O objetivo deste trabalho é investigar propriedades qualitativas de certas equações diferenciais funcionais retardadas de segunda ordem quando lhes são impostos controles de impulsos adequados. Os principais resultados dizem respeito a estabilidade e oscilação por impulsos. Mais especificamente, consideramos algumas equações e provamos que suas soluções triviais podem ser estabilizadas por impulsos. Em seguida, consideramos uma destas equações e provamos que suas soluções podem se tornar oscilatórias com a imposição apropriada de controles de impulsos. Apresentamos alguns exemplos que ilustram nossos resultados. Além do objetivo acima, procuramos produzir um texto que compreendesse a teoria fundamental das equações diferenciais funcionais retardadas impulsivas, teoria esta que, até então, não podia ser encontrada num único texto como este. Desenvolvemos e discutimos existência, unicidade, continuação de soluções, intervalo maximal de existência e dependência contínua de soluções dos valores iniciais para equações diferenciais retardadas impulsivas. / The purpose of this work is to investigate qualitative properties of certain second order delay differential equations when some proper impulse controls are added to them. The main results concern the stability and scillation by impulses. More specifically, we consider some equations and prove that their trivial solutions can be stabilized by impulses. We also consider one of these equations and prove that all solutions oscillate when proper impulse controls are imposed. We give some examples to illustrate our results. Because dealing with systems with both delays and impulses is a recent interest of some mathematicians we also considered producing a text that would encompass the fundamental theory of retarded functional differential equations with impulses. Up to now such theory could not be found in a single text as this one. Therefore we discuss and develop basic aspects of the theory as existence, uniqueness, continuability of solutions, maximal interval of existence and continuous dependence of solutions on initial values for impulsive retarded differential equations.

Thesis (Ph.D. (Social Work)) -- University of Limpopo, 1987 / Refer to document / Human Science Research Council (HSRC) and University of the North

The intention of this study is to describe some pedagogue`s expectations of the strategies, methods and approach the work from when it comes whit mentally retarded pupils and how thet plan their education. The study is based on four half stuctured interviewswhit very experienced pedagogues that work in a compulsory school for children with intellectual disabilities. The four interviews are recorded and adapted. To analyse and expound the data collection, a socio-cultural approach was used. The conclusion of my study was that the pedagogues who work in compulsory school fpr choldren with intellectual didabilities proceed from pupil`s level of development and pupils preundersrandning to consolidate new knowledge. The pedagogues attach particular importance in detailed planning so the education will be clear and structuralized. Communication, pictures and technical equipment are the tools that are used for the knowledge development of the pupils int the compulsory school for children with intellectual disabilities. With a socio-cultural view on teaching the pedagogues work with knowledge development. The teaching occurs during interaction with others. Group education is an aspiration of the pedagogues.

Šiame moksliniame darbe dėmesys yra kreipiamas į socialinių darbuotojų, dirbančių su proto negalią turinčiais asmenimis, darbo prasmės suvokimą per jų profesines patirtis. Profesinėje srityje socialinis darbuotojas yra sąveikos, kuriančios tam tikras prasmes su klientu, įrankis ir dalyvis. Savo veikla ir mąstymu jis nuolat vykdo tam tikrą prasmę. Savo veiklos prasmingumo suvokimas bei dvasingumas leidžia socialiniam darbuotojui jautriai įvertinti sudėtingus žmogaus gyvenimo reiškinius, ieškoti idėjų, analizuoti padarytas klaidas ir vengti jų ateityje. (Kavaliauskienė, 2008). Šiame moksliniame darbe per socialinių darbuotojų profesines patirtis siekiama atskleisti kokie vidiniai veiksniai lėmė darbo su proto negalią turinčiais asmenimis pasirinkimą, kokie veiksniai skatina/palaiko, suteikia prasmę likti darbe bei kokie veiksniai yra keliantys abejones išlikti darbe. Tyrimo objektas - socialinių darbuotojų, dirbančių su proto negalią turinčiais asmenimis, darbinės patirtys. Tyrimo tikslas - atskleisti socialinių darbuotojų dirbančių su proto negalią turinčiais asmenimis darbo patirtis. Tyrimo uždaviniai: 1) Atskleisti socialinių darbuotojų pasirinkimą dirbti su proto negalią turinčiais asmenimis lemiančius veiksnius. 2) Atskleisti su proto negalią turinčiais asmenimis dirbančių socialinių darbuotojų norą likti darbe palaikančius veiksnius. 3) Atskleisti socialinių darbuotojų, dirbančių su proto negalią turinčiais asmenimis, abejones išlikti darbe lemiančius veiksnius. Siekiant... [toliau žr. visą tekstą] / This study is oriented to understand the meaning of work of social workers who work with mentally disabled persons by their professional experiences. A social worker is a like a tool and participant in the interaction with a client. The same interaction generates certain meaning with clients. Through his activities and a way of thinking the social worker constantly carries a certain meaning. The perception of meaning of their activities and spirituality allows a social worker to evaluate a complexity of human life, to generate ideas, to analyze mistakes and to avoid them in future. This study reveals some internal factors which led to choose to work with mentally disabled people, factors, which encourage/support and gives the sense to remain at work and which things can cause doubts about remaining at that particular work. The object of study is a variety of experiences of social workers who work with mentally disabled people. The purpose of this research is to reveal the experiences of social workers. The objectives of the research: 1) To reveal the factors which determine a choice of social workers to work with mentally disabled persons. 2) To reveal the supporting factors which allow a social worker to have a desire to remain at work with mentally disabled clients. 3) To reveal the factors which cause doubts about staying at current job position. In order to reveal work experiences of social workers who work with mentally disabled people has been selected a... [to full text]

Spivack and Shure’s (1974) Interpersonal Cognitive Problem-Solving (ICPS) model was evaluated on Educable Mentally Retarded (EMR) children. The major question was whether the implementation of Shure and Spivack’s (1978) Kindergarten Interpersonal Problem-Solving Program (KIPS) would enhance the ICPS skills and behavioral adjustment of EMR children up to the level needed for successful integration into the regular classroom. The study included 40 EMR children from ages eight to fourteen. The subjects were divided equally into two groups, one receiving Shure and Spivack’s (1978) KIPS program and one receiving informal social skills training. These groups were divided further into a younger group, ages eight to nine, and an older group, ages ten to fourteen. In both treatment groups the special education teachers directly administered the program to the children. The experimenter served as a consultant to the teachers. Two evaluation measure were used, Spivack and Shure’s (1974) Preschool Interpersonal Problem-Solving Test (an alternative thinking measure) and Kendall and Wilcox’s (1979) Self-Control Rating Scale (a behavioral adjustment measure). An analysis of variance was utilized to assess both evaluation measures. It was found that on the Preschool Interpersonal Problem-Solving Test there were significant main effects for the type of training the subject received (F=17.14, p<.01), the age of the subjects (F=6.26, p<.05), and pre- versus post-testing (F=56.11, p<.01). There were two significant interactions, a three-way interaction between age of subjects, type of training, and pre- versus post-testing (F=6.60, p<.05), and a two-way interaction between type of training and pre- versus post-testing (F=56.11, p<.01). The Newman-Keul’s Multiple Range Test was used to analyze the interactions. It was found that both the young and old experimental groups obtained a significant increase in their Preschool Interpersonal Problem-Solving Test scores from pre- to post-testing (p<.01) while neither the young nor the old control groups had a significant increase from pre- to post-test. On the other evaluation measure, the Self-Control Rating Scale, a significant main effect was found for pre- versus post-testing. There were no other significant main effects or interactions found. These finding suggest that Shure and Spivack’s (1978) KIPS program increases alternative thinking and ICPS skills, and improve the self-control of elementary aged EMR children. This study, beside being effective, was also cost-efficient. The program lasted only about five and one-half weeks and took only 10 to 40 minutes each day to present. In addition, the consultation model was used which reduced the amount of time the experimenter had to spend running the study. Inferences from the findings of this study may be limited, due to the possible lack of equivalent samples. The control and experimental groups were not matched according to SES and IQ. From the results of this study and other problem-solving studies involving children, there appear to be many areas that need to be further investigated.

A radical argument is presented that it is plausible to look at the condition of mental handicap as entailing dynamic cognitive processes which may be available to some degree of therapeutic intervention at a fundamental level. An overview of some broad aspects of mental handicap is presented and it is argued that much of the subject of mental handicap is based on assumptions which may not be justified. On the assumption that in normal infancy play is a powerful medium for promoting developmental change, aspects of the mentally handicapped child's inability to play is examined and discussed. This is done by adopting the Piagetian notion of decentration and showing how the concept has explanatory value for looking at change in the severely, or profoundly mentally handicapped child. A model of aspects of the process is developed and implemented as a computer simulation. This model entails he processes of "Integration and Differentiation" of hierarchical chunks. The prospects and usefulness of a developmental curriculum as a framework within which to work with the profoundly and severely mentally retarded is discussed. The notions of Integration and Differentiation are applied to systems of sensori-motor competence and presented as a candidate for a curriculum. A presentation of the Uzgiris & Hunt scales serves to provide the user with the means to understand where the child is "at" in the curriculum. The computer simulation is further developed to show how it could be extended to provide explanations for the effects of success and failure upon developmental process. The model provides an insight into the nature of stereotypy and the implications of the model are explored in a therapy undertaked with a mentally handicapped and withdrawn child. The relationship between the understanding gained here and the processes of normal mothering is introduced. The theme of the mothering process is develcped apd explored as a means of providing the mentally Nandi Gaped child with the experience of success that section 3 suggests is the means for promoting change. This is demonstrated via several case accounts. The transactional interface between the intractable organic and the potentially more plastic cognitive/social process is tentatively explored by a discussion of "eye contact". Finally an evaluative framework for the possible implications of the work are discussed.

Thesis (doctoral)--Göteborgs universitet, 1987. / Summary in English. Added t.p. with thesis statement inserted. Includes bibliographical references (p. 105-112).

Thesis (Ph. D.)--University of Wisconsin, Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph, .D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Uma criança que não desenvolve a linguagem oral é privada de um dos instrumentos mais fundamentais para atingir o amadurecimento completo como ser humano. O emprego dos recursos da Comunicação Alternativa, envolvendo gestos manuais, expressões faciais e corporais, símbolos gráficos e voz digitalizada ou sintetizada, possibilita a comunicação face a face desta criança. O presente trabalho teve como objetivo geral verificar os efeitos da introdução da Comunicação Alternativa nas interações entre alunos, professores e profissionais de uma escola especial destinada a indivíduos com deficiência mental e deficiência múltipla. A pesquisa, com duração de um ano letivo, composta por três estudos, teve como participantes oito alunos, a professora da turma, que era também a pesquisadora, e uma merendeira. Foram utilizados os sistemas gráficos de Comunicação Alternativa, fundamentados nos procedimentos do ensino naturalístico de Warren e Rogers-Warren. Os três estudos, conduzidos por um delineamento quase experimental de sujeito como seu próprio controle, foram compostos por três fases cada um: linha de base, ensino e follow-up. Todas as sessões foram gravadas em vídeo tape para posterior transcrição. No primeiro estudo, conduzido em 11 sessões experimentais, os alunos foram ensinados a empregar os cartões pictográficos para solicitar permissão para satisfazer necessidades básicas, como ir ao refeitório, ao banheiro, beber água, ouvir música, etc., ou para desempenhar determinadas atividades na sala de aula. No segundo, desenvolvido em 56 sessões experimentais, eles foram ensinados a usar o sistema pictográfico para selecionar os itens de sua refeição, que, anteriormente, eram-lhes oferecidos sem possibilidade de escolha. Neste estudo, a merendeira também foi ensinada a favorecer o uso do sistema pelos alunos. Finalmente, no terceiro estudo, conduzido em 10 sessões experimentais, o sistema pictográfico foi utilizado pelos alunos para favorecer a participação ativa na contagem de histórias pela professora, assim como responder perguntas de compreensão destas histórias. Com efeito, os alunos passaram a fazer uso do sistema de Comunicação Alternativa Ampliada (CAA) para comunicar seus desejos e pensamentos a seus próprios colegas, assim como aos professores, diretores e funcionários da instituição escolar. A possibilidade de se comunicar por meio do sistema pareceu encorajá-los a se expressarem intencionalmente também com vocalizações e verbalizações. A análise dos dados indicou a eficácia do ensino naturalístico para instalação e manutenção do emprego do sistema pictográfico associado a outras modalidades de comunicação a gestual, a vocal e a verbal nas atividades propostas. / A child who is unable to speak is certainly deprived from an essential ability to reach the complete development as a human being. The use of Alternative Communication resources as manual gestures, facial and body expressions, graphic symbols and digitalized or synthesized voice make face-to-face communication possible. The purpose of this research study was to evaluate the effects of the introduction of Alternative Communication resources in the social interaction of students, teachers and other professionals from a special school for mentally retarded and multiple handicapped children and youth. The research, which lasted a whole school year and was composed by three studies, involved ten pupils, the classroom teacher, and waiter as subjects. The introduction of the Alternative Communication graphic systems was conducted through the use of incidental teaching procedures (Warren e Rogers Warren, 1985). A quasi-experimental single subject research design was employed in the three studies, which were composed by three-phases: baseline, teaching and follow-up. All experimental sessions were recorded in videotape and were transcribed verbatim. In the first study, developed in 11 experimental sessions, the students were taught to employ pictograms to ask for permission not only to attend basic needs, such as, going to the school cafeteria, to the bathroom, to drink water, to listen to music, etc, but also to perform certain activities in the classroom. In the second study, which involved 56 sessions, the students were taught to use the graphic system to select food items at snack time. Prior to the study, these students were not allowed to choose food items at the mealtime. In this study, the waiter was also taught to facilitate the use of graphic symbols by the students. Finally, in the third study, conducted in 10 experimental sessions, the pictograms were employed to favor students active participation during the story telling time, as well as, their answers to questions designed to evaluate their comprehension about the stories. In fact, the students turned out to use the alternative communication system to express their desires and thoughts to their peers, as well as to their teachers and schools personnel. It seems that the possibility to use the pictograms has encouraged them to intentionally communicate with both vocal and verbal responses. Data analyses have demonstrated the efficacy of the incidental teaching procedures to both acquisitions maintenance of using graphic symbols associated to other communication modes, such as gestures, vocalizations, and verbalizations during the proposed school activities.