Bakgrund: Grad II-bristningar är vanligt förekommande efter vaginal förlossning och kan medföra komplikationer. Svenska myndigheter och föreningar rapporterar brister i eftervården av förlossningsbristningar. Forskning kring kvinnors erfarenheter av eftervård efter uppkommen grad II-bristning är begränsad.  Syfte: Att undersöka kvinnors erfarenhet av eftervård vid uppkommen grad II-bristning. Metod: Strukturerade telefonintervjuer med öppna frågor genomfördes. Femton kvinnor deltog. Intervjumaterialet analyserades med kvalitativ innehållsanalys med induktiv ansats.  Resultat: I resultatet framkommer tre huvudkategorier: ”Stöd postpatum”, ”När eftervården brister” och ”Eftervårdens förändring”. Kvinnornas erfarenheter av eftervården efter uppkommen grad II-bristning är överlag positiva och resultatet visar att eftervården har förbättrats de senaste åren. Kvinnorna tenderar dock att vara otrygga under läkningsprocessen och osäkra på vart de ska vända sig för att få hjälp.  Slutsats: Studiens resultat indikerar att eftervården behöver utvecklas och bygga på bekräftelse och delaktighet. Kvinnorna behöver tydlig information efter uppkommen grad II-bristning eftersom de saknar kunskap. Det finns brister i eftervården under läkningsprocessen och kvinnorna är i behov av en tydlig vårdkedja. Bäckenbottenmottagningen ger kvinnorna en given instans att vända sig till och har en betydande roll i eftervården av grad II-bristningar. / Background: Second degree perineal tears after vaginal childbirth is common and can lead to complications. Swedish authorities and associations report shortage in the postpartum care after perineal trauma. Research about postpartum care after a second degree perineal tear is limited. Aim: To explore women´s experiences of postpartum care in the event of a second degree perineal tear. Method: Data was collected through structured phone interviews with open-ended questions. Fifteen women participated. Inductive qualitative content analysis was applied to the data. Outcome: The result shows three main categories: ”Support postpartum”, ”When aftercare fails” and ”The change of aftercare”. Women’s experiences of post partum care after the onset of a second degree perineal tear are generally positive and the results show that the post partum care has improved in recent years. However, women tend to be insecure during the healing process and unsure of where to turn for help. Conclusion: The results of the study indicate that post partum care needs to be developed and based on confirmation and participation. The women need clear information after the onset of a second degree perineal tear because they lack knowledge. There are shortcomings in the post partum care during the healing process and women are in need of a distinct care chain. The pelvic floor clinic gives women a given instance to turn to and has a significant role in the post partum care of a second degree perineal tear.

Background: Students of diverse ethnic backgrounds, including nonnative English speakers, also known as those who speak English as an additional language (EAL) are increasingly enrolling in prelicensure nursing programs. Information regarding success of EAL nursing students is limited, with emphasis on traditional prelicensure programs. Purpose: The purpose of this study was to explore the lived experience of recent EAL graduates of an accelerated second-degree baccalaureate nursing program by offering a firsthand account of being an EAL student in this type of nursing program. Theoretical Framework: Leininger's Theory of Cultural Care Diversity and Universality and Vygotsky's Theory of Socio-Historical Learning served as the theoretical framework. Methods: The research tradition of hermeneutic phenomenology utilizing the van Manen approach was applied to this study. Results: The study revealed five major themes: bridging cultures, needing more time, myriad of emotions, network of support, and finding my way. Several subthemes emerged to support major themes illustrating the complexity of being an EAL student in a fast-paced and challenging program. Conclusions: Exploring experiences of EAL graduates while enrolled in an accelerated second-degree baccalaureate nursing program offers insight into the challenges faced by EAL students and potentially influences nursing education, practice, and policy to improve the numbers of diverse nurses.

The topic of this thesis is the lack of discipline in the teaching process based on the perception of this issue second-degree students. The goal of the theoretical part of the thesis is with support of the professional literature to handle terminology and show what is the definition of the issue of discipline and indiscipline in the classroom of the second degree with an emphasis primarily on the causes of indiscipline, the role of teacher and lack of discipline solutions. The theoretical part contains the definition of discipline and perception. Further, there are characterized terms of school indiscipline, selected causes of lack of discipline and disciplinary means. The paper also emphasized the role of teachers, especially the authority of the teacher, his skills and attributes. There are also briefly described developmental traits of older school age in relation to discipline. The practical part is built on the survey and the use of group interviews with pupils of eighth and ninth grades of primary school. The main aim of the practical part of the thesis is to find out through a questionnaire survey and group interviews, how the pupils of primary schools perceive discipline and indiscipline in the classroom. By the research survey was found that the most common types of indiscipline in the...

Le spectacle vivant actuel fait la part belle à des représentations légères, divertissantes, qui jouent avec le mauvais goût et intègrent la culture de masse. Il se dégage alors de certaines mises en scène, à la valeur artistique pourtant indéniable, une tonalité qui amène à les qualifier de kitsch. Or, selon Hermann Broch, le kitsch est “l’anti-art” par excellence. Cette contradiction tient au fait que, lorsque le kitsch est envisagé à distance, comme l'ont démontré Susan Sontag et Guy Scarpetta, à un second degré, il peut accéder à l’art. Pour qualifier de kitsch une représentation sans que cela renvoie à un jugement de valeur dépréciatif et afin de comprendre les modalités de ce renversement, il faut au préalable identifier le kitsch. En s’appuyant sur les définitions de cette notion par des penseurs comme Walter Benjamin ou Clement Greenberg et sur les descriptions des propriétés du kitsch par Abraham Moles et Christophe Genin, cette thèse s'arrête, notamment, sur le rôle du processus autoréflexif de la métathéâtralité. Celle-ci permet en effet au kitsch, en se dénonçant comme tel, de devenir un outil scénique qui produit une esthétique que nous appelons métakitsch. Dans l’objectif de saisir concrètement les enjeux, les effets et les limites de cette esthétique, l’opérette s'est avérée le genre théâtral le plus propice. Aussi la deuxième partie de cette étude est-elle centrée, d’une part sur quatre œuvres de Jacques Offenbach par un même metteur en scène, Laurent Pelly, de l’autre sur l’analyse comparative de quatre représentations de La Belle Hélène d’Offenbach par des metteurs en scène différents. Il en ressort que l’utilisation du kitsch, qui offre une grande liberté aux metteurs en scène, engendre des spectacles souvent ironiques, voire caustiques, hybrides, éclectiques et ludiques. L’utilisation du kitsch, de l'anti-art dans l'art, semble répondre aux besoins de renouveau du public. / Modern live shows tend to be light and fun affairs which integrate with bad taste and popular culture. Some stagings, which possess an undeniable artistic value, have emerged with a tone that one could call kitsch. According to Hermann Broch, kitsch is the "anti-art". This contradiction arises because, as Susan Sontag and Guy Scarpetta have demonstrated, when kitsch is considered at a distance, with irony, it can be considered art. To call a show kitsch in a non-pejorative manner, and in order to understand the manner of this reversal, one must first define kitsch. Based on the definitions of this notion by thinkers like Walter Benjamin and Clement Greenberg and the descriptions of the properties of kitsch by Abraham Moles and Christophe Genin, this dissertation will notably end with the role of the self-reflexive process of metatheatre. This allows kitsch, in identifying it as such, to become a tool for the stage that produces an aesthetic that we call metakitsch. In terms of concretely defining the stakes, the effects and the limits of this aesthetic, the operetta has proved to be the most suitable theatrical genre. The second part of this study is centered, on the one hand, on four works by Jacques Offenbach presented by the same director, Laurent Pelly, and on the other, on a comparative analysis of four representations of La Belle Helene by Offenbach, presented by different directors. It will emerge that the use of kitsch, which offers a great deal of freedom to directors, produces spectacles that are often ironic, even caustic, hybrid, eclectic and playful. The use of kitsch, of anti-art in art, seems to meet the public's need for something new.

Made available in DSpace on 2016-04-27T17:12:57Z (GMT). No. of bitstreams: 1 trabalho em pdf.pdf: 4762239 bytes, checksum: d8e5032dcbae4b9836eae0a44a7a0b5c (MD5) Previous issue date: 2005-11-22 / Made available in DSpace on 2016-08-25T17:25:40Z (GMT). No. of bitstreams: 2 trabalho em pdf.pdf.jpg: 1943 bytes, checksum: cc73c4c239a4c332d642ba1e7c7a9fb2 (MD5) trabalho em pdf.pdf: 4762239 bytes, checksum: d8e5032dcbae4b9836eae0a44a7a0b5c (MD5) Previous issue date: 2005-11-22 / This work established a proposal in order to review and recuperate students of high school who are studying functions of the first and second degree, exploring problems situations. This bid is based on using a C.D. Mode by a software which presents activities used though problems situations, also unite specific the problems situations, also unite specific helps on the activities, theory about many contents of the functions, with film classes about theories and graphs. To fullfil this bid as first, some teachers of many levels of teaching cooperated answering questions about the use of a math software to assistant the comprehension of the function s teaching. Finally, the students of a technical state school in Sao Paulo. Become the mainly people, who contributed who contributed for the conclusion of this job. The result of the research shows how meaningful is the use of the software by the students, contributing like a function study incentive and review, one of the most important contents and difficult to be leaned and taught in the math study. / Este trabalho constituiu-se em uma proposta para a revisão e recuperação dos alunos do Ensino Médio dentro do estudo das funções do 1º grau e do 2º grau, explorando-se as situações-problema. Esta proposta é baseada no uso de um CD constituído de um software que, além de apresentar atividades exploradas por meio de situações-problema, engloba ajudas específicas nas atividades, teorias sobre diversos conteúdos envolvidos nas funções e aulas-filme sobre as funções e gráficos. Para a realização inicial dessa proposta, alguns professores dos diversos níveis de ensino contribuíram respondendo a questões que versavam sobre o uso de um software de matemática para auxiliar no entendimento do ensino das funções. Ao final, foi a vez dos alunos de uma escola técnica estadual de São Paulo serem os principais figurantes, ao participarem da aplicação do software, contribuindo para as conclusões e fechamento do trabalho. Os resultados da pesquisa mostram como foi significativo o uso do software pelos alunos, contribuindo como estímulo dentro do estudo e revisão das funções, um dos conteúdos mais importantes e difíceis de ser ensinado e aprendido no ensino da matemática.

Made available in DSpace on 2016-04-27T16:58:59Z (GMT). No. of bitstreams: 1 Marcia Aparecida Nunes Mesquita.pdf: 3486728 bytes, checksum: e8adb59bb70b5281983a38f1e796dc67 (MD5) Previous issue date: 2009-09-30 / Secretaria da Educação do Estado de São Paulo / The present work has like objective to investigating how to make constructivist perspectives of learning compatible with the planning of the teaching-learning process, in the particular case of the teaching and of the learning of polynomial functions of the second degree and to analyze the performance of Mathematic teacher with refer to the activities of the planning and development of teaching, in a way compatible with a constructivist perspective of learning. It is based on the Simon s works (1995) on hypothetical learning trajectories (HLT). It is treated of a qualitative research that it involves two Mathematic teachers of a state public school of São Paulo and their work with 62 students in the first year of Junior High School. Initially we elaborated the first version of the hypothetical learning trajectories taking into account the objectives that we selected and the hypotheses of the students' learning that we indicated in agreement with the planning of the teaching. We presented that first version for the teachers to that they were able to through the current knowledge that they possess of their students, to accomplish suggestions, modifications or alterations and this way we elaborate like this together with them the second version of THA, but the teachers presented a passive attitude face to the analysis, not accomplishing any modification in the first version of THA. Afterwards we accompanied the whole development of the trajectory in classroom, we evaluated and we discussed the results of the work with the teachers and we indicated changes in initial THA. The obtained results left ourselves to conclude that became compatible perspectives teaching-learning constructivist with the planning to the we propose tasks involving resolution of problems, use of technologies, interdisciplinary approaches and applications in situations of the daily and in other areas of the knowledge, so that the student could interact and to accomplish experiments, to lift hypotheses, to build resolution strategies, to sketch conjectures, to argue, to relate and to analyze, but we concluded that this doesn't guarantee a learning with constructivist perspectives, its accomplishment depends what manner the teacher will act at the classroom / O presente trabalho tem como objetivo investigar como compatibilizar perspectivas construtivistas de aprendizagem com o planejamento do ensino, no caso particular do ensino e da aprendizagem de funções polinomiais do 2.º grau, e analisar a atuação de professores de Matemática no que se refere às atividades de planejamento e desenvolvimento do ensino, de forma compatível com uma perspectiva construtivista de aprendizagem. Fundamenta-se nos trabalhos de Simon (1995) sobre trajetórias hipotéticas de aprendizagem. Trata-se de uma pesquisa qualitativa que envolve dois professores de Matemática de uma escola pública estadual de São Paulo e sua atuação junto a 62 alunos da 1.ª série do Ensino Médio. Inicialmente, elaboramos a primeira versão da trajetória hipotética de aprendizagem levando em consideração os objetivos que selecionamos e as hipóteses de aprendizagem dos estudantes que indicamos, de acordo com o planejamento do ensino. Apresentamos essa primeira versão aos professores para que eles pudessem, por meio do conhecimento atual que possuem de seus alunos, realizar sugestões, modificações ou alterações e assim elaborarmos juntos com eles a segunda versão da THA. No entanto, os professores apresentaram uma atitude passiva diante da análise, não realizando nenhuma modificação na primeira versão da THA. Em seguida acompanhamos todo o desenvolvimento da trajetória em sala de aula, avaliamos e discutimos os resultados do trabalho com os professores e indicamos mudanças na THA inicial. Os resultados obtidos nos levaram a concluir que compatibilizamos perspectivas construtivistas de ensino-aprendizagem com o planejamento ao propormos tarefas envolvendo resolução de problemas, uso de tecnologias, abordagens interdisciplinares e aplicações em situações do cotidiano e em outras áreas do conhecimento, de modo que o aluno pudesse interagir e realizar experimentos, levantar hipóteses, construir estratégias de resolução, esboçar conjecturas, argumentar, relacionar e analisar, porém concluímos que isso não garante uma aprendizagem com perspectivas construtivistas, sua efetivação depende de como o professor vai atuar em sala de aula

Made available in DSpace on 2016-04-27T16:58:57Z (GMT). No. of bitstreams: 1 Sergio Aparecido dos Santos.pdf: 5270703 bytes, checksum: 1b956a307ec17139ff537044b49b0332 (MD5) Previous issue date: 2009-10-19 / Secretaria da Educação do Estado de São Paulo / The purpose of this study was to develop a computerized environment turned to teaching, in order to favor the deepening of the knowledge related to the polynomial function of second degree. In this environment, there is a sequence of activities that approaches the graphical representation of polynomial functions of second degree. It is based on the principles of the Instructional Design methodology that uses five phases; analysis, design, development, implementation and evaluation and, based on the Theory of Semiotics Representation Register by Raymond Duval and on the Situation Theory. The sequence of activities held in the environment was guided by a research done by a research done by Maia, about the teaching of the quadratic function, using the Winplot software and the articulation between the graphical and algebraic registers. These computer tools were used: GEIOGEBRA and NVU, being, the former; to develop the sequence and the latter; to create the environment and its interactions. The environment was implemented with 12th graders of a public school in the Great São Paulo, in the city of Carapicuíba. The protocols of three students that took part actively of all discussion in the study group were analyzed. The results obtained lead us to conclude that the computerized environment and the activities contained in it favors the understanding of the register articulations of algebraic and graphical representation and a deepening of knowledge related to the polynomial function of the second degree / O presente estudo teve por objetivo desenvolver um ambiente informatizado voltado ao ensino, para favorecer o aprofundamento dos conhecimentos relacionados à função polinomial de segundo grau. Nesse ambiente, encontra-se uma sequência de atividades que aborda a representação gráfica de funções polinomiais de segundo grau. Está fundamentado nos princípios da metodologia Design Instrucional que utiliza cinco fases: análise, desenho, desenvolvimento, implementação e avaliação e, embasada na Teoria de registros de Representação Semiótica de Raymond Duval e na Teoria das Situações Didáticas. A sequência de atividades contidas no ambiente foi orientada por uma pesquisa realizada por Maia, sobre o ensino da função quadrática, com a utilização do software Winplot e a articulação entre os registros gráficos e algébricos. Utilizamos as ferramentas computacionais: GEOGEBRA e NVU. A primeira, para o desenvolvimento da sequência; e a segunda, para gerar o ambiente e suas interações. O ambiente foi implementado com alunos do 2º ano do Ensino Médio de uma escola pública da Grande São Paulo, na cidade de Carapicuíba. Os protocolos de três alunos que participaram ativamente de todas as discussões no grupo de estudos foram analisados. Os resultados obtidos levaram a concluir que o ambiente informatizado e as atividades nele contidas favorecem à compreensão da articulação dos registros de representação algébrico e gráfico e o aprofundamento dos conhecimentos relacionados à função polinomial do segundo grau

Qu’elle soit le fait des artistes, des institutions muséales ou des acteurs économiques, désormais une nouvelle discursivité s’ajoute à la production critique traditionnelle des historiens, théoriciens et philosophes de l’art, et accompagne de manière quasi systématique les propositions plastiques des artistes contemporains. A cet accroissement discursif correspond aussi une démultiplication des fonctions du discours théorique qui se trouve parfois être utilisé comme le matériau plastique même des œuvres. Empreintes d’une plasticité toute singulière, les œuvres contemporaines étendent les possibles, au point de pouvoir se manifester sous n’importe quelle forme, voire de complètement disparaître. Cette extrême diversité résulte de l’adhésion à un nouveau principe artistique, le « second degré », ou l’auto-réflexivité de l’œuvre d’art, qui attribue à l'idée de l’œuvre une importance aussi grande qu'à la formulation matérielle de celle-ci. Ce qui est devenu indéterminé dans la forme plastique semble être compensé, en retour, par l'exigence d'une détermination conceptuelle accrue. Nous nous sommes attachés, dans notre recherche, à mettre en lumière l’origine du primat discursif dans la nouvelle situation paradigmatique des arts plastiques. Ne se limitant pas à la seule logique de médiation et de légitimation sociale des œuvres, la discursivité ouvre aussi un espace créatif et herméneutique nouveau impliquant le discours théorique comme geste créatif complémentaire à la forme plastique. / Whether by artists, museums or economic actors, now a new discursivity is added to the traditional critical production of historians, theoreticians and philosophers of art, and accompanies almost systematically the plastics works of contemporary artists. This discursive growth answers also to a proliferation of functions of the theoretical discourse, which is used, in some contemporary artistic practices, as the very plastic material of the work. Marked by a singular plasticity, contemporary art works extend the expressive possibilities to the point that the work can manifest itself in any form, and even completely disappear. This extreme diversity results from the adherence to a new artistic principle, the "second degree", or the self-reflexivity of the artwork, which attributes to the idea of the work, the same importance as its’ very material formulation. What became undetermined in the plastic form seems, in return, to be offset by the requirement for greater conceptual determination. We were committed, in our research, to highlight the origin of this discursive primacy in the new paradigmatic situation of visual arts. Not being limited only to the purpose of mediation and social legitimization of the art works, discursivity opens also a new creative and hermeneutic space, involving theoretical discourse as a creative act complementary to plastic form.