Made available in DSpace on 2016-08-03T16:16:10Z (GMT). No. of bitstreams: 1 Leticia Bechara Zukovski.pdf: 1624854 bytes, checksum: 59963be7b37d3160ee0e037891ec7180 (MD5) Previous issue date: 2009-03-05 / This research investigate the experiences of the teachers in the firsts grades, about the use of the computer as a work tool, trying to identify the relations that teachers are building with the use of technologies in the organizations and planning of the classes, as in the constructions of their pedagogical knowledge that the teachers can do through the use of the computer. In this work is identified the access and the management that the teachers have in every day situation related to the computer (including internet access); and their social representations that they have related to this tool. The process of familiarization was used in the research to show the relation between teachers and computers. Interviews and forms were applied with teachers in both systems: public and private, in São Paulo state, on the first s grades. We also had students from Education College participating of this research. This work showed the level of familiarization of the teachers goes around their interest and individual experience, the professional activities related to the use of the computer. There are no evidences of resistance in the use of the computer; the activities with students go forward in the same steps as the teacher develops himself in the use of the technology.(AU) / Esta pesquisa investiga as experiências dos professores nas Séries Iniciais do Ensino Fundamental no Estado de São Paulo, sobre o uso do computador como uma ferramenta de trabalho, procurando identificar as relações que estão construindo com o uso das tecnologias tanto na organização e no planejamento de suas aulas quanto na construção dos saberes pedagógicos que podem fazer com o uso do computador. Identificam-se nesse trabalho o acesso e o domínio que os professores têm no dia-a-dia em relação ao computador (incluindo o acesso à internet) e as experiências que estão realizando com o auxilio do computador e da internet. Foi utilizado o conceito de familiarização para análise da relação do professor com o computador.Foram realizadas entrevistas e aplicados questionários aos professores que atuam nos sistemas de ensino público e privado, no Estado de São Paulo, primeiro nível do Ensino Fundamental (1ª a 4ª séries / 2° ao 5° ano ), e aos alunos do curso de Pedagogia. O trabalho evidenciou que existe uma relação de familiarização dos professores, e esse nível passa pelo interesse e pela experiência individual antes de passar para o lado profissional do uso do computador e internet na sala de aula. Não há evidências de resistência ao uso do computador, as atividades com alunos avançam à medida que o professor se desenvolve no uso da tecnologia.(AU)

Por um cunho bibliográfico, esta tese se debruça sobre as caçadas de certas etnografias da Amazônia indígena buscando compreender as relações, aí estabelecidas, entre as perspectivas da predação e da familiarização. Trata-se de um ensaio comparativo, inspirado no método lévi-straussiano da análise dos mitos, que justapõe para o cotejo e a análise as etnografias [1] da caça yudjá aos porcos, [2] da caça coletiva dos Arara, [3] dos mitos yaminawa sobre os encontros cinegéticos e [4] da caça awá-guajá aos guaribas. A análise comparativa das etnografias sustentará, nas considerações finais deste texto, uma proposta nova para o entendimento dos conceitos de predação e familiarização. / From a bibliographic imprint, the present dissertation bend on the hunting of certain ethnographies from the indigenous Amazonia, seeking for understanding the relationships, there establish, between the perspectives of predation and familiarization. This is a comparative essay, inspired by Lévi-Straussian method for the analysis, which juxtaposes for collation and review the ethnographies [1] of Yudjá hunting to pigs, [2] the collective hunting of the Arara people, [3] the Yaminawa\'s myths of hunting and [4] the Awá-Guajá hunting to howler monkeys. At the ultimate remarks of this manuscript, the comparative analysis of the ethnografies will sustain a different proposal to comprehend the concepts of predation and familiarization.

The purpose of this dissertation was to evaluate the effects of changing body position on the execution of the isometric mid-thigh pull (IMTP). Furthermore, while there is evidence to suggest that there is an effect of familiarization on performance of maximal strength tests, there has been no known research evaluating the effect of learning on the IMTP. The effect of familiarization was assessed by evaluating changes in variables obtained from the IMTP. Subjects did not statistically improve over the five IMTP testing sessions, regardless of the body position used, or if subjects had previous experience with weightlifting derivatives. This may indicate that little familiarization is needed for subjects to perform the IMTP before acute increases due to learning stabilize. When body positions were compared, there were differences in force production whether subjects had or did not have experience with weightlifting movements. The magnitude of difference between body position was affected by weightlifting movement experience; lifters with >6 months experience with weightlifting had larger differences in force production between position. Average muscle activation for a variety of muscles, evaluated with surface EMG, appeared to differ between body positions, although these positions are idiosyncratic to experience level. In particular, lumbar erector spinae activation was higher in the bent position for both groups, which may have implications for low back injury risk.In entirety, it appears that if maximizing force production is the goal, the upright positon is optimal. Furthermore, the differing body positions have meaningfully different effects on how 3 much individual muscles are activated between positions. Lastly, substantial familiarization does not appear to be necessary before subjects perform the IMTP.

Orientador: Cláudia Regina Cavaglieri / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-22T16:14:08Z (GMT). No. of bitstreams: 1 Fazolin_MarcioAparecidoFrancodeGodoy_M.pdf: 1352810 bytes, checksum: bb34bcd02d7a93531f2f4ca3be5a26c0 (MD5) Previous issue date: 2013 / Resumo: A contração muscular isocinética, assim como a isométrica balística, tem sido utilizada para determinar o pico de torque (PT) e a taxa de desenvolvimento de torque (TDT), consideradas importantes variáveis neuromusculares. Sessões de familiarização são necessárias para a verificar a estabilidade das medidas em diferentes protocolos de verificar a estabilidade destas medidas. No entanto, ainda não estão claro quantas sessões de familiarização são necessários para estabilizar tais componentes em diferentes idades. O objetivo deste estudo foi determinar o número de sessões de familiarização necessárias para alcançar a estabilidade da medida no PT e TDT a partir da contração isométrica balística e o PT a partir da contração isocinética nas velocidades 60º/s, 180º/s, 240º/s e 300º/s, nas faixas etárias. Sessenta e quatro sujeitos saudáveis participaram de dois protocolos de familiarização: o isométrico balístico, com 31 sujeitos dividos em jovem (idade de 22,75 ± 4,53 anos), meia-idade (idade de 50,45 ± 6,12 anos) e idosos (idade de 67,80 ± 7,28 anos); e o protocolo isocinético com 33 sujeitos dividos em jovens (idade de 21,92 ± 2,57), meia idade (idade de 47,20 ± 5,18 anos) e idosos (idade de 62,08 ± 3,53 anos). Foram realizadas quatro sessões de testes no dinamômetro isocinético separadas por 72h. De acordo com ANOVA, não foram observadas diferenças estatisticamente significantes entre os grupos e entre as sessões respectivamente (jovens, P = 0,92, P = 0,74; meia idade, P = 0,98, P = 0,99; idoso, P = 0,99, P = 0,69) para o protocolo isométrico balístico. Por outro lado, o protocolo isocinético apresentou uma variabilidade nas sessões de familiarização em relação às velocidades angulares analisadas (60º/s e 240ºs, jovem, P = 0,007 e P = 0,02 e meia idade, P = 0,01 e P = 0,007 e grupo idoso 240º/s e 300ºs, P = 0,02 e P = 0,05). Em conclusão, é possível que o nível de atividade física dos sujeitos e o tipo de protocolo utilizado tenham influenciado nas respostas do presente estudo. Os efeitos emanados do processo de envelhecimento parecem influenciar de forma mais acentuada as respostas do PT em contrações isocinéticas / Abstract: The muscular isokinetic contraction, as well as ballistic isometric, has been used to determine the peak torque (PT) and the rate of torque development (RTD), considered important neuromuscular variables. Familiarization sessions are necessary to verify the stability of neuromuscular measures in different protocols. However, it is unclear yet how many familiarization sessions are needed to stabilize these components at different ages. The aim of this study was to determine the number of familiarization sessions required to reach the stability of measure in the PT and RTD from the ballistic isometric contraction and in the PT from the isokinetic contraction at speeds 60°/s, 180º/s, 240º/s and 300º/s in different groups. Sixty-four healthy subjects participated in two familiarization protocols: the ballistic isometric , with 31 subjects divided in, young (age 22.75 ± 4.53 years), middle-age (age 50.45 ± 6.12 years) and elderly (age 67.80 ± 7.28 years): and isokinetic protocol with 33 subjects divided in young (age 21.92 ± 2.57 years), middle age (age 47.20 ± 5.18 years) and elderly (age 62.08 ± 3.53 years). There were four test sessions in isokinetic dynamometer with 72h apart. According to ANOVA, there were no statistically significant differences among groups and among sessions respectively (young P = 0.92, P = 0.74; middle age, P = 0.98, P = 0.99; elderly, P = 0.99, P = 0.69) for the ballistic isometric protocol In the other hand, the isokinetic protocol showed variability in familiarization sessions related to angular velocities analyzed. The number of familiarization sessions to reach the stabilization of PT was divergent angular in angular velocities. In conclusion, it is possible that the level of physical activity of the subjects and the type of protocol used have influenced on responses of the present study. The effects arisen from the aging process seem influence more sharply the responses of PT in isokinetic contractions / Mestrado / Atividade Fisica Adaptada / Mestre em Educação Física

Por um cunho bibliográfico, esta tese se debruça sobre as caçadas de certas etnografias da Amazônia indígena buscando compreender as relações, aí estabelecidas, entre as perspectivas da predação e da familiarização. Trata-se de um ensaio comparativo, inspirado no método lévi-straussiano da análise dos mitos, que justapõe para o cotejo e a análise as etnografias [1] da caça yudjá aos porcos, [2] da caça coletiva dos Arara, [3] dos mitos yaminawa sobre os encontros cinegéticos e [4] da caça awá-guajá aos guaribas. A análise comparativa das etnografias sustentará, nas considerações finais deste texto, uma proposta nova para o entendimento dos conceitos de predação e familiarização. / From a bibliographic imprint, the present dissertation bend on the hunting of certain ethnographies from the indigenous Amazonia, seeking for understanding the relationships, there establish, between the perspectives of predation and familiarization. This is a comparative essay, inspired by Lévi-Straussian method for the analysis, which juxtaposes for collation and review the ethnographies [1] of Yudjá hunting to pigs, [2] the collective hunting of the Arara people, [3] the Yaminawa\'s myths of hunting and [4] the Awá-Guajá hunting to howler monkeys. At the ultimate remarks of this manuscript, the comparative analysis of the ethnografies will sustain a different proposal to comprehend the concepts of predation and familiarization.

Learning, as embodied familiarization, is described as an embodied, non-representational, and non-mechanistic experience. Within this theoretical framework, a qualitative study is presented that offers a deeper understanding of the learner's encounter with unfamiliarity -- a key lived experience of embodied familiarization. Assertions related to encounters with unfamiliarity are made through a multiple case study analysis and a deeper understanding of the assertions is offered by way of a narrative-oriented framework. From this perspective, agentive, concernful, dispositional and meaningful aspects of learning are discernible.

No description available.

La production de mots intéresse un vaste réseau cérébral principalement localisé dans l'hémisphère gauche, synthétisé dans une revue de littérature traitant des études de production de mots en enregistrements intracérébraux. Nous nous sommes principalement focalisés sur l'implication du réseau cérébral lors de l'accès lexical en utilisant deux protocoles de dénomination d'images manipulant l'interférence sémantique, connue pour moduler les liens entre les étapes sémantiques et lexicales. Nous avons comparé la dynamique spatiotemporelle de ces protocoles utilisés de façon interchangeable dans la littérature, mais qui diffèrent dans l'implication de paramètres méthodologiques pouvant faire intervenir des mécanismes mnésiques tels que la familiarisation et la répétition. Notre hypothèse étant que ces paramètres étant si divergents, le réseau neuronal sous-jacent devrait au moins être modulé selon le protocole étudié. Notre étude EEG révèle deux patterns d'activité électrophysiologique distincts entre les protocoles attribuables à l'effet de familiarisation. Nous avons étudié l'implication de la structure hippocampique dans la production de mot via des enregistrements intracérébraux. Les analyses en temps-fréquence et en champs locaux montrent que l'hippocampe est impliqué dans l'apprentissage progressif des liens sémantico-lexicaux, mais aussi dans leur maintien en mémoire durant une courte période et dans leur récupération. Ce travail de thèse a permis de révéler que la dynamique spatiotemporelle de la dénomination d'images est modulée par différents facteurs, ce qui va à l'encontre de l'implication d'un réseau partagé par ces deux protocoles de dénomination d'images. / Words production involves a vast brain network mainly localized in the left hemisphere, summarized in a review of literature based on studies of word production in intracranial recordings.We focused principally on the involvement of the cerebral network during lexical access by using two picture naming protocols manipulating the semantic interference effect, known to modulate the links between semantic and lexical processes. We compare the spatiotemporal dynamics of these protocols interchangeably used in the literature, but which differ in the involvement of methodological parameters that may involve mnemonic mechanisms such as familiarity and repetition. Our hypothesis was that these parameters are so divergent that the underlying neural network should at least be modulated by the protocol investigated. Our EEG study reveals two distinct patterns of electrophysiological activity between the protocols due to the familiarization effect. We studied the involvement of the hippocampal structure in the production of word through intracranial recordings. The time-frequency and the local field analyses show that the hippocampus is involved in the progressive learning links between semantic and lexicon, but also in keeping them in memory for a short period and in their recovery. This work revealed that the spatiotemporal dynamics of picture naming is modulated by various factors, which goes against the involvement of a common network shared by these two picture naming protocols.

Accumulating evidence suggests that the magnetic resonance imaging (MRI) scanner can act as a stressor, eliciting subjective and neuroendocrine stress responses. Approaches to familiarize subjects with the scanner could help minimizing unintended effects on neural activation patterns of interest. Controlled studies on the effects of a scanner training are however missing. Using a comparative design, we analyzed within- and between session changes in subjective and neuroendocrine stress parameters in 63 healthy, scanner-naïve adults who participated in a two-day training protocol in an MRI, mock, or lab environment. A habituation task was used to assess within-session changes in subjective and neuroendocrine (cortisol) stress parameters; between-session changes were indicated by differences between days. MRI and mock, but not lab training were successful in reducing subjective distress towards the scanner. In contrast, cortisol reactivity towards the training environment generally increased during day 2, and the percentage of cortisol responders particularly rose in the mock and MRI groups. Within-session habituation of subjective arousal and anxiety was observed during both days and irrespective of training condition. Present findings demonstrate that training in a scanner environment successfully reduces subjective distress, but may also induce sensitization of endocrine stress levels during repeated scanning. Subjective distress can further be stabilized by acclimating subjects to the environment prior to the MRI assessment, including a short habituation phase into the assessment protocol. If replicated, present findings should be considered by researchers employing repeated measurement designs where subjects are exposed to a scanner more than once.

Accumulating evidence suggests that the magnetic resonance imaging (MRI) scanner can act as a stressor, eliciting subjective and neuroendocrine stress responses. Approaches to familiarize subjects with the scanner could help minimizing unintended effects on neural activation patterns of interest. Controlled studies on the effects of a scanner training are however missing. Using a comparative design, we analyzed within- and between session changes in subjective and neuroendocrine stress parameters in 63 healthy, scanner-naïve adults who participated in a two-day training protocol in an MRI, mock, or lab environment. A habituation task was used to assess within-session changes in subjective and neuroendocrine (cortisol) stress parameters; between-session changes were indicated by differences between days. MRI and mock, but not lab training were successful in reducing subjective distress towards the scanner. In contrast, cortisol reactivity towards the training environment generally increased during day 2, and the percentage of cortisol responders particularly rose in the mock and MRI groups. Within-session habituation of subjective arousal and anxiety was observed during both days and irrespective of training condition. Present findings demonstrate that training in a scanner environment successfully reduces subjective distress, but may also induce sensitization of endocrine stress levels during repeated scanning. Subjective distress can further be stabilized by acclimating subjects to the environment prior to the MRI assessment, including a short habituation phase into the assessment protocol. If replicated, present findings should be considered by researchers employing repeated measurement designs where subjects are exposed to a scanner more than once.