Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 107-117).

Thesis (Ph.D.)--University of Alabama at Birmingham, 2008. / Title from PDF title page (viewed on Sept. 17, 2009). Includes bibliographical references (p. 139-148).

Thesis (Ph.D.)--University of Alabama at Birmingham, 2009. / Title from PDF title page (viewed on Sept. 9, 2009). Includes bibliographical references (p. 120-126).

The thesis presents the analytical process and the findings of a study on: lecturers teaching practice with first year undergraduate mathematics modules; and lecturers knowledge for teaching with regard to students mathematical meaning making (understanding). Over three academic semesters, I observed and audio-recorded twenty-six lecturers teaching to a small group tutorial of two to eight first year students, and I discussed with the lecturers about their underlying considerations for teaching. The analysis of this thesis focuses on a characterisation of each of three (of the twenty-six) lecturers teaching, which I observed for more than one semester. I chose the teaching of three experienced lecturers, due to diversity in terms of ways of engaging the students with the mathematics, and due to my consideration of their commitment to teaching for students mathematical meaning making. The distinctive nature of the study is concerned with the conceptualisation of university mathematics teaching practice and knowledge within a Vygotskian perspective. In particular, I used for the characterisation of teaching practice and of teaching knowledge the notions tool-mediation and dialectic from Vygotskian theory. I also used a coding process grounded to the data and informed by existing research literature in mathematics education. I conceptualised teaching practice into tools for teaching and actions with tools for teaching (namely strategies). I then conceptualised teaching knowledge as the lecturers reflection on teaching practice. The thesis contributes to the research literature in mathematics education with an analytical framework of teaching knowledge which is revealed in practice, the Teaching Knowledge-in-Practice (TKiP). TKiP analyses specific kinds of lecturer s knowing for teaching: didactical knowing and pedagogical knowing. The framework includes emerging tools for teaching (e.g. graphical representation, rhetorical question, students faces) and emerging strategies for teaching (e.g. creating students positive feelings, explaining), which were common or different among the three lecturers teaching practice. Overall, TKiP is produced to offer a dynamic framework for researcher analysis of university mathematics teaching knowledge. Analysis of teaching knowledge is important for gaining insights into why teaching practice happens in certain ways. The findings of the thesis also suggest teaching strategies for the improvement of students mathematical meaning making in tutorials.

Made available in DSpace on 2014-06-11T19:24:54Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-09-29Bitstream added on 2014-06-13T19:11:47Z : No. of bitstreams: 1 richit_a_me_rcla.pdf: 2407245 bytes, checksum: 1a7f37548de362cd3fb478d4d62b3f1b (MD5) / A presente investigação tem como objetivo identificar e compreender os aspectos conceituais e instrumentais do conhecimento da prática docente em um curso à distância de formação de professores de Cálculo Diferencial e Integral no contexto das tecnologias digitais. Assim, a pesquisa é conduzida pela seguinte questão diretriz: “Quais são os aspectos conceituais e instrumentais do conhecimento da prática docente do professor de Cálculo Diferencial e Integral no contexto das tecnologias digitais?” Esta pesquisa está pautada nos pressupostos da pesquisa qualitativa, de caráter interpretativo. O cenário para investigação e constituição dos dados foi um Curso de Extensão, totalmente a distância, viabilizado por meio da plataforma de ensino à distância TelEduc, e contou com professores de diferentes estados do Brasil e do Exterior, atuantes no ensino superior e ministrantes da disciplina Cálculo Diferencial e Integral (CDI). No decorrer do Curso, os participantes discutiram textos atinentes ao uso das tecnologias digitais nas práticas de sala de aula, além de refletir sobre as possibilidades didático-pedagógicas de uso das tecnologias digitais nos processos de ensinar e aprender conceitos de CDI. Além disso, os professores também desenvolveram competências para uso do software educacional GeoGebra, o qual subsidiou as discussões relacionadas aos principais conceitos de Cálculo: Funções, Limites, Derivadas e Integrais. Sendo assim, os dados gerados nesta pesquisa são oriundos das Fichas de Inscrição, Ferramentas Perfil, Bate- Papo, Fóruns de Discussão do ambiente TelEduc, Formulário de Avaliação do Curso, Projeto Final e Questionário. Desta forma, a análise dos dados possibilitou o levantamento de algumas categorias as quais foram divididas em dois Eixos: Eixo 1 compreende as categorias referentes aos aspectos conceituais do conhecimento da prática:... / This study aim is to identify and understand the conceptual and instrumental aspects of teachers’ knowledge of practice in a distance course involving in-service (practising) Differential and Integral Calculus teachers in the context of digital technologies. This research is conducted by the following research question: What are the conceptual and instrumental aspects of Differential and Integral Calculus teachers’ knowledge of practice in the context of digital technologies? In this sense, the thesis is based on the assumptions of qualitative research, highlighting an interpretative design. The scenario for the investigation and construction of data is an academic distance course, conducted through the online learning platform called TelEduc. The participants are in-service (practising) teachers from several states of Brazil (and from other countries as well). They work in higher education as teachers (instructors) of Differential and Integral Calculus (DIC) courses. During the online distance course, participants discussed articles related to the use of digital technologies in higher education classrooms’ practices, reflecting on didactical-pedagogical possibilities for the use of digital technologies in the process of teaching and learning DIC concepts. In addition, teachers also developed skills to use the educational software called GeoGebra, which worked as an engaging technology for investigations related to Calculus concepts such as Functions, Limits, Derivatives and Integrals. The data were produced from Teachers’ Application Forms, Tools, Profile, Chats, and Discussion Forums of TelEduc platform, and Teachers’ Course Evaluation Form, Final Assignment, and Surveys. The analysis of the data enabled a categorization in two axes. Axis 1 includes the following categories on the conceptual knowledge of practice: Processes of teacher education for use of ICT and ... (Complete abstract click electronic access below)

Orientador: Rosana Giaretta Sguerra Miskulin / Banca: Miriam Godoy Penteado / Banca: Regina Célia Grando / Resumo: A presente investigação tem como objetivo identificar e compreender os aspectos conceituais e instrumentais do conhecimento da prática docente em um curso à distância de formação de professores de Cálculo Diferencial e Integral no contexto das tecnologias digitais. Assim, a pesquisa é conduzida pela seguinte questão diretriz: "Quais são os aspectos conceituais e instrumentais do conhecimento da prática docente do professor de Cálculo Diferencial e Integral no contexto das tecnologias digitais?" Esta pesquisa está pautada nos pressupostos da pesquisa qualitativa, de caráter interpretativo. O cenário para investigação e constituição dos dados foi um Curso de Extensão, totalmente a distância, viabilizado por meio da plataforma de ensino à distância TelEduc, e contou com professores de diferentes estados do Brasil e do Exterior, atuantes no ensino superior e ministrantes da disciplina Cálculo Diferencial e Integral (CDI). No decorrer do Curso, os participantes discutiram textos atinentes ao uso das tecnologias digitais nas práticas de sala de aula, além de refletir sobre as possibilidades didático-pedagógicas de uso das tecnologias digitais nos processos de ensinar e aprender conceitos de CDI. Além disso, os professores também desenvolveram competências para uso do software educacional GeoGebra, o qual subsidiou as discussões relacionadas aos principais conceitos de Cálculo: Funções, Limites, Derivadas e Integrais. Sendo assim, os dados gerados nesta pesquisa são oriundos das Fichas de Inscrição, Ferramentas Perfil, Bate- Papo, Fóruns de Discussão do ambiente TelEduc, Formulário de Avaliação do Curso, Projeto Final e Questionário. Desta forma, a análise dos dados possibilitou o levantamento de algumas categorias as quais foram divididas em dois Eixos: Eixo 1 compreende as categorias referentes aos aspectos conceituais do conhecimento da prática: ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study aim is to identify and understand the conceptual and instrumental aspects of teachers' knowledge of practice in a distance course involving in-service (practising) Differential and Integral Calculus teachers in the context of digital technologies. This research is conducted by the following research question: "What are the conceptual and instrumental aspects of Differential and Integral Calculus teachers' knowledge of practice in the context of digital technologies?" In this sense, the thesis is based on the assumptions of qualitative research, highlighting an interpretative design. The scenario for the investigation and construction of data is an academic distance course, conducted through the online learning platform called TelEduc. The participants are in-service (practising) teachers from several states of Brazil (and from other countries as well). They work in higher education as teachers (instructors) of Differential and Integral Calculus (DIC) courses. During the online distance course, participants discussed articles related to the use of digital technologies in higher education classrooms' practices, reflecting on didactical-pedagogical possibilities for the use of digital technologies in the process of teaching and learning DIC concepts. In addition, teachers also developed skills to use the educational software called GeoGebra, which worked as an engaging technology for investigations related to Calculus concepts such as Functions, Limits, Derivatives and Integrals. The data were produced from Teachers' Application Forms, Tools, Profile, Chats, and Discussion Forums of TelEduc platform, and Teachers' Course Evaluation Form, Final Assignment, and Surveys. The analysis of the data enabled a categorization in two axes. Axis 1 includes the following categories on the conceptual knowledge of practice: "Processes of teacher education for use of ICT" and ... (Complete abstract click electronic access below) / Mestre

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Estudo desenvolvido com o objetivo de testar os efeitos das intervenÃÃes comportamentais e educativas por telefone no comparecimento das mulheres à consulta de retorno para receber o resultado do exame colpocitolÃgico. Este à um estudo experimental randomizado controlado, realizado a partir de trÃs grupos: educativo (intervenÃÃo educativa via telefone), comportamental (lembrete telefÃnico) e comparaÃÃo (usual â cartÃo de marcaÃÃo). Os dados foram coletados de janeiro a agosto de 2014, no Centro de Desenvolvimento Familiar (CEDEFAM), situado no bairro Planalto Pici, Fortaleza, CearÃ. A amostra totalizou 510 mulheres, conforme os seguintes critÃrios de inclusÃo: ter iniciado atividade sexual, realizar o exame de prevenÃÃo do cÃncer do colo uterino no perÃodo da coleta de dados e possuir telefone mÃvel ou fixo. O instrumento aplicado referente ao inquÃrito CAP (Conhecimento, Atitude e PrÃtica) havia sido validado anteriormente em outro estudo experimental. Para padronizar a intervenÃÃo educativa elaborou-se um roteiro segundo os preceitos da entrevista motivacional. Os dados foram analisados com o auxÃlio do programa estatÃstico Statistical Package for the Social Sciences (SPSS), versÃo 20.0. As informaÃÃes referentes ao conhecimento deixaram evidente que, embora, 96,9% jà tivessem ouvido falar sobre a prevenÃÃo do cÃncer do colo uterino, somente 33,7% demonstraram conhecimento adequado. Na avaliaÃÃo da atitude 40,8% foram classificadas com atitude adequada, enquanto a prÃtica revelou 72,2% de adequabilidade. Das 510 mulheres estudadas, 429 (84,1%) retornaram para buscar o resultado do exame, o que totalizou uma taxa geral de nÃo retorno de 15,9%. Entre as 429 participantes, 64,1% compareceram na data aprazada e os grupos educativo e comportamental foram os mais assÃduos. As mulheres que receberam uma dessas duas intervenÃÃes apresentaram 7,3% de nÃo retorno e 6,2 (IC 95%: 3,7-10,5) vezes mais chances de comparecer ao serviÃo em relaÃÃo ao grupo comparaÃÃo. A anÃlise individual das intervenÃÃes provou que ambas sÃo eficazes, jà que a comportamental aumentou a chance da mulher comparecer ao serviÃo em 7,1 vezes (IC 95%: 3,6-14,2) e a educativa, em 5, 5 (IC 95%: 2,9-10,4). As taxas de nÃo retorno foram, respectivamente, 6,5% e 8,2%, contra 33,1% no grupo comparaÃÃo. Portanto, as intervenÃÃes comportamentais e educativas por telefone configuram estratÃgias de base populacional eficazes para o retorno e, assim, o sucesso no rastreamento e seguimento das lesÃes precursoras do cÃncer cÃrvico-uterino. / Study developed to test the effects of behavioral and educational interventions by phone in women on receiving the results of Pap test. It is, therefore, a randomized controlled experimental study conducted on three groups: education (educational intervention by telephone), behavioral (telephone reminder) and comparison (usual â reminder chart). Data were collected from January to August 2014 in the Family Development Center (CEDEFAM), located in the Planalto Pici neighborhood, Fortaleza, CearÃ. The sample included 510 women, according to the following inclusion criteria: already having initiation of sexual activity, take the examination for the prevention of cervical cancer in the data collection period and have a mobile phone or landline. The KAP survey instrument applied has been validated in a previous experimental study. In order to standardize the educational intervention, a guide based by motivational interviewing was formulated. Data were analyzed with the Statistical Package for Social Sciences (SPSS), version 20.0. Information about the knowledge showed that, although 96,9% had heard about the prevention of cervical cancer, only 33,7% demonstrated adequate knowledge. In assessing the attitude, 40,8% were classified as appropriate and 72,2% had an adequate practice. Of the 510 women studied, 429 (84,1%) returned to check the test results, which amounted to a general rate of no return of 15,9%. Among the 429 participants, 64, 1% attended at the due date, and the educational and behavioral groups was the most frequent. Women who received one of the two interventions showed 7,3% of no return and 6,2 (CI 95%: 3,7-10,5) times more likely to attend the service compared to the comparison group. Individual analysis of interventions proved that both are effective, because the behavioral increased the chance of women attending the service at 7,1 (CI 95%: 3,6-14,2) times and the educational at 5,5 (CI 95%: 2,9-10,4). Non-return rates were, respectively, 6,5% and 8,2%, compared to 33,1% in the comparison group. Therefore, behavioral and educational interventions by phone can be configured as effective population-based strategies for the return, being thus successful in the screening and follow up of cervical cancer precursor lesions.

Orientador: Marcelo de Castro Meneghim / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Odontologia de Piracicaba / Made available in DSpace on 2018-08-17T10:02:55Z (GMT). No. of bitstreams: 1 Regis-Aranha_LauramarisdeArruda_D.pdf: 1446153 bytes, checksum: a708a4e7fcc9fd5fd8a7bc1a157cc795 (MD5) Previous issue date: 2010 / Resumo: O presente trabalho, composto por dois estudos, abrange o tema cárie dentária, condição periodontal e fluorose dentária relacionado com os fatores socioeconômicos e percepção sobre saúde bucal nos escolares de doze anos de idade matriculados nas escolas públicas e privadas de ensino em Manaus - Amazonas. No 1º estudo identificaram-se a prevalência de cárie dental, da condição periodontal e da fluorose dental e a associação com os fatores socioeconômicos em escolares de doze anos de idade matriculados nas escolas públicas e privadas de ensino em Manaus - Amazonas (Capítulo 1). No 2º estudo foi identificada a associação entre percepção dos pais sobre as condições de saúde bucal dos escolares de doze anos de idade matriculados nas escolas públicas e privadas de ensino em Manaus - Amazonas - com a prevalência de cárie dental, condição periodontal e fluorose dental (Capítulo 2). O estudo se deu com uma amostra probabilística representada por 661 escolares de doze anos de idade, sendo 609 provenientes de escolas públicas e 52 de escolas privadas de Manaus - AM, sendo do tipo analítico, transversal e observacional com delineamento por conglomerados. Para a avaliação da cárie dentária utilizou-se o índice CPOD e para a condição periodontal foi realizada o Índice Periodontal Comunitário baseados nos critérios da OMS. O grau de fluorose foi obtido pelo índice T-F. Um questionário contendo perguntas referentes às variáveis socioeconômicas, à percepção da condição de saúde bucal e à necessidade atual de tratamento odontológico em relação aos seus filhos foi encaminhado e respondido pelos pais. A coleta dos dados foi efetuada por uma única examinadora previamente calibrada (KAPPA ?0,82) e 10% do total da amostra foram reexaminadas, para fins de avaliação da reprodutibilidade. Para a realização da análise estatística foi utilizado os testes qui-quadrado e Exato de Fisher, com o nível de significância de 5%. O estudo apresentou um CPOD médio de 1,89 (dp=2,08) e 35,4% das crianças estavam livres de cárie em Manaus. A maior parte das crianças pertencentes à escola pública, residentes da região não central de Manaus (p=0,0337) e os constituintes das classes sociais mais baixas (p=0,0219) (menor renda e menor grau de instrução da mãe), tiveram relação com uma prevalência maior de cárie dentária. Aproximadamente 8% da população apresentou todos os sextantes com saúde periodontal, enquanto 51,7% e 39,5% apresentaram sangramento gengival e cálculo dental como condição periodontal mais grave. A prevalência de fluorose foi de 15,6% em Manaus, 12,4% apresentaram TF1 e 3,2% TF2. Mais da metade dos pais (60,1%) classificou a saúde bucal de seus filhos como boa e ótima, sendo que 5,9% considerou ruim. Os resultados deste estudo demonstraram que Manaus apresenta uma baixa prevalência de fluorose, no entanto mais da metade dos escolares apresentam experiência de cárie e problema periodontal. Os pais ou responsáveis apresentaram uma visão paradoxal quanto à classificação da saúde bucal de seus filhos, pois embora apresentem necessidade de tratamento, o problema não foi percebido / Abstract: The present study, compound by two studies, covers the theme dental caries, periodontal condition and dental fluorosis related with socioeconomic factors and percepction about dental health in school children aged twelve enrolled in public schools and private education in Manaus - Amazonas. The first study were the prevalence of the dental carie, periodontal condition and the dental fluorosis and the association with socioeconomic factors in school children aged twelve enrolled in public schools and private education in Manaus - Amazonas (Chapter 1). The second study identified the association between parents perception on oral health status of school children aged twelve enrolled in public schools and private education in Manaus - Amazonas - with the prevalence dental carie, periodontal condition and dental fluorosis (Chapter 2). The random sample was represented by 661 children from twelve years of age, being 609 from public schools and 52 from private schools, being of type analytical, observational and transversal with cluster design. For the assessment of dental caries used the DMFT index and for the periodontal condition was conducted the community periodontal index based on WHO criteria. The degree of fluorosis index was obtained by T-F. A questionnaire concerning socioeconomic variables, the perception of oral health condition and the need for current dental treatment in relation to their children was taken and answered by parents. The data collection was performed by a single examiner previously calibrated (KAPPA ?0,82) and 10% of the total sample were reviewed for purposes of assessing the reproducibility. To perform the statistical analysis used chi-square and Fisher's exact test, with significance level of 5%. The study showed a mean DMFT of 1,89 (sd=2,08) and 35,4% children were free of dental caries in manaus. The most of the children belonging to public school, not residents of the central region of Manaus (p=0,0219) (lower income and lower education of mother), were associated with a higher prevalence of dental caries. Approximately 8% of population had all sextants with periodontal health, while 51.7% and 39.5% showed gingival bleeding and dental calculus for periodontal condition more severe. The prevalence of fluorosis was 15.6% in Manaus, 12.4% had TF1 and 3,2% TF2. More than half of parents (60,1%) ranked the oral health of their children as good or excellent, being that 5,9% considered bad. The results for this study demonstrated that Manaus has a low prevalence of fluorosis, but more than half the students had experience of dental caries and periodontal problems. The parents or guardians had a paradoxical vision of the classification of the oral health of their children because they present the need for treatment, the problem was not noticed / Doutorado / Saude Coletiva / Doutor em Odontologia

Knowledge management (KM) has become a vital part of the successful development of private and governmental organizations. KM is processed tools and behaviors that participate in the formulation and performance of the beneficiaries of the organization, acquisition, storage and distribution of knowledge. This is to reflect on the business processes and to gain access to best practices with a view to long-term competition and adaptation. In this context, the personal understanding of KM is a key factor in successful employments of KM activities. In this thesis, the level of understanding of knowledge management and the extent of its usage in the university library by librarians was investigated. A comparison study was established between libraries in developed and developing countries. Interviews and observations were performed and the results were analyzed. The results indicate the concept of KM is hardly known, however it is employed to different extent between these counties, the developed countries were by far more successful in utilizing current technology to advance their service and personal expertise with few challenges. Lack of communication, knowledge sharing, and the shortage in the budget was essential in limiting the usage of KM in developing counties. The knowledge derived from this thesis advances an understanding of the importance of KM in library performance, thus presenting the basis for improving libraries in developing countries and advancing libraries in developed countries.

Magister Curationis - MCur / Background: Health care workers, more specifically, nursing students are at increased risk of occupational injury and exposure to blood borne pathogens. Compliance with universal precautions (UP) will minimise risk or transmission of HIV and HBV (Hepatitis B virus) according to the Department of Health of South Africa. Aim: The aim of this study was to investigate the knowledge and practice of universal precautions amongst nursing students and their fear of occupational exposure to blood borne pathogens. Rationale: The rationale for the study was to investigate what the studentss knowledge and practice of UP were, to see if this could be a possible contributing factor to occupational exposure. Research design: The study was a quantitative, cross sectional survey using a questionnaire that included one open ended question. Participants: The participants for the study were the undergraduate nursing students in year levels two to four (n = 253) who and were selected by means of stratified random sampling. Procedures: A questionnaire was administered to the participants by the researcher. Analysis of the data collected was done through statistical package for social sciences (SPSS 16.0) and content analysis. Results: The researcher established that there is indeed a lack of knowledge regarding UP and that the students’ self reported practice of UP is poor. No statistically significant correlation between knowledge and practice of UP were found. There is underreporting of occupational exposures to staff at the School of Nursing. The majority of students reported a moderate to severe fear for occupational exposures and contributing factors raised by them are reality in the clinical facilities. / South Africa