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Understanding science curriculum and research in rural Kwa-Zulu NatalKeane, Moyra 31 October 2006 (has links)
Student Number : 0392307
PhD thesis
Faculty of Science / In this study I explore concepts of relevant science, curriculum and development
through participation and engagement with two schools and their community in the
rural area of Chibini in Kwa-Zulu Natal.
During a three-year involvement a research team, students, teachers, parents and
farmers, supported by traditional leaders and NGO1s, developed a communitybased
science curriculum. Amongst urgent concerns for health care, employment,
traditional values – even survival, profound lessons in understandings of
appropriate science, practical skills-development and ubuntu emerged. Western
conventions of frameworks, protocols, goals, identity, even ways of researching
are challenged through engaged transformation. Relevant science has parallels
with relevant research in its purposes and processes of contributing to both
knowledge and community well-being.
The research drew upon interdisciplinary pedagogy as well as interdisciplinary
methodological paradigms, moving from learner-centred education to communitycentred
education and from the research paradigm of mindful inquiry to ubuntu.
Rural communities can benefit from community-centred, project-based learning
which contributes to immediate needs, draws on community strengths and is
centred in ubuntu. Rural communities, in turn, have valuable contributions to make
to science education transformation.
This study formed part of a collaborative project: ‘Human Rights, Democracy, and
Social Justice: Science and Mathematics Literacy in Disadvantaged Communities’
led from the Centre for Educational Research, Evaluation and Policy, University of
Kwa-Zulu Natal, Durban, South Africa.
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Um serviço de atenção psicológica à terceira idade: à pro-cura da demanda / A Psychological Attention Service for Elderly People: searching for demandDuarte, Luciene Freitas 05 December 2008 (has links)
Este trabalho apresenta um serviço como uma pesquisa participativa interventiva que objetiva compreender possibilidades de atenção psicológica à Terceira Idade a partir da demanda dessa população. Como prática clínica integra o Projeto de Atenção Psicológica em Instituições do Laboratório de Estudos e Prática em Psicologia Fenomenológica Existencial do IPUSP. A ênfase na compreensão da demanda dos próprios idosos visa dar voz a essa população, permitindo a reflexão sobre o fazer do psicólogo junto à Terceira Idade, através de pro-vocações surgidas nessa experiência. Pautado na fenomenologia existencial que visa o homem como ser-no-mundo-com-outros, o serviço, enquanto atenção psicológica, referencia-se no Plantão Psicológico enquanto modalidade de intervenção, pois apresenta como elemento pertinente a atitude clínica do plantonista: disposição afetiva para acompanhar quem procura por esse espaço, chamando por sua demanda enquanto testemunha seu caminhar no momento da procura. A pesquisa interventiva participativa foi escolhida como possibilidade de investigação e de intervenção: fazer saber psicológico em ação. O registro da pesquisa foi feito por diário de bordo, visando a escritura das afetações provocadas nos encontros com os participantes no acontecer da pesquisa. A historicidade revisitada por meio da rememoração e revivência dos registros, permitiu a identificação de dois momentos da intervenção: o primeiro configurado como grupo de discussão e o segundo como espaço de narrativas. Esta possibilidade de compreensão indica a pro-cura dos idosos pelo serviço como um tempo-espaço de cuidar-de-ser. / This work presents the creation of a service as interventive participative research, aiming to understand possibilities for psychological attention to elder people departing from their own demand. As a clinical praxis, it integrates the Psychological Attention at Institutions Project from the Laboratory of Studies and Practice in Existential Phenomenological Psychology of IPUSP. Emphasis on the elders own demand intents to give them their proper voice, as well allowing reflexion on the psychologists work toward that population, through emergent provocations during such experience. By the phenomenological view of man as a being-in-the-world-with others, that service refers itself to the interventive practice of Psychological Attendance as psychological attention characterized by the psychologists clinical attitude: his affective disposition to accompany those who come to the service facilitates them to claim for own demand, by being a witness in such search. The interventive participative research was chosen as a possibility for both intervention and investigation; it allows pursuing the psychological work in action. The research register was through field diaries, which contained affections promoted during the group encounters. Historicity, reviewed from the memories of the registers, propitiated to identify two moments at the interventions: first as a discussion group and latterly as locus for narrative. Such possibility of comprehension indicates that elderly people search for psychological attention as a possible way to take care of their own being.
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The use of alternative energy technologies in buildings : the influence of engineering consultantsCooke, Robert Stewart January 2006 (has links)
The UK Government has set the target of reducing CO2 emissions by 60% by 2050. Energy used by buildings is presently responsible for around half of C02 emissions in the UK. There are many established methods for reducing such emissions from building operation but these opportunities are not being seized to their full potential. One of these methods is the use of Alternative Energy Technologies (AETs) integrated into the built environment. Engineering consultants have a key role in the design of buildings, their energy consumption and the consideration of AETs. The objectives of this thesis are to explore the process of delivery of AETs in building projects, the key factors that influence the viability of these technologies and the capability of engineering consultants to increase their rate of uptake. While there are many published lists of incentives and restrictions to using these technologies, there are few reports of their impact in practical contexts. Project involvement provided evidence of significant variations in the drivers and barriers to using AETs, the design team perceptions and the approaches used for assessments. These insights were investigated in detail through participative research techniques. Initial focus groups led to the development of a structured interview programme administered in 2 phases. The first phase of interviews investigated the experiences of 41 participants representing a range of building project stakeholders. The second phase of interviews looks more closely at 24 relevant projects from the perspective of the engineering consultant, investigating the decision-making approaches used and the influence of factors throughout the design process in more detail. As a result a hierarchy of the importance of specific drivers and barriers to using AETs in building projects was established. It was found that there is a large amount of variation in their importance between projects. Despite this variation the emphasis for assessment methods is on financial terms, largely ignoring more qualitative concerns. This lack of suitable assessment methodologies along with a lack of education, motivation and case study information in the building industry are restricting the use of AETs in UK building projects. It is proposed that to address this, engineering consultants need to be better informed and need to develop and embrace more holistic technology assessment methods that account for qualitative and quantitative considerations.
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Um serviço de atenção psicológica à terceira idade: à pro-cura da demanda / A Psychological Attention Service for Elderly People: searching for demandLuciene Freitas Duarte 05 December 2008 (has links)
Este trabalho apresenta um serviço como uma pesquisa participativa interventiva que objetiva compreender possibilidades de atenção psicológica à Terceira Idade a partir da demanda dessa população. Como prática clínica integra o Projeto de Atenção Psicológica em Instituições do Laboratório de Estudos e Prática em Psicologia Fenomenológica Existencial do IPUSP. A ênfase na compreensão da demanda dos próprios idosos visa dar voz a essa população, permitindo a reflexão sobre o fazer do psicólogo junto à Terceira Idade, através de pro-vocações surgidas nessa experiência. Pautado na fenomenologia existencial que visa o homem como ser-no-mundo-com-outros, o serviço, enquanto atenção psicológica, referencia-se no Plantão Psicológico enquanto modalidade de intervenção, pois apresenta como elemento pertinente a atitude clínica do plantonista: disposição afetiva para acompanhar quem procura por esse espaço, chamando por sua demanda enquanto testemunha seu caminhar no momento da procura. A pesquisa interventiva participativa foi escolhida como possibilidade de investigação e de intervenção: fazer saber psicológico em ação. O registro da pesquisa foi feito por diário de bordo, visando a escritura das afetações provocadas nos encontros com os participantes no acontecer da pesquisa. A historicidade revisitada por meio da rememoração e revivência dos registros, permitiu a identificação de dois momentos da intervenção: o primeiro configurado como grupo de discussão e o segundo como espaço de narrativas. Esta possibilidade de compreensão indica a pro-cura dos idosos pelo serviço como um tempo-espaço de cuidar-de-ser. / This work presents the creation of a service as interventive participative research, aiming to understand possibilities for psychological attention to elder people departing from their own demand. As a clinical praxis, it integrates the Psychological Attention at Institutions Project from the Laboratory of Studies and Practice in Existential Phenomenological Psychology of IPUSP. Emphasis on the elders own demand intents to give them their proper voice, as well allowing reflexion on the psychologists work toward that population, through emergent provocations during such experience. By the phenomenological view of man as a being-in-the-world-with others, that service refers itself to the interventive practice of Psychological Attendance as psychological attention characterized by the psychologists clinical attitude: his affective disposition to accompany those who come to the service facilitates them to claim for own demand, by being a witness in such search. The interventive participative research was chosen as a possibility for both intervention and investigation; it allows pursuing the psychological work in action. The research register was through field diaries, which contained affections promoted during the group encounters. Historicity, reviewed from the memories of the registers, propitiated to identify two moments at the interventions: first as a discussion group and latterly as locus for narrative. Such possibility of comprehension indicates that elderly people search for psychological attention as a possible way to take care of their own being.
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The journey effect: how travel affects the experiences of mental health in-patient service-users and their familiesHeyman, B., Lavendar, E., Islam, Shahid, Adey, A., Ramsey, T., Taffs, N., Xplore Service-user and Carer Research Group 15 July 2015 (has links)
Yes / The qualitative study presented in this paper explored the perspectives of serviceusers,
family members and staff about the impact of travel issues on the lives of
mental health in-patients and carers. This topic was chosen because it was
prioritised by members of Xplore, a service-user and carer research group, and has
received little research attention. Travel problems were a significant issue for many
service-users and carers, bound-up with mental health issues and the recovery
experience. Travel facilitation through the funding of taxis and the provision of guides
was greatly appreciated. A few service-users and carers positively valued distancing
from their previous home environment. The meaning of travel issues could only be
understood in the context of individuals’ wider lives and relationships. The
significance of the findings is discussed in relation to the social model of disability. / This work was supported by a grant from The West Yorkshire Mental Health Research and Development Consortium.
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Sobre a indisciplina e o ato infracional: experiências escolares de alunos e professores / About indiscipline and breaking the rules: public schools students and teachers´ experiencesHahne, Beatriz Saks 31 March 2017 (has links)
A trajetória de vida do adolescente em conflito com a lei é, historicamente, atravessada por experiências que dificultam e/ou impossibilitam a construção de caminhos desvinculados da atividade infracional. Marcado em sua comunidade, este adolescente encontra inúmeros desafios para construir outras formas de contribuir com o mundo e nele habitar. Percurso semelhante tem sido traçado, nas escolas, para o adolescente indisciplinado, ou seja, aquele considerado de impossível trato por equipes pedagógicas. Nesse quadro, a indisciplina pode ser percebida como quase a antecipação do ato infracional. Dentro deste contexto, a escola se mostra um ambiente privilegiado: é o espaço no qual o aluno pode ser aluno, podendo se afastar, ainda que temporariamente, de um passado que o impeça vem impedindo de aparecer ao mundo como quem é e a partir de sua individualidade. A escola é local onde, como diz Hannah Arendt, o amor pelo mundo é demonstrado pelo adulto que bem recebe quem aqui chega depois os mais novos. Ao mesmo tempo, é preciso considerar que as instituições de educação, em especial, as públicas, enfrentam diversos desafios cotidianos, inclusive, relacionados a mudanças sociais e culturais, que dificultam pensar na aproximação educadora. Essas questões foram tema de meu trabalho profissional e, a partir da necessidade de estar articulado à teoria que pode desvendar novos caminhos, deram início a esta pesquisa. Em seu desenvolvimento, o professor e, também, suas experiências, ganharam espaço, colocando sob reflexão as práticas escolares que tanto mantêm um contexto de menor valor para discentes e docentes quanto podem permitir transformações. A proposta desta pesquisa foi debater esta temática a partir da interlocução com Hannah Arendt, Walter Benjamin, José Mario Pires Azanha, Jorge Larrosa e outros autores. A metodologia da pesquisa é a pesquisa participante, que me permitiu falar de meu campo de estudo com aprofundamento e relativa liberdade já que é, em certa medida, de meu próprio trabalho que falo. Estas páginas contam experiências e tecem apontamentos sobre a educação de adolescentes em cumprimento de medidas socioeducativas e daqueles considerados indisciplinados. Como são experiências e, portanto, relacionais, falam também de seus professores e dos contextos sociais que dificultam o nascimento de novos olhares e fazeres na educação pública / The life trajectory of the young offender is carved historically by experiences that make difficult and / or impossible the built of roads unrelated to law breaking activities. Tagged in his community, this teen faces numerous challenges to build other ways to contribute to and inhabit the world. A similar road has been laid down in schools for the undisciplined adolescent, that is, the one considered by pedagogical teams as of impossible to deal with. In this context, it is possible to perceive indiscipline as almost a step before infraction. Within such context, the school presents itself as a privileged environment: it is the space in which the student can be a student, being able to move away, even temporarily, from a past which prevents him from showing to the world who he is as well as his individuality. The school is a place in which love towards the world is shown by the adult who gives a warm welcome to those who come later, the youngest. At the same time, it is necessary to consider that educational institutions, especially public ones, face several daily challenges, including those related to social and cultural changes, making it difficult to think about the educator´s approach. These issues were the subject of my professional performance and this research was initiated from the need of connection to the theory that can unveil new paths. Throughout this development, the teacher, as well as his experiences, gained space, placing under reflection the school practices that might so strongly maintain a context of inferior value for students and teachers as can allow transformations to be possible. This research aims at the discussion of this theme from the dialogue among Hannah Arendt, Walter Benjamin, José Mario Pires Azanha, Jorge Larrosa and other authors. This research method is the participative research one, which allowed me to address about my field of study with depth and some freedom - since it is, to some extent, my own work I am referring to. These pages present experiences and indicate notes about the education of adolescents in compliance with social-educational measures and those considered undisciplined. As they are experiences and, therefore, relational, they also refer to their teachers and the social contexts that make difficult the conception of new looks and practices in public education
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Sobre a indisciplina e o ato infracional: experiências escolares de alunos e professores / About indiscipline and breaking the rules: public schools students and teachers´ experiencesBeatriz Saks Hahne 31 March 2017 (has links)
A trajetória de vida do adolescente em conflito com a lei é, historicamente, atravessada por experiências que dificultam e/ou impossibilitam a construção de caminhos desvinculados da atividade infracional. Marcado em sua comunidade, este adolescente encontra inúmeros desafios para construir outras formas de contribuir com o mundo e nele habitar. Percurso semelhante tem sido traçado, nas escolas, para o adolescente indisciplinado, ou seja, aquele considerado de impossível trato por equipes pedagógicas. Nesse quadro, a indisciplina pode ser percebida como quase a antecipação do ato infracional. Dentro deste contexto, a escola se mostra um ambiente privilegiado: é o espaço no qual o aluno pode ser aluno, podendo se afastar, ainda que temporariamente, de um passado que o impeça vem impedindo de aparecer ao mundo como quem é e a partir de sua individualidade. A escola é local onde, como diz Hannah Arendt, o amor pelo mundo é demonstrado pelo adulto que bem recebe quem aqui chega depois os mais novos. Ao mesmo tempo, é preciso considerar que as instituições de educação, em especial, as públicas, enfrentam diversos desafios cotidianos, inclusive, relacionados a mudanças sociais e culturais, que dificultam pensar na aproximação educadora. Essas questões foram tema de meu trabalho profissional e, a partir da necessidade de estar articulado à teoria que pode desvendar novos caminhos, deram início a esta pesquisa. Em seu desenvolvimento, o professor e, também, suas experiências, ganharam espaço, colocando sob reflexão as práticas escolares que tanto mantêm um contexto de menor valor para discentes e docentes quanto podem permitir transformações. A proposta desta pesquisa foi debater esta temática a partir da interlocução com Hannah Arendt, Walter Benjamin, José Mario Pires Azanha, Jorge Larrosa e outros autores. A metodologia da pesquisa é a pesquisa participante, que me permitiu falar de meu campo de estudo com aprofundamento e relativa liberdade já que é, em certa medida, de meu próprio trabalho que falo. Estas páginas contam experiências e tecem apontamentos sobre a educação de adolescentes em cumprimento de medidas socioeducativas e daqueles considerados indisciplinados. Como são experiências e, portanto, relacionais, falam também de seus professores e dos contextos sociais que dificultam o nascimento de novos olhares e fazeres na educação pública / The life trajectory of the young offender is carved historically by experiences that make difficult and / or impossible the built of roads unrelated to law breaking activities. Tagged in his community, this teen faces numerous challenges to build other ways to contribute to and inhabit the world. A similar road has been laid down in schools for the undisciplined adolescent, that is, the one considered by pedagogical teams as of impossible to deal with. In this context, it is possible to perceive indiscipline as almost a step before infraction. Within such context, the school presents itself as a privileged environment: it is the space in which the student can be a student, being able to move away, even temporarily, from a past which prevents him from showing to the world who he is as well as his individuality. The school is a place in which love towards the world is shown by the adult who gives a warm welcome to those who come later, the youngest. At the same time, it is necessary to consider that educational institutions, especially public ones, face several daily challenges, including those related to social and cultural changes, making it difficult to think about the educator´s approach. These issues were the subject of my professional performance and this research was initiated from the need of connection to the theory that can unveil new paths. Throughout this development, the teacher, as well as his experiences, gained space, placing under reflection the school practices that might so strongly maintain a context of inferior value for students and teachers as can allow transformations to be possible. This research aims at the discussion of this theme from the dialogue among Hannah Arendt, Walter Benjamin, José Mario Pires Azanha, Jorge Larrosa and other authors. This research method is the participative research one, which allowed me to address about my field of study with depth and some freedom - since it is, to some extent, my own work I am referring to. These pages present experiences and indicate notes about the education of adolescents in compliance with social-educational measures and those considered undisciplined. As they are experiences and, therefore, relational, they also refer to their teachers and the social contexts that make difficult the conception of new looks and practices in public education
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Forma??o continuada: desenvolvimento de um projeto de educa??o ambiental / Continued education: development of an environmental education projectChaddad, Fl?vio Roberto 27 October 2004 (has links)
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Previous issue date: 2004-10-27 / This study follows the line of research "University, Teaching and Education of Teachers". Because of the environmental degradation in which the world finds itself, there are many discussions that point to environmental education as one of the ways to revert this scene. Proposals of courses and projects for environmental education are multiplying as a means of teaching alternative pedagogical procedures and practices for creating a new environmental attitude. The objective of this study was to evaluate the change in values and behavior of a group of teachers that took a course specializing in the Education of Environmental Educators given at a university in the state of S?o Paulo during 2002. Data, collected by means of a semi-structured questionnaire, was interpreted according to presuppositions of the analysis of content. Two categories were defined "a priori": the environment and environmental education, and the education of the teacher/researcher. We were able to show that there was a change in concepts of environment and environmental education, respectively, in six of the eight teachers interviewed. Regarding the education of teacher/researchers, six of them said they had experienced a change of concept in their pedagogical practices, but only three changed their behavior. Regarding the means to promote environmental education, six teachers indicated the involvement of the practice of participative-research-action that was used during the course. Keywords: Environmental Education; Continued. / Este estudo insere-se na linha de pesquisa "Universidade, Doc?ncia e Forma??o de Professores". Em decorr?ncia da degrada??o ambiental em que o mundo se encontra mergulhado, s?o v?rias as discuss?es que apontam a educa??o ambiental como uma das formas para reverter este cen?rio. Como procedimentos e pr?ticas pedag?gicas que buscam fomentar uma nova postura, multiplicam-se as propostas de cursos e de projetos de educa??o ambiental. O objetivo desta pesquisa foi o de avaliar, ap?s um ano da realiza??o do curso de especializa??o Forma??o de Educadores Ambientais. desenvolvido em uma Universidade do interior paulista - 2002, a mudan?a de valores e de comportamentos de um grupo de educadores. Os dados coletados por meio de um question?rio semi-estruturado foram interpretados segundo os pressupostos da an?lise de conte?do. Foram definidas "a priori" duas categorias de an?lise: ambiente e educa??o ambiental e forma??o do educador pesquisador. Pudemos demonstrar que houve mudan?a nas concep??es de ambiente e de educa??o ambiental, respectivamente, em seis e em quatro dos oito educadores entrevistados. Com rela??o ? forma??o do educador pesquisador, seis deles apontaram para a mudan?a de concep??o em suas pr?ticas pedag?gicas, mas somente tr?s mudaram o seu comportamento. Com rela??o aos meios para fomentar propostas de projetos de educa??o ambiental, seis educadores apontaram em dire??o ?s caracter?sticas que envolvem a pesquisa-a??o-participativa utilizada no curso estudado.
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Co-développement d’un protocole de recherche avec des patients-partenaires atteints de la maladie de Parkinson et des proches aidantsEl Mokhtar, Ons 11 1900 (has links)
Introduction : La littérature sur l’innovation responsable en santé et en recherche participative encourage l’implication des utilisateurs finaux des technologies dès leur conception, mais manque de documentation sur les méthodes pour les impliquer efficacement. À l’occasion du développement de technologies intra-auriculaires (TIA) intégrant l’intelligence artificielle pour la détection et le monitorage de la maladie de Parkinson (MP), une approche participative, a été adoptée par l’équipe de recherche dans le but de co-créer un protocole de pilotage des TIA. Ce mémoire vise à documenter cette pratique collaborative et à en explorer les retombées ainsi qu’à étudier la faisabilité et l’acceptabilité du protocole de recherche co-développé.
Méthodologie : Trois personnes avec la maladie de Parkinson (PMP), une proche aidante (PA) et une orthophoniste ont été recrutées pour le co-développement du protocole de recherche. Le processus collaboratif consiste à réaliser trois cafés scientifiques (CS) pour l’augmentation de la littératie en technosanté, suivis d’une table ronde (TR) de co-construction du protocole. Avant et après chaque CS, les participants remplissaient un questionnaire sur leur niveau de connaissances du sujet abordé. Après la TR, les participants ont rempli un questionnaire sur l’utilité perçue des CS et ont participé à une entrevue semi-dirigée portant sur leur expérience. Finalement, 3 PMP et une PA ont été recrutés pour expérimenter les TIA. À la fin de l’expérience, ils ont rempli un questionnaire sur l’acceptabilité des technologies portables et ont participé à une entrevue post-expérience pour étudier l’acceptabilité et l’utilisabilité des TIA. L’entrevue post-expérience a servi aussi pour étudier l’acceptabilité du protocole codéveloppé. Une analyse quantitative des questionnaires et une analyse qualitative déductive et inductive des verbatims issus des rencontres ont été menées.
Résultats : La pratique collaborative déployée a permis une implication réelle des usagers malgré quelques critiques concernant la longueur du processus. L’acceptabilité et la faisabilité du protocole ont été confirmées après son expérimentation réelle.
Conclusion : La pratique collaborative était une opportunité d’amélioration de la recherche malgré la présence des enjeux liés à la précocité de son adoption. / Introduction: Literature on responsible innovation in health and participative research encourages involving end-users in technology development from its inception but lacks documented methods for their engagement in early stages. In the context of developing intra-auricular technologies (IAT), integrating promising artificial intelligence for detecting and monitoring Parkinson's Disease (PD), a participative approach based on increasing health technology literacy was adopted. This approach involved PD patients (PDP), caregivers (CG), and clinicians to co-create the IAT pilot protocol. This study aims to document this collaborative practice and explore its outcomes.
Methodology: Three PDP, one CG, and a speech therapist were recruited for the protocol's co-development. The collaborative process included three scientific cafes (SC) for increasing health technology literacy, followed by a Co-Construction Roundtable (CR) for the protocol. Before and after each SC, participants completed a knowledge level questionnaire. Following the CR, participants answered a survey on the perceived utility of the SC and participated in a semi-structured interview discussing their experiences. Finally, three PDP and a CG were recruited to pilot the IAT. At the experience's end, they completed a Smart Wearables Acceptance Model (SWAM) questionnaire and engaged in a post-experience interview to study the IAT's acceptance and usability. The post-experience interview also investigated the acceptability of the co-developed protocol. Quantitative analysis of surveys and deductive and inductive qualitative analysis of meeting transcripts were conducted.
Results: While the SC enriched participants' knowledge and established a climate of trust promoting their active participation, they were not without criticism. Protocol acceptability was confirmed after real-world experimentation despite some challenges related to IAT acceptability and usability. Technological challenges led us to question the early inclusion of end-users in technological prototyping studies.
Conclusion: Collaborative practice presented an opportunity for research improvement despite the challenges related to its early adoption.
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