Este estudo foi realizado com formandos de duas propostas curriculares do Curso de Enfermagem da Universidade Estadual Londrina. Foi desenvolvido do seguinte problema de pesquisa: o ensino de metodologia de pesquisa no Currículo Integrado do Curso de Enfermagem da UEL com o conteúdo diluído nos módulos, que permitem aproximações sucessivas com as etapas do trabalho científico, capacita os alunos de graduação para os desempenhos esperados em pesquisa? O problema em foco foi abordado com os seguintes objetivos:comparar os desempenhos, em pesquisa, dos alunos do Currículo de Transição com os desempenhos, em pesquisa, dos alunos do Currículo Integrado; compreender o significado de aprender a pesquisa para os formandos; propor um plano de ensino e aprendizagem sobre a pesquisa no desenvolvimento dos módulos do Currículo Integrado do Curso de Enfermagem. A pesquisa foi conduzida por meio de dois métodos. O método quantitativo possibilitou a comparação dos desempenhos em pesquisa dos dois grupos e o qualitativo possibilitou a busca do significado de aprender a pesquisar na graduação. Participaram da pesquisa 42 formandos em Enfermagem pelo Currículo de Transição e 48 graduandos em Enfermagem pelo Currículo Integrado. A coleta dos dados quantitativos foi realizada através de cinco instrumentos: questionário para avaliar conhecimentos em pesquisa; análise de artigo científico mediante o emprego das estratégias de grifo; anotações e roteiro com 18 questões; e relatório de atividade acadêmica. Os dados qualitativos foram obtidos através da auto-avaliação dos discentes. Os resultados obtidos nos testes foram organizados em sete tabelas de freqüência que mostram os desempenhos dos dois grupos de formandos. Os resultados relacionados à auto-avaliação foram classificados em cinco categorias (pontos positivos, pontos negativos, exigências da pesquisa, aproveitamento e sugestões) e analisados com apoio do referencial para análise de conteúdo de Bardin (1977). Os resultados permitiram alcançar os objetivos propostos e não rejeitam a hipótese de pesquisa. Com o trabalho esperamos: oferecer aos docentes de Enfermagem uma maneira de ensinar metodologia de pesquisa numa visão interdisciplinar, mostrando a importância da vivência prolongada com atividades de pesquisa para a aquisição da competência; incentivar a iniciação científica na graduação em Enfermagem; estimular nos docentes o desejo de utilizar a pesquisa como recurso de ensino e aprendizagem; e possibilitar uma reflexão dos docentes do Curso de Enfermagem da UEL sobre a proposta de desenvolvê-la como seiva. / This study is developed with graduation students of two curriculum grades of nursery of Universidade Estadual de Londrina(UEL). It was elaborated from the following problem of research: Does the teaching of methods of research in the integrated curriculum of nursery in UEL with the content diluted in grade that enables successive approach to the steps of scientific work enables the students of the last year to have the expected results in research? The problem in focus was approached with the following objectives: compared the performances in research, of the students of the transition curriculum with the performance in research of the integrated curriculum. Understend significant of learning the research for the graduated. Suggested a plane of learning and teaching about research throughout the nursery integrated curriculum. The research was developed by two methods. The quantitative method enables the comparison of the performance in research of the two groups and the qualitative one enabled the search of meaning of learning research in graduation. 42 students of last year of nursery through the curriculum of the transition curriculum and 48 students of the integrated curriculum took part of the research. The gathering of the quantitative dates was done by five instruments: questionnaire to evaluate knowledge in research, analysis of scientific article by using underline strategies, notes and schedule with 18 questions, and report of academic activity. The qualitative dates were obtained through self-evaluation of students. The results obtained in the tests were organized in seven tables of frequency that show the performance of the two groups. The results of the self-evaluation were organized in fives categories (positive points, negative points, the demanding of research, progress and suggestions) and analyzed through Bardin paradigm (1977). The results allowed to reach the objectives intended and not rejected the reseach hypothesis. With this work we hope: offer the teachers a way to teach methodology of research interdisciplinary vision, showing the importance of having long experience of research to acquire competency; stimulate the scientific initiation in the nursery graduation, arise the wish of using research as a teaching and learning way in the professors; and allow reflection of the teachers in nursery school about the proposal to develop it as vigor. KAY-

Este estudo foi realizado com formandos de duas propostas curriculares do Curso de Enfermagem da Universidade Estadual Londrina. Foi desenvolvido do seguinte problema de pesquisa: o ensino de metodologia de pesquisa no Currículo Integrado do Curso de Enfermagem da UEL com o conteúdo diluído nos módulos, que permitem aproximações sucessivas com as etapas do trabalho científico, capacita os alunos de graduação para os desempenhos esperados em pesquisa? O problema em foco foi abordado com os seguintes objetivos:comparar os desempenhos, em pesquisa, dos alunos do Currículo de Transição com os desempenhos, em pesquisa, dos alunos do Currículo Integrado; compreender o significado de aprender a pesquisa para os formandos; propor um plano de ensino e aprendizagem sobre a pesquisa no desenvolvimento dos módulos do Currículo Integrado do Curso de Enfermagem. A pesquisa foi conduzida por meio de dois métodos. O método quantitativo possibilitou a comparação dos desempenhos em pesquisa dos dois grupos e o qualitativo possibilitou a busca do significado de aprender a pesquisar na graduação. Participaram da pesquisa 42 formandos em Enfermagem pelo Currículo de Transição e 48 graduandos em Enfermagem pelo Currículo Integrado. A coleta dos dados quantitativos foi realizada através de cinco instrumentos: questionário para avaliar conhecimentos em pesquisa; análise de artigo científico mediante o emprego das estratégias de grifo; anotações e roteiro com 18 questões; e relatório de atividade acadêmica. Os dados qualitativos foram obtidos através da auto-avaliação dos discentes. Os resultados obtidos nos testes foram organizados em sete tabelas de freqüência que mostram os desempenhos dos dois grupos de formandos. Os resultados relacionados à auto-avaliação foram classificados em cinco categorias (pontos positivos, pontos negativos, exigências da pesquisa, aproveitamento e sugestões) e analisados com apoio do referencial para análise de conteúdo de Bardin (1977). Os resultados permitiram alcançar os objetivos propostos e não rejeitam a hipótese de pesquisa. Com o trabalho esperamos: oferecer aos docentes de Enfermagem uma maneira de ensinar metodologia de pesquisa numa visão interdisciplinar, mostrando a importância da vivência prolongada com atividades de pesquisa para a aquisição da competência; incentivar a iniciação científica na graduação em Enfermagem; estimular nos docentes o desejo de utilizar a pesquisa como recurso de ensino e aprendizagem; e possibilitar uma reflexão dos docentes do Curso de Enfermagem da UEL sobre a proposta de desenvolvê-la como seiva. / This study is developed with graduation students of two curriculum grades of nursery of Universidade Estadual de Londrina(UEL). It was elaborated from the following problem of research: Does the teaching of methods of research in the integrated curriculum of nursery in UEL with the content diluted in grade that enables successive approach to the steps of scientific work enables the students of the last year to have the expected results in research? The problem in focus was approached with the following objectives: compared the performances in research, of the students of the transition curriculum with the performance in research of the integrated curriculum. Understend significant of learning the research for the graduated. Suggested a plane of learning and teaching about research throughout the nursery integrated curriculum. The research was developed by two methods. The quantitative method enables the comparison of the performance in research of the two groups and the qualitative one enabled the search of meaning of learning research in graduation. 42 students of last year of nursery through the curriculum of the transition curriculum and 48 students of the integrated curriculum took part of the research. The gathering of the quantitative dates was done by five instruments: questionnaire to evaluate knowledge in research, analysis of scientific article by using underline strategies, notes and schedule with 18 questions, and report of academic activity. The qualitative dates were obtained through self-evaluation of students. The results obtained in the tests were organized in seven tables of frequency that show the performance of the two groups. The results of the self-evaluation were organized in fives categories (positive points, negative points, the demanding of research, progress and suggestions) and analyzed through Bardin paradigm (1977). The results allowed to reach the objectives intended and not rejected the reseach hypothesis. With this work we hope: offer the teachers a way to teach methodology of research interdisciplinary vision, showing the importance of having long experience of research to acquire competency; stimulate the scientific initiation in the nursery graduation, arise the wish of using research as a teaching and learning way in the professors; and allow reflection of the teachers in nursery school about the proposal to develop it as vigor. KAY-

Made available in DSpace on 2015-10-19T11:49:50Z (GMT). No. of bitstreams: 1 eduardomartins2005.pdf: 952928 bytes, checksum: ce4dba7fdc6d8c6aec4297c3c5360658 (MD5) Previous issue date: 2005-02-28 / Science s accentuated development since 1950 resulted in a new structure of scientific research, which switched from an individual to a multidisciplinary activity, using more sophisticated technologies. The transformation of the scientific enterprise increased significantly the costs of scientific research in a way that, by the end of the 20th century, it is financed either by governments or large financial groups. The economic environment established in the world since the late 80s replace the international economic system s based in a model of material goods, which was predominant since the beginning of the capitalism, to a model based on immaterial goods, where a nation s wealth is measured by its capacity to generate knowledge and technology. This new knowledge based model is called Knowledge Society or Information Society since the basic instrument for its feasibility is the Information. In this context, the formulation of research agendas became, since the last decades of the 20th century, an essential issue for governments and research institutions that give important resources to scientific and technological research. In Brazil some enterprises have been trying, since the 90s, to establish research agendas. In the health sector these enterprises, initiated in 1994 with the first Health S&T Conference, have not achieved clear programs for the definition of health research priorities. In order to study how health institutions define, or not, their research agendas, the academic production of Fundação Oswaldo Cruz was analyzed on the period of 1989 to 2004, which is constituted by 1234 master thesis and 446 doctorate dissertations, adding up to a total of 1680 papers. Comparing the guidelines and the priorities formulated by international organisms such as the United Nations Millennium Development Objectives, and the priorities defined by the WHO and by the PAHO, and considering the guidelines that are not always explicit for such purpose, such as those from the Brazilian health department and FIOCRUZ, that the academic publication of FIOCRUZ has a research pattern that favors mainly the health issues of the country. These analyses from the perspective of Informational Science allow verifying the importance of Informational policy to the execution of scientific research as well as the formulation of health research agenda. The growth of research networks are based on intensive use of information in several dimensions. In formulating research agenda, information should be constructed from epidemiologic data and from the expectation of the people which the agenda is about. Information is a fundamental tool for the evaluation and sustainment of the research agenda, for its legitimacy is a result of permanent negotiation among several sectors of society, either being the scientific community, the policy formulators, the decision making, or the people / O desenvolvimento acelerado da ciência a partir dos anos de 1950, teve como resultado uma nova estruturação da pesquisa científica que deixou de ser uma atividade individual para se tornar uma atividade multidisciplinar, com utilização de tecnologias cada vez mais sofisticadas. A transformação do empreendimento científico aumentou de forma significativa o custo da pesquisa científica que, ao final do século XX, é financiada por governos ou grandes grupos financeiros. Associado a isto, a nova ordem econômica que se estabelece no mundo a partir do final dos anos 1980, deslocou a base do sistema econômico internacional de um modelo baseado em bens materiais, que dominava desde o início do capitalismo, para um modelo baseado em bens imateriais onde a riqueza das nações é medida pela sua capacidade de gerar conhecimentos e tecnologias. Esse novo modelo, baseado no conhecimento, é por alguns denominado Sociedade do Conhecimento e por outros Sociedade da Informação, uma vez que o instrumento fundamental para sua viabilização é a Informação. Nesse contexto a formulação de agendas de pesquisa tornou-se, a partir das últimas décadas do século XX questão fundamental para governos e instituições de pesquisa que destinam recursos importantes para a pesquisa científica e tecnológica. No Brasil, algumas iniciativas têm buscado, a partir da década de 90, estabelecer agendas de pesquisa. No setor saúde essas iniciativas, que iniciaram em 1994 com a primeira conferência de C&T em Saúde, não se consubstanciaram em programas claros para a definição de prioridades de pesquisa em saúde. Para estudar como as instituições de saúde definem, ou não, suas agendas de pesquisa, analisamos a produção acadêmica da Fundação Oswaldo Cruz no período 1989 a 2004 que é constituída por 1234 dissertações de mestrado e 446 teses de doutorado, um total de 1680 trabalhos. Comparando com as diretrizes e prioridades formuladas por organismos internacionais como os Objetivos de Desenvolvimento do Milênio das Nações Unidas, as prioridades definidas pela OMS e pela OPS, e considerando as diretrizes, muitas vezes não explicitadas como tal, do Ministério da Saúde a Fiocruz tem um padrão de pesquisa voltado para as principais questões de saúde do país. Essas análises executadas na perspectiva da Ciência da Informação permitem verificar a importância das políticas de informação para a execução de pesquisa científica, como também para a formulação de agendas de pesquisa em saúde. A formação de redes de pesquisa está baseada em uso intensivo de informação em várias de suas dimensões. Na formulação de agendas de pesquisa, a informação deve ser construída a partir de dados epidemiológicos e da expectativa da população sobre a agenda a ser executada. A informação é instrumento fundamental para a avaliação e sustentação da agenda de pesquisa pois a sua legitimidade é fruto de permanente negociação com os diversos segmentos da sociedade, seja a comunidade científica, os formuladores de políticas, os tomadores de decisão e a população

For several years, businesses and organizations have faced an increasingly volatile environment, marked with challenges such as increased competition, globalized markets, and individualized customer requirements. These challenges are accompanied by many changes in every organizational field. As a response, different concepts have emerged that should enable organizations to master these challenges. Agility is the most recent, but others like flexibility and leanness are mentioned often, too. Many research activities concerning agility and its related concepts have been conducted in the meantime. However, there currently exists no common understanding of what constitutes agility. This makes it difficult for both researcher and practitioner audiences to build upon the insights obtained thus far. On the one hand, researchers are missing a well-founded basis to develop the topic further, while on the other hand, practitioners cannot easily uncover what parts of their organizations have to be changed and in what respect they have to be changed to respond to new market challenges. This is of particular interest for organizations in the software and information technology (IT) service industry. With the appearance of agile software developing methodologies in the early 2000s, or in a broader sense agile values and principles, the advantages of these new approaches became visible. However, it turned out to be difficult to transfer the experienced benefits beyond the team level, though this step is necessary so that the whole organization can benefit from agility. Hence, the report presented here is part of a research project aimed at identifying the structure and components of an agile organization within the software and IT service industry. To fulfill this aim, a survey from a comprehensive organizational perspective has been carried out that was based on a systematic comparison of available agility frameworks. The purpose of this publication is to give an initial comprehensive overview over the collected data. Together with a comprehensive literature review conducted prior to this study, it answers the research questions: 'What are potential components of an agile organization?' and 'To what extent are these components reflected by the software and IT service industry?

This research examines the issues and visual processes that arise in the production of self-representations derived from literary texts. The construction of a series of photographic and video installations drawing upon T. S Eliot’s poem 'The Waste Land' (1922) allowed for the exploration and analysis of how literature functions as a device to represent autobiographical experience within my media arts practice. The study considered the relevance and usage of the literary source in relation to specific adaptation procedures, in terms of what complexities were encountered and how these were understood. Whilst orthodox film adaptation provided a theoretical framework for initial experimentation, it is argued that my practice is positioned outside this domain, employing alternative methods of visual translation within a fine art context. Having investigated the purpose of my literary interpretations, I conclude that I respond subjectively to the source materials, forming autobiographical associations with particular lines, images, characters, themes or concepts within the text. It was discovered that this fragmentary method of extraction into isolated elements, corresponded with ambiguous visual representation of the self. Placed within the critical context of relevant female practitioners, I was able to detect a number of recurrent, elusive strategies within my own practice that signified a shifting subjectivity. However, it was the identification with Eliot’s subversion of his impersonality theory in later life, which enabled the realisation that literature is used in my work as a means of projection for visualising past trauma and operates as a form of displacement for a confessional practice. The thesis that emerges from my research is that by allowing oneself to respond emotionally and selectively to an existing text through transformative processes of re-enactment, literary adaptation can act as catharsis for the recollection and re-imagining of previously repressed memories.

Forensic science has a significant historical and contemporary relationship with the criminal justice system. It is a relationship between two disciplines whose origins stem from different backgrounds. It is trite that effective communication assist in resolving underlying problems in any given context. However, a lack of communication continues to characterise the intersection between law and science. As recently as 2019, a six-part symposium on the use of forensic science in the criminal justice system again posed the question on how the justice system could ensure the reliability of forensic science evidence presented during trials. As the law demands finality, science is always evolving and can never be considered finite or final. Legal systems do not always adapt to the nature of scientific knowledge, and are not willing to abandon finality when that scientific knowledge shifts. Advocacy plays an important role in the promotion of forensic science, particularly advocacy to the broader scientific community for financial support, much needed research and more testing. However, despite its important function, advocacy should not be conflated with science. The foundation of advocacy is a cause; whereas the foundation of science is fact. The objective of this research was to conduct a qualitative literature review of the field of forensic science; to identify gaps in the knowledge of forensic science and its integration in the criminal justice system. The literature review will provide researchers within the field of forensic science with suggested research topics requiring further examination and research. To achieve its objective, the study critically analysed the historical development of, and evaluated the use of forensic science evidence in legal systems generally, including its role regarding the admissibility or inadmissibility of the evidence in the courtroom. In conclusion, it was determined that the breadth of forensic scientific knowledge is comprehensive but scattered. The foundational underpinning of the four disciplines, discussed in this dissertation, has been put to the legal test on countless occasions. Some gaps still remain that require further research in order to strengthen the foundation of the disciplines. Human influence will always be present in examinations and interpretations and will lean towards subjective decision making. / Jurisprudence / D. Phil.

Indiana University-Purdue University Indianapolis (IUPUI) / A foreign concept to most twenty-first century individuals, a saddletree provides support and acts as the framework to saddles, giving saddlers a base on which to add cushioning, stretch leather, and create beautiful or functional saddles. Saddletree factories were an integral part of Madison, Indiana’s late nineteenth-century economy. As one of the Ohio River town’s leading industries, saddletree shops employed approximately 125 men during 1879, Madison’s peak saddletree production year, and made Madison a national center of saddletree production. However, the industry faded into oblivion as the beginning of the twentieth century, leaving the men drawn to these shops in the 1870s and 1880s to find new opportunities. While past historians contributed to the fields of industrial and economic history by studying large industries engaged in mass production in major urban areas, Madison’s saddletree workers represent a view of nineteenth-century specialized production. This thesis examines the saddletree industry’s place in Madison during the late nineteenth century and the lives of saddletree workers during and after the industry’s peak. My findings, based off extensive digital research and tools utilized in earlier social mobility studies, create a nuanced view of Madison’s relationship to the saddletree industry, saddletree makers, and what the industry’s collapse meant to saddletree factory employees.