Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-21T13:24:13Z No. of bitstreams: 1 Lilia Alves da Silva Castro.pdf: 7394821 bytes, checksum: ccca7389227d8a9ace7e9c898b543325 (MD5) / Made available in DSpace on 2016-11-21T13:24:13Z (GMT). No. of bitstreams: 1 Lilia Alves da Silva Castro.pdf: 7394821 bytes, checksum: ccca7389227d8a9ace7e9c898b543325 (MD5) Previous issue date: 2016-09-27 / Secretaria de Estado da Educação do Estado de São Paulo / The present research aims to investigate how the pedagogical coordinator articulates the Learning Evaluation in Process (LEP) in Pedagogical Collective Class Work (PCCW) to set it as a diagnostic test and also a the specific objectives are, identify the view that teachers have on the LEP, check if teachers heed the guidance of the pedagogical coordination for the implementation of the LEP and finally identify how teachers consider what should be the role of the principal of the teacher's stance that does not support the guidance of managers. The LEP has sent by the São Paulo State Education (SE) and aims to diagnose the learning level of students enrolled in state schools. The test has applied at the end of the three bimesters periods and aims through the extracted contents, produce guidance to educators in order to develop programs and projects that work in the students' difficulties. During the training meetings that preceded the application of this evaluation, I have observed several reactions that demonstrated aversion as the organization of time and space and the apparent indifference of students towards to the test. This work was developed in order to clarify issues that permeate the evaluation, the application and also the critical position of teachers against the LEP. To support this research we have used the technique of critical incidents, in the form describing situations. Three incidents were applied to teachers of a public school on the outskirts of a town in the metropolitan region of São Paulo. These incidents described situations on the implementation of the LEP that teachers have known and / or have experienced. The theoretical framework used to evaluation of learning was disseminated by authors such as Philippe Perrenoud, Charles Hadji, Miguel Ángel Santos Guerra, Cipriano C. Luckesi, Celso S. of Vasconcellos and Julia Falivene Alves. Regarding the research I have used the technique of critical incidents from John C. Flanagan, Laurinda Ramalho de Almeida inspired by Maria Teresa Estrela and Albano Estrela / O presente trabalho possui como objetivo geral investigar de que modo o coordenador pedagógico articula a Avaliação da Aprendizagem em Processo (AAP) na Aula de Trabalho Pedagógico Coletivo (ATPC) no sentido de configurá-la como diagnóstico. Os objetivos específicos se constituem em identificar a visão que os professores possuem sobre a AAP, verificar se os professores acatam a orientação da coordenação pedagógica em relação à aplicação da AAP e, por fim, identificar como os professores consideram que deveria ser a atuação do diretor sobre a postura do professor que não apoia as orientações dos gestores. A Avaliação da Aprendizagem em Processo é enviada pela Secretaria da Educação do Estado de São Paulo (SE) e tem por finalidade diagnosticar o nível de aprendizado dos estudantes matriculados na rede estadual de ensino. O exame é aplicado nos finais dos três primeiros bimestres letivos e visa através dos índices extraídos, produzir orientações aos educadores com vistas a desenvolver programas e projetos que atuem nas dificuldades dos alunos. Ocorre que durante as reuniões de formação que precediam a aplicação dessa avaliação, observei reações diversas que demonstravam aversão quanto à organização do tempo e espaço e do aparente descaso dos alunos para com a prova. Este trabalho foi desenvolvido com o intuito de elucidar questões que permeiam a valoração, a aplicação e também a posição crítica dos professores frente à AAP. Para dar suporte a esta pesquisa foi utilizada a técnica de incidentes críticos, na modalidade descrição de situações. Foram aplicados três incidentes aos professores de uma escola pública da periferia de um município da região Metropolitana de São Paulo. Estes incidentes descreviam situações sobre a aplicação da AAP conhecidas e/ou vivenciadas pelos professores. O referencial teórico utilizado foi a avaliação da aprendizagem difundida por autores como: Philippe Perrenoud, Charles Hadji, Miguel Ángel Santos Guerra, Cripiano C. Luckesi, Celso dos S. Vasconcellos e Júlia Falivene Alves. Em relação à pesquisa utilizei como referencial teórico John C. Flanagan e Laurinda Ramalho de Almeida inspirada em Maria Teresa Estrela e Albano Estrela

Limited English proficiency (LEP) amongst non-English-speaking background (NESB) employees is a major concern for the Government, employers and unions in Australia. Due to their low levels of English proficiency, NESB employees are often unable to carry out effectively the required workplace tasks. In the current climate of rapid change in workplaces, as a result of Award Restructuring, NESB employees may also lack the communication skills necessary to undertake skill-based training and, therefore, be further disadvantaged. In light of these concerns, this study investigated the English learning needs of a group of NESB non-academic staff at the University of Canberra (UC). It established that there was a gap between their present levels of English proficiency and the levels required in their current positions. As a result, these employees are unable to engage effectively in all communication tasks required in the workplace. Following a detailed analysis of the current literature on the provision of workplace English training it is recommended that an English in the Workplace (EWP) program be provided at the UC for NESB non-academic employees. Specific recommendations are made regarding the design and implementation of the learning program.

Dans le cadre de la préparation de l'expérience L3 sur LEP au CERN, cette thèse présente une étude d'une portion du calorimètre électromagnétique formée de 100 cristaux de germanate de bismuth (B.G.O.). La lumière de scintillation de chacun des cristaux est lue par des photodiodes de grande surface (2 X 1.5 cm2).<br />L'electronique asociée aux photodiodes est étudiée de façon détaillée depuis les préamplificateurs de charge (responsabilité spécifique du groupe de lyon) jusqu'aux convertisseurs analogique-digital.<br />En particulier, le rapport signal sur bruit est discuté en relation avec les performances du détecteur à basse énergie. Le bruit électronique obtenu par cristal est de l'ordre de 1300 électrons, soit 1.5 MeV B.G.O. Il comporte une partie intrinsèque et une forte partie corrélée qui joue un rôle important à basse énergie dans la dégradation de la résolution en énergie. L'ensemble des résultats obtenus a permis d'atteindre le stade final de la construction du calorimètre électromagnétique.

Throughout many parts of the world house dust mites (HDM) are considered as a major source of indoor aeroallergens and they are powerful inducers of allergic diseases. Proteolytic HDM allergens are recognised as being able to directly activate respiratory epithelial cells and thereby actively participate in innate immune responses. Although several major HDM allergens lack proteolytic activity, their possible ability to similarly interact with epithelial cells is not known. The overall aim of this thesis was therefore to elucidate if and how major non-proteolytic group 2 allergens from different mite species interact with respiratory epithelial cells. The effects of the structurally related Der p 2, Der f 2 and Eur m 2 from different HDM species as well as the storage mite allergen Lep d 2 were studied in vitro using human respiratory epithelial cells. Also the non-proteolytic, but structurally dissimilar, Fel d 1 from cat, Can f 2 from dog, Bet v 1 from birch and Phl p 5a from timothy were studied. In this thesis evidence that major group 2 mite allergens activate bronchial epithelial cells is presented. Following allergen exposure the secreted amount of the inflammatory mediators G-CSF, GM-CSF, IL-6, IL-8, MCP-1, MIP-3α and sICAM-1 was increased. Surface expression of ICAM-1 was also increased following allergen exposure. Moreover, Fel d 1 and Can f 2 induced secretion of the same mediators from bronchial epithelial cells, representing two additional protein structures being able to directly induce cell activation. In experiments using specific inhibitors and siRNA transfection, it was shown that the mite allergens engage TLR4 and activation through MyD88, MAPK and NF-κB signal transduction pathways. In conclusion, the novel findings in this thesis provide knowledge on how major aeroallergens, in addition to their ability to provoke specific adaptive immune responses, may aggravate a respiratory airway disease by adjuvant-like activation of inflammatory responses in bronchial epithelial cells. This differs from previously reported allergen-induction of epithelial cells by the clear independency of proteolytic activation.

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Over 25 million Americans report limited English proficiency (LEP) since 2013, and this number has been steadily increasing over the past few decades as immigration to the United States continues to climb. Due to the expanding heterogeneity of the population, cultural and language barriers became more common in the healthcare field which led to worse patient outcomes, inappropriately ordering too many or too few tests, and decreased use of preventative services. This necessitated further resources and interventions to better accommodate individuals with LEP. In accordance with Title VI of the 1964 Civil Rights Act which was elaborated further in Executive Order 13166, federal agencies were required to provide language services to people with LEP. As a result, more medical institutions began implementing interpreter services. Despite these measures, there is lower-than-expected physician compliance with utilizing these services and considerable variability in services offered depending on the clinical setting. Not only does this perpetuate and potentiate the health disparities that this population already faces, but it can also negatively impact a patient’s agency as they do not have the proper resources to fully advocate for their health. Hence, it is integral to examine the potential reasons why the current infrastructure for interpreter services is still lacking and what can be done to optimize accessibility. This thesis will explore some of these limitations and then offer potential solutions that both institutions and medical professionals can implement in order to provide equitable care to patients with LEP. / Urban Bioethics

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The purpose of this phenomenological study was to explore the lived experiences of Spanish-speaking men in the United States with limited English proficiency following their release from prison. The study specifically examined the experiences of these men in their efforts to access health care treatment, housing, education, and employment in Central Pennsylvania. An empirical, phenomenological research design was employed that used self-stigma, critical race, and self-determination theories for in-depth interviews with 8 men who spent 5 to 24 years in prison. A tiered coding method was used to generate 6 interconnected themes that tell the story of these men's lives: (1) a genuine desire to change (2) a lack of effective communication, (3) a sense of dependency on others, (4) a persistent lack of social support, (5) a perception of resentencing by society, and (6) a perception of entrapment with little possibility to get out. This study promotes positive social change by demonstrating a need for more effective transitional programs for this demographic and additional need for counselor training programs to actively recruit and train more Spanish-speaking counselors for work with this population. The results can be used by counselors and mental health providers to develop programs that would support families such as job training and second language instruction within correctional facilities. Implementing these recommendations is expected to reduce crime and facilitate the healthy integration of this population into the mainstream society post incarceration.