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Made available in DSpace on 2016-04-29T13:18:17Z (GMT). No. of bitstreams: 1 Monica Milharezi Mendonca.pdf: 1227656 bytes, checksum: e4408bd029458b28b9a5b7d2bf8dbf72 (MD5) Previous issue date: 2010-05-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Variables that influence rule control are important to be known because the control by rules seems to be a distinctive characteristic of humans. Some of these variables are the specification of deadlines and consequences in rules that also state immediate (OIR) or delayed (OAR) opportunity to respond, investigated by Bram & Malott (1990), Mistr & Glenn (1992) e Hupp & Reitman (1999) and replicated in this experiment. Two experiments have been conducted; the first one, due to unpredictable variables interference, it was used as a preparatory for the second one. Four children, between 3 years and 11 months and 5 years and 6 months old participated in the experiment and were divided in 2 groups. The 2 children in Group I were exposed to conditions PI (in which rules specified an immediate deadline), CA (rules specified delayed consequence) and CA-PI (rules specified delayed consequence and immediate deadline) with OIR, and children in Group II, to the same conditions, but with OAR. Results suggested that the specification of immediate deadline or delayed consequence could be enough to evoke the response specified by the rule in OIR, however, the variables manipulated could have had their effect modulated by the presence of the variable history of rule following, and therefore, the interaction between them is still to be investigated. In conditions with OAR, the variable specification of delayed consequence and immediate deadline had a subtle effect and Mistr & Glenn (1992)‟s suggestion that the declaration of immediate consequence could be critical in OAR condition, couldn‟t be discarded. The variable type of opportunity to respond showed to be critical, although could have also been in interaction with the history of rule following to produce some of the results. It was also found verbalizations of the participants, which we called rule related responses, which seemed to differ between groups and thus deserve a greater investigation. The long-lasting function-altering effect of rules was observed in the preparatory experiment / Variáveis que influenciam o controle por regras são importantes de serem conhecidas, pois o controle por regras parece ser uma característica distintiva de humanos. Algumas destas variáveis são as especificações de prazos e consequências em regras que declaram oportunidade imediata (OIR) e atrasada para responder (OAR), investigadas por Bram & Malott (1990), Mistr & Glenn (1992) e Hupp & Reitman (1999) e replicadas no presente experimento. Foram realizados 2 experimentos, o 1°, devido à interferência de variáveis não previstas, serviu como preparatório para o 2° experimento (experimento principal). Do experimento principal participaram 4 crianças, com idades entre 3 anos e 11 meses e 5 anos e 6 meses, divididas em 2 grupos. As 2 crianças do Grupo I passaram pelas condições PI (em que regras especificavam prazo imediato), CA (especificavam consequência atrasada) e CA-PI (consequência atrasada e prazo imediato) em OIR e as 2 crianças do Grupo II, pelas mesmas condições, porém em OAR. Os resultaram sugeriram que a especificação de prazo imediato ou de consequência atrasada poderia ser suficiente para evocar a resposta especificada pela regra em OIR, entretanto, as variáveis manipuladas podem ter tido seu efeito modulado pela presença da variável história de seguimento de regras e, portanto, a interação entre elas ainda deve ser investigada. Nas condições em OAR, a variável especificação de consequência atrasada e prazo imediato teve um efeito sutil, e a hipótese de Mistr & Glenn (1992) de que a declaração de consequência imediata seria crítica em OAR não pôde ser descartada. A variável tipo de oportunidade para responder se mostrou crítica, embora também possa ter estado em interação com a história de seguimento de regras para produzir alguns dos resultados. Foram encontradas também verbalizações dos participantes, a que chamamos respostas relacionadas à regra, que pareceram diferir entre os grupos e merecem, portanto, maior investigação. O efeito duradouro da função alteradora de função das regras pôde ser observado no experimento preparatório

This study investigated the impact of a brief teacher training combined with use of a MotivAider that sought to simultaneously manipulate rate of opportunity to respond and positive feedback on students’ on-task behavior during a classroom activity. The goal of the training was to increase the percentage of time the learner stayed on task during the class activity. Three elementary teacher-student dyads took part in this study. An A-B-A-B withdrawal design was employed to evaluate the function of relation between independent and dependent variables. Results showed low effectiveness of brief training and MotivAider as a strategy of increasing teachers providing the opportunity to respond, positive performance feedback, and student on-task behavior. Although changes in teacher behavior were observed, a functional relation was not established. There were several limitations identified in this study related to data collection process, IOA results, and beginning baseline and intervention phases. Suggestions for future research are provided.

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Syfte: Syftet var att belysa BHV-sjuksköterskans upplevelse av att bemöta och vägleda föräldrar som är tveksamma till vaccination. Metod: En empirisk intervjustudie med kvalitativ ansats genomfördes. Studien baserades på semistrukturerade intervjuer med sex BHV-sjuksköterskor. Analysen utfördes i form av manifest innehållsanalys. Resultat: Resultatet bildade fyra huvudkategorier: Vägleda genom att guida och informera, Förutsättningar för att vägleda, Förhållningssätt för ett gott bemötande och BHV-sjuksköterskans upplevelser av att bemöta tveksamma föräldrar samt 13 underkategorier. Huvudresultaten visade att BHV-sjuksköterskans sätt att vägleda tveksamma föräldrar var ganska lika, men även olikheter fanns. Att informera om vaccination upplevdes som nyckeln för att vägleda föräldrarna på bästa sätt. Det var av vikt att informationen individanpassades och att föräldrarna vägleddes att ta ett genomtänkt beslut efter diskussion om risker i jämförelse med nyttan av vaccination. Förutsättningar för att kunna vägleda på ett bra sätt var tid, kunskap och stöd. BHV-sjuksköterskan eftersträvade en god relation med föräldrarna utifrån genuin omtanke och respekt för föräldrarnas beslut. BHV-sjuksköterskan upplevde ändå känslor i bemötandet som frustration, oro, nervositet och att bemötandet kunde kännas besvärligt. Det kunde även upplevas svårt att bemöta tveksamhet men det varierade med föräldrarnas inställning. Slutsats: BHV-sjuksköterskan kan genom att individanpassa vägledningen och bemöta tveksamma föräldrar med omtanke och respekt öka möjligheten att tveksamma föräldrar väljer att vaccinera sitt barn. / Aim: The aim of the study was to highlight the child health care nurse’s experience of responding and guiding vaccine hesitant parents. Method: An empirical interview study with a qualitative approach was carried out. The study was based on semi-structured interviews with six child health care nurses. The analysis was formed as a manifest content analysis. Results: The analysis resulted in four main categories: Guiding by informing, Requirements to guide, Approaches to respond in a good way and The Child Health Care Nurse’s experiences of responding hesitant parents as well as thirteen subcategories. The main results showed that child health care nurse’s ways of guiding hesitant parents were quite similar to each other, but differences also occured. The key to guiding parents was to inform them about vaccination. It was important to individualize the information and guide after discussion about risks versus benefits and that parents were guided to take a considered decision. Conditions to guide parents in a good way was time, knowledge and support. The child health care nurse sought a good relationship with the parents through genuine consideration and respect for the decision that the parents made. The child health care nurse experienced emotions such as frustration, anxiety, nervousness, and that responding could feel awkward. It could even be difficult to responding hesitant parents, but that varied with the parent’s attitude. Conclusion: The child health care nurse can increase the possibility that parents may choose to vaccinate their child, through individualized guidance and responding hesitant parents in consideration and respect.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-12-01T12:12:40Z No. of bitstreams: 1 Letícia Tiemi Monteiro.pdf: 2518636 bytes, checksum: 24dd5320ac32618273982d7d8e641fd2 (MD5) / Made available in DSpace on 2016-12-01T12:12:40Z (GMT). No. of bitstreams: 1 Letícia Tiemi Monteiro.pdf: 2518636 bytes, checksum: 24dd5320ac32618273982d7d8e641fd2 (MD5) Previous issue date: 2016-09-23 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present research aimed to investigate if different kinds of instructions in a task in which the interruption of aversive stimuli did not depend on the response occurrence interferes with the non-verbal performance. Furthermore, it was investigated whether such exposure interferes on the acquisition of motor responses in a subsequent phase, in which it presented a problem-solving task. College students (80) were equally distributed in four conditions (n=20), named instruction that describes a relationship of dependency (RD), instruction that does not describe a relationship of dependency (NRD), minimal instruction (MIN) and control (C). On phase 1, with the exception of the participants in control condition, the other ones were exposed to aversive stimuli (sound) that lasted no more than 10 seconds, which were interrupted regardless of their responses and received instruction that described a relationship of dependency between the response and the environmental change; the instruction that did not describe a relationship of dependency between the response and the environmental change; requiring that the participant assessed if it was possible to solve the task; and the minimal instruction did not give information about the relationship response /environmental change. On phase 2, all of them, including Control group, did the maze-solving task. On phase 1, the participants that received the NRD instruction were the ones who received a bigger number of responses followed by the ones who received RD instruction. The major part of participants that received the MIN instruction emitted few responses. 38 of 60 participants presented responses pattern classified as superstitious. The 22 participants that did not present the superstitious pattern received, in its major part, MIN instruction. On phase 2, the control participants spent, in general, less time to go through the first maze followed by the participants that received the MIN and NRD instruction. The participants that received the RD instruction were the ones who spent more time to go through the first maze. Those participants who spent less time to go through the maze, most of them showed, on the first phase, low response rate compared to the other participants. The results suggest, on the first phase, a relationship between high/low frequency of responses and the kind of instruction received, and it seems that this frequency can influence on the following phase, because the participants that showed, emitted a smaller number of answers spent less time to go through the first maze / O presente trabalho teve como objetivo investigar se a utilização de diferentes tipos de instruções em uma tarefa em que a interrupção dos estímulos aversivos não dependeu da ocorrência da resposta interfere no desempenho não verbal. Além disso, foi investigado se essa exposição interfere na aquisição de respostas motoras em uma fase subsequente, na qual foi apresentada uma tarefa de resolução de problema. Estudantes universitários (80) foram distribuídos igualmente em quatro condições (n=20), denominadas instrução que descreve uma relação de dependência (RD), instrução que não descreve relação de dependência (NRD), instrução mínima (MIN) e controle (C). Na Fase 1, com exceção dos participantes da condição controle, os demais foram expostos a estímulos aversivos (som), com duração máxima de 10 segundos, que eram interrompidos independentemente de suas respostas e receberam instrução que descreveu uma relação de dependência entre a resposta e a alteração ambiental; a instrução que não descreveu uma relação de dependência entre resposta e alteração ambiental, solicitando que o participante avaliasse se era possível resolver a tarefa; e a instrução mínima não forneceu informação sobre a relação resposta/alteração ambiental. Na Fase 2, todos realizaram uma tarefa de resolução de labirintos. Na Fase 1, os participantes que receberam a instrução NRD foram os participantes que emitiram um maior número de respostas seguido dos que receberam instrução RD. A maior parte dos participantes que receberam instrução MIN emitiu poucas respostas. 38 dos 60 participantes apresentaram padrões de respostas classificadas como supersticiosas. Os 22 participantes que não apresentaram padrão supersticioso receberam em sua maioria instrução MIN. Na Fase 2, os participantes controle levaram, em geral, menos tempo para percorrer o primeiro labirinto seguido dos participantes que receberam a instrução MIN e NRD. Os participantes que receberam a instrução RD foram os participantes que levaram mais tempo para percorrer o primeiro labirinto. Dos participantes que levaram menos tempo para percorrer o labirinto, a maioria deles emitiu, na primeira fase, frequência baixa de respostas em comparação com os outros participantes. Os resultados sugerem, na primeira fase, uma relação entre alta/baixa frequência de respostas e o tipo de instrução recebida, e parece que essa frequência pode influenciar na fase subsequente, pois participantes que emitiram um número menor de respostas levaram menos tempo para percorrer o primeiro labirinto

Title: ”When The Line Between Transmitter and Receiver Blurs” – A Study of how organizations look at social media as part of their external communication and how they respond to the environment in the new media tool Number of pages: 49 (51 including enclosures) Author: Ida Hansson Käll Tutor: Cecilia Strand Course: Media and Communication Studies D 30hp Period: Spring 2010 University: Division of Media and Communication, Department of Informatics and Media, Uppsala University Purpose/Aim: The aim of this essay is to study how five organizations look at social media as part of their external communication and how they respond to the environment in the new media tool. Material/Method: A qualitative method has been used. Five interviews as primary sources have been conducted with representatives from each organization. Main results: The main results of the study is that organizations have to integrate social media as part of their external communication plans in order to face and respond to their surroundings in a new interaction and multi-way communicative platform. Results also show that organizations are well aware of the importance of making use and participate in social media. Keywords: blogs, external communication, facebook, respond to the environment, social media