This thesis focuses on specific learning disorders of primary school pupils and reeducational care that takes place in the school under the guidance of trained teachers. It deals with the oraganization and content of reeducational group in Vodňanská Elementary School in Prachatice. It captures the extent to which improved underdeveloped cognitive and motor areas of the pupils who attend the group. It finds out the efficiency of the group reeducation.

Made available in DSpace on 2014-12-17T14:13:47Z (GMT). No. of bitstreams: 1 ElianeMS_DISSERT.pdf: 1308169 bytes, checksum: b8d50e23c9e0ac50c9a3012fb88a87b4 (MD5) Previous issue date: 2010-04-20 / Universidade Estadual do Rio Grande do Norte / The Ankylosing Spondylitis (AS) is a chronic inflammatory disease that primarily affects the axial skeleton, leading to limitation of spine mobility and functional disability. Physical therapy, especially exercise, is an important part in your treatment. The Global Postural Reeducation(GPR),a method that uses stretching based on evaluation of muscular chains, with significant interference in postural changes may be a complementary alternative for the treatment of this disease. The aim was to evaluate the effects of Global Postural Reeducation (GPR) in patients with Ankylosing Spondylitis (AS) and compare GPR with group conventional segmental self-stretching and breathing exercises. This is a controlled interventional study of 38 patients divided into 2 groups: a GPR group (n = 22) and a control group (n = 16). Both groups were treated over four months. With the GPR group patients, positions that stretched the shortened muscle chains were used. With the control group patients, conventional segmental self-stretching and breathing exercises were performed. The variables analyzed were: pain intensity, morning stiffness, spine mobility, chest expansion, functional capacity (Health Assessment Questionnaire - Spondyloarthropathies - HAQ-S), quality of life (Medical Outcome Study Short Form 36 Healthy Survey-SF-36), and disease activity (Bath Ankylosing Spondylitis Disease Activity Index - BASDAI). Statistical analysis was used with a significance level of p < 0.05. There was a statistically significant difference for all the parameters analyzed between pre and post-treatment in both groups. In the inter-group comparison the GPR group showed a statistically significant improvement in morning stiffness (p = 0.01), spine mobility parameters, except finger-floor distance (p = 0.11), in chest expansion (p = 0.02), and in the physical aspect component of the SF-36 (p = 0.00).Finally, we observed that this sample of patients with AS ,treatment with RPG 60 seems to have a better response in some clinical measures, than the conventional self stretching performed in groups. Further studies are needed to further evaluate this therapeutic alternative in the EA / A Espondilite Anquilosante (EA) ? uma doen?a inflamat?ria cr?nica que acomete principalmente o esqueleto axial, levando ? limita??o da mobilidade da coluna e incapacidade funcional. A fisioterapia, particularmente a cinesioterapia, ? parte importante no seu tratamento. A Reeduca??o Postural Global (RPG), um m?todo que utiliza alongamento baseado em avalia??o de cadeias musculares, com interfer?ncia importante nas altera??es posturais, poder? ser uma alternativa complementar no tratamento dessa doen?a. O objetivo deste estudo foi avaliar os efeitos da RPG individual em pacientes com EA e comparar com um programa de auto alongamento convencional e exerc?cios respirat?rios, feitos em grupo. Trata-se de um estudo intervencional controlado, totalizando 38 pacientes com EA, divididos em dois grupos, tratados durante quatro meses: o grupo RPG (n=22) e o grupo controle (n=16). O grupo RPG realizou posturas de alongamento das cadeias musculares e o grupo controle realizou auto- alongamento convencional e exerc?cios respirat?rios em grupo. As vari?veis analisadas foram: intensidade da dor, dura??o da rigidez matinal, mobilidade da coluna, expansibilidade tor?cica, atividade da doen?a (Bath Ankylosing Spondylitis Disease Activity ?ndex-BASDAI), capacidade funcional (Health Assessment Questionnaire- Spondyloarthropathies-HAQ-S) e qualidade de vida (Medical Outcome Study Short Form 36 Healthy Survey-SF-36). Para a an?lise dos dados foi utilizada um n?vel de signific?ncia de p < 0.05. Os resultados mostraram que houve uma diferen?a estatisticamente significante, em todos os par?metros analisados, em ambos os grupos entre o pr? e p?s- tratamento. xiv Em compara??o ao grupo controle, o grupo RPG mostrou melhora estatisticamente significante na rigidez matinal (p=0.01), nos par?metros da mobilidade da coluna (exceto dist?ncia dedo-ch?o (p=0.11)), na expansibilidade tor?cica (p=0.02) e no componente Aspecto F?sico do SF-36 (p=0.00). Ao final, observamos que, nesta amostra de pacientes com EA, o tratamento com RPG parece ter uma resposta melhor em algumas medidas cl?nicas, do que o auto- alongamento convencional, realizado em grupo. Outros estudos s?o necess?rios para melhor avaliar esta alternativa terap?utica na EA

Performed research was set to the upbringing centre`s clients analysis. The study has the quantitative charakter. Subjects of the research were children{\crq}s and youth{\crq}s upbringing problems. The object of the research was the set of upbringing centre{\crq}s in České Budějovice clients with the diagnosis of behaviour disorder in period from May to the November in 2006. I used the secondary data analysis, the observation, the qustinary of choiced informants and the conversation with the clients for the research and confirmation of hypothesis. The aim of the study was the upbringing problems analysis of the upbringing centre{\crq}s clients from the perspektive of health care, psychology and welfare, examination of the effectiveness of care and the cooperation of family, wiew of its economics rear, the culture and the education of parents and those factor{\crq}s effect on the development of the behaviour disorder. The first hypothesis confirmed, that the interconnexion between health care, psychology care and welfare is more effective. The second hypothesis cogitated about probability of negative influences of the family with higher economics rear on the rising of the behaviour diorder. Last hypothesis proved, that higher effectiveness of remedy of behaviour diorder can be supposed by parents with higher economic rear.

Development of grafomotoric skills of children in the special class established for health affected pupils and children in the normal class at elementary school. Graphomotorics is the whole spectrum of psychomotorical activities which one does while writing. Professional recognition of graphomotorical defects which result from deviations in the evolution of fine motorics can be confirmed only by experienced specialists. Children with these defects must be regularly involved in fun activities such as manual works with various materials. Intensive repetition of motorics and graphomotorics lead to essential improvement of graphomotorical skills. Boys are approximately three times more affected by a specific learning defects than girls. All of the research is based on quantitative type of investigation. The foundations of research were obtained from questionnaire and anamneses of children and also from dialogue with the class teacher. The parents and teachers of 2nd and 3rd class of elementary school in the town of Vseruby were asked. Information about children from the specialized class was obtained in cooperation with an employee of Pedagogical & Psychological Institute. The observed set of children consisted of 24 children from 2nd and 21 children from 3rd class of an ordinary elementary school and also15 children from 2nd and 10 children from 3rd specialized class for affected pupils. The main objective of the theoretical part of the research was to summarize the state of the art. The main objective of the practical part of the research was the comparison of graphomotorical behavior of children attending ordinary and specialized classes. Two hypothesis were set up at the beginning of research. The results the of research were compared to these hypotheses and summarized in the conclusion.

Made available in DSpace on 2014-08-20T13:48:09Z (GMT). No. of bitstreams: 1 Adriano Moraes de Oliveira_Dissertacao.pdf: 4032189 bytes, checksum: 34feb21293eb09f34ed37fa1251b2ebd (MD5) Previous issue date: 2011-04-07 / This thesis describes how imaginary's intimations have influenced actorteachers' form-a(c)tion as structured and structuring structures: theater students, in an extracurricular perspective, were immersed in ten poetical experiments during almost three years in order to amplify their perceptions on imaginary's various intimations (symbolic groups of images) which take part in every moment of their and our lives. Is this amplification of the perception on the constant dislocations which everyone performs in the present (bersonian eternal duration) what configures a reeducation of the sensible? The answer to that question, originated from my research, is composed by a series of letters which intend to take the reader closer to the research trajectory itself. The "letters upon the reeducation of the sensible" highlight several movements; however, they reveal that the sensible is a dimension impossible to measure: one can try to have it measured, but that would mean potentizing the intelligible. For that reason, in the thesis report, the description and the direct speech were chosen as a sort of data analysis. The main references, which support the theoretical construct, are: studies on the imaginary (Gilbert Durand and Michel Maffesoli) and actor formation (Constantin Stanislavski and Jerzy Grotowski). With such references it was possible to observe the interaction between form (structured structure) and action (structuring structure), both interpellated and conformed by a complex texture of imaginary's intimations. That interaction, as a moving one, also allowed the juxtaposition of two different actants: the actor and the teacher, resulting in the actorteacher. The constant movement of students-researchers I denominate reeducation of the sensible, that is, the perception of the sharing which involves them with every part of life, including the underground ones. / A presente tese descreve como as intimações do imaginário agiram na forma-ação de atoresprofessores como estruturas estruturadas e estruturantes: estudantes de teatro, num âmbito extracurricular, estiveram imersos em dez experimentos poéticos durante quase três anos com o intuito de ampliarem suas percepções das diversas intimações do imaginário (conjuntos simbólicos de imagens) que agem em todos os momentos de suas e de nossas vidas. É essa ampliação da percepção dos constantes deslocamentos que todos fazem no presente (eterna duração bersoniana) que se configura em um processo de reeducação do sensível? A resposta a essa questão, decorrência de minha pesquisa, é composta por uma série de cartas que visam a aproximar o leitor do próprio trajeto de pesquisa. As ―cartas sobre a reeducação do sensível‖ apontam para inúmeros movimentos, entretanto, revela que o sensível é uma dimensão impossível de medir: pode-se tentar uma medição, mas aí se está potencializando o inteligível. Por isso, no relato da tese há a opção pela descrição e pela fala direta como uma espécie de análise de dados. As referências principais e que amparam o constructo teórico são: estudos do imaginário (Gilbert Durand e Michel Maffesoli) e formação do ator (Constantin Stanislavski e Jerzy Grotowski). Com esses referenciais foi possível perceber a interação entre a forma (estrutura estruturada) e a ação (estrutura estruturante), estes interpelados e conformados por uma complexa teia de intimações do imaginário. Essa interação, porque movente, permitiu também a justaposição de dois actantes distintos: o ator e o professor, resultando no atorprofessor. Ao constante movimento dos alunos-pesquisadores denomino reeducação do sensível, isto é, a percepção da partilha que os envolve com todas as partes da vida, inclusive as subterrâneas.

This diploma thesis deals with the issue of reeducation of specific learning disorders of pupils at elementary schools in Kutná Hora district. The goal of this paper is to gain insight into contemporary practice in SLD reeducation, more specifically to find out whose job it is to provide reeducation, what their qualification is, and how they are further educated on this issue. Another goal is to find out how reeducation is carried out at selected schools, what study materials and aids are used, and this paper will also attempt to compare the quality of special pedagogical care at urban and village schools. The paper is divided into two parts, theoretical and research part. Theoretical part is dedicated to specific learning disorders, especially general characteristics of specific learning disorders, diagnostics, reeducation, and also education and care of children with SLD. Research part then deals with research survey at selected schools with the usage of qualitative method.

This diploma thesis deals with the issue of left-handed retraining in the context of the research of Professor Miloš Sovák. It shows his contribution in this area and how he specifically contributed to the formation of teaching in the following years. The work is characterized by left-handedness, laterality. Examples of diagnostics of laterality of individual tests are given. In the theoretical part, the author also considers the breadth of the context of re-teaching not only the left-handed, where any violent re-learning can lead to consequences for life. In the practical part, a qualitative research was chosen, which is conducted on the basis of a semi-structured interview conducted with five respondents who answer open and closed questions about methods and approaches to their re-learning and their perception of the re- learning process. Research shows that there is no trait that is common to a smaller number of trainees, and therefore it is highly unlikely that there is a trait that would characterize a large group of trainees. However, given the research sample, it is not possible to draw a broader conclusion. KEYWORDS Milos Sovak, left-haned, retraining, reeducation, lavage, life story

The purpose of this study was to assess the effectiveness of the Denton County Safety Education Program. Subjects were 117 driving-while-intoxicated offenders who completed this alcohol reeducation program between June 1975 to June 1976. Questionnaires were used as evaluative measures. Data were analyzed in three steps: 1) two two-way ANOVAs with one repeated measure; 2) two Pearson product moment correlations; and 3) a Fisher's Z test. Conclusions of the investigation were that (1) both problem and non-problem drinkers benefited from the program; (2) change of attitude was an important factor in reducing recidivism; and (3) the program was successful in meeting its goals as a means of influencing drinking and driving behavior.

The diploma thesis consists of two parts, the theoretic part and practical part. Theoretic part is focused on terms of unique mental dificiencies of learning and discalculation, ways and methods of solutions word problems. The aim of the practical part is finding influence of terms of unique mental dificiencies of learning on succesfull solution of word problems at students of basic school. The enclosure contains a few worksheets, which can be used to reeducation of difficuilties.

Submitted by HELGA CAROLINE PERES null (helgacperes@hotmail.com) on 2016-03-18T12:51:46Z No. of bitstreams: 1 VERSÃO FINAL - DISSERTAÇÃO HELGA C PERES.pdf: 2327037 bytes, checksum: d92fb420a0467cabdca4f07131b6ac6c (MD5) / Approved for entry into archive by Sandra Manzano de Almeida (smanzano@marilia.unesp.br) on 2016-03-18T14:23:30Z (GMT) No. of bitstreams: 1 peres_hc_me_arafcl.pdf: 2327037 bytes, checksum: d92fb420a0467cabdca4f07131b6ac6c (MD5) / Made available in DSpace on 2016-03-18T14:23:30Z (GMT). No. of bitstreams: 1 peres_hc_me_arafcl.pdf: 2327037 bytes, checksum: d92fb420a0467cabdca4f07131b6ac6c (MD5) Previous issue date: 2016-01-22 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Esta pesquisa intenta problematizar a reprodução de filmes no âmbito da educação escolar, sendo seu objetivo central compreender a forma com que professores que atuam no Ensino Fundamental I percebem e organizam essa possibilidade. Para chegar a esse escopo, partimos de determinados questionamentos que envolvem a produção fílmica, a fim de compreender a inserção do filme na educação escolar no domínio da relação produção-reprodução e dos processos e mediações que a cercam. Tais questionamentos nos permitem antever a existência de uma didática do filme que é inerente e intrínseca à intenção nele depositada pelo cineasta ou produtor; esta didática se diferencia da didática puramente escolar, que se preocupa em atribuir aos filmes o caráter extrínseco de objeto, tornando-o passível de ser reproduzido na escola enquanto recurso de apoio aos conteúdos – feito que explicita sua instrumentalização. Considerando tal questão, defendemos a hipótese de que a reprodução dos filmes, na educação escolar, através de sua didática intrínseca, pode vir a dar vistas a um processo de reeducação de nossos sentidos já formatados pelo presente cenário que se caracteriza pela intensificação dos mecanismos da indústria cultural, identificados por Max Horkheimer e Theodor W. Adorno na década de 1940, e que encontra-se marcado atualmente pela produção exacerbada não só de imagens fílmicas, mas de toda sorte de conteúdos e extensões audiovisuais. Para que essa reeducação dos sentidos ocorra, no entanto, é necessário considerar e desvelar o caráter contraditório do filme – pois ao mesmo tempo em que oblitera a reflexão autônoma por integrar o âmbito das mercadorias da indústria cultural, ele pode vir a integrar o campo da arte, esta que fundamenta a reflexão crítica. Com base em tais considerações, buscamos responder a seguinte questão: a forma com que os professores supracitados se apropriam dos filmes em suas práticas docentes dá visibilidade para que a reeducação dos sentidos se torne efetiva no âmbito da educação escolar, em detrimento de sua mera instrumentalização enquanto recurso didático? Para encontrarmos as respostas para essa pergunta central, optamos por uma metodologia fundamentada em nosso referencial teórico-metodológico – qual seja, a primazia dialética do objeto, que implica que tomemos nosso objeto de pesquisa sob a perspectiva da imanência. Através de entrevistas semi-estruturadas realizadas com quatorze professores do Ensino Fundamental I, buscamos compreender os parâmetros através dos quais o filme é inserido no âmbito escolar; esta análise nos mostrou que, na contramão de nossa hipótese, a principal tendência naquilo que se refere à apropriação dos filmes na escola reflete o utilitarismo característico da didática escolar moderna. A partir destas aproximações, encontramos alguns desdobramentos que apontam para a urgência de que a formação docente – mais especificamente, a formação do Pedagogo – abrace uma perspectiva teórico-crítica que se direcione para reflexões e intervenções que tenham em vista o rompimento com os padrões da estética fílmica hegemônica. / This research attempts to problematize movie reproduction within the school education, it is its mean objective to understand the way teachers working in Elementary School perceive and organize this possibility. To reach this scope, we left certain questions involving the filmic production, in order to understand the inclusion of the film in school education in the field of relationship between production and reproduction, and the processes and mediations that surround it. Such questions allow us to predict the existence of a film’s didactic that is inherent and intrinsic to the intention placed in him by the filmmaker or producer; this didactic is different from purely academic teaching, who cares about you assign the extrinsic character object or didactic piece, make it capable being reproduced in school while supporting use of educated contents – done that explain its instrumentalization. Considering this issue, we defend the hypothesis that reproduction, through its intrinsic didactic, can potentially provide views of our senses reeducation process already formatted by this scenario that is characterized by intensification of the cultural industry mechanisms, identified by Max Horkheimer and Theodor W. Adorno in the 1940s, currently marked by heightened production not only of filmic images, but of all sorts of audiovisual content and extensions. For this re-education of the senses occurs, however, it is necessary to consider and reveal the contradictory character of the film – because at the same time obliterates the autonomous reflection to integrate the scope pf the goods of the cultural industry, it may come to join the field of autonomous art, this underlying the critical reflection. Based on these considerations, we seek to answer the question: the way the aforementioned teachers take ownership of the films in their teaching practices gives visibility to the re-education of senses becomes effective in the context of school education, rather than its mere exploitation as a teaching resource? To find the answers for this central question, we chose a methodology on or theoretical and methodological framework – namely, the dialectical primacy of the object, which implies that we take our research subject from the perspective of immanence. Through semi-structured interviews with fourteen teachers of the Elementary School, we try to understand the parameters by which the film is inserted in the school. From this approaches, we found some developments that point to the urgent need for teacher training – more specifically, the Pedagogo’s formation – hug a theoretical and critical perspective that is directed to reflection and interventions aiming at the break whit the hegemonic aesthetic standards.