup. Pri tome je ustanovljeno da je<br />instrukcioni metod primenjen u<br />eksperimentalnoj grupi više pogodan<br />za ispitanike ženskog pola, nego za<br />ispitanike muškog pola.&nbsp; Sa druge<br />strane, tradicionalna nastava je bila<br />jednako nepovoljna za ispitanike oba<br />pola.<br />Nadalje, nakon primene eksploratorne<br />faktorske analize, SZ su<br />okarakterisani kao&nbsp; validni i<br />relijabilni&nbsp; alati za procenu<br />učeničkog smislenog razumevanja.<br />Pored SZ, konvencionalni esejski<br />zadaci, kao i zadaci dopunjavanja sa<br />više od dva zahteva takođe su se<br />pokazali efikasnim za procenu<br />učeničkog smislenog razumevanja.<br />Na kraju&nbsp; ovog&nbsp; istraživanja,&nbsp; SZ su<br />okarakterisani kao alati koji<br />efikasno procenjuju nivoe učeničkog<br />sistemskog mišljenja. U ovom delu<br />istraživanja je potvrđeno da su upravo<br />ispitanici ženskog pola u okviru<br />eksperimentalne grupe dostigli<br />najviši&nbsp; očekivani&nbsp; nivo sistemskog<br />mišljenja&nbsp; &ndash;&nbsp; nivo kompleksnog<br />povezivanja koncepata u domenu<br />organske hemije.</p> / <p>Many studies dedicated to the teaching and<br />learning of organic chemistry courses have<br />emphasized that high school students have<br />shown significant difficulties in mastering the<br />concepts of this discipline. Therefore, the aim<br />of our study was to help students to overcome<br />these difficulties by applying systemic<br />questions (SQs) as the instructional method.<br />Тhis study included third grade students from<br />one high school (&bdquo;Jovan Jovanović Zmaj&rdquo;) in<br />Novi Sad, Serbia. The experiment was<br />conducted during the 2012/13. school year.<br />For the purpose of this research, knowledge<br />tests with conventional, linear questions (LQs)<br />and systemic questions (SQs) were<br />constructed. In addition to knowledge tests, the<br />seven-point Likert scale for measuring of<br />mental effort was applied.<br />This work shows that students from the group<br />exposed to the new teaching method<br />(application of SQs) achieved higher scores on<br />final testing than students from the control<br />group,&nbsp; who were taught by the traditional<br />method, when students&rsquo; achievements in LQs<br />and in SQs, were studied. These results were<br />followed by observation of lower levels of<br />mental effort by students from the<br />experimental&nbsp; group, and higher levels of<br />mental effort&nbsp; in the control group, invested<br />during solving both types of questions.<br />This correlation between achievement and<br />mental effort resulted in high instructional<br />efficiency for the applied method in the<br />experimental group, and low instructional<br />efficiency for&nbsp; the traditional teaching and<br />learning method applied in the control group.<br />In addition it was found that the application of<br />SQs was more suited to female students than<br />for male students in experimental group, while<br />traditional method was less effective for both<br />genders in control group.<br />Furthermore, after conducting an exploratory<br />factor analysis on the obtained data, SQs were<br />characterized as valid and reliable tools for<br />assessing students&rsquo; meaningful understanding.<br />Apart from&nbsp; this, essay questions and<br />completion type of questions with three or<br />more requests were found to be useful in<br />assessing students&rsquo; meaningful understanding.<br />At the end of this study, SQs were<br />characterized as effective tools for assessing<br />different levels of students&rsquo; systems thinking.<br />These results emphasized the fact that female<br />students from experimental group reached the<br />highest expacted level of systems thinking &ndash;<br />level of complex connection of concepts from<br />organic chemistry domain.</p>

No description available.