O presente trabalho, representado por uma Proposta PedagÃgica, toma como objeto de estudo a educaÃÃo musical, no que se refere especificamente à musicalizaÃÃo, tendo como ponto de partida a poluiÃÃo sonora. Para tanto, expÃe, reflete, relata e propÃe atividades relacionadas ao assunto, utilizando-o como recurso de percepÃÃo, apreciaÃÃo, conscientizaÃÃo e aprendizagem musical, por meio dos sons. Com isso, aborda questÃes relevantes acerca da paisagem sonora, trazendo educadores musicais, tais como Schafer, Swanwick e Fonterrada, que dialogam e refletem sobre o processo de ensino aprendizagem da mÃsica. Concomitantemente, esse estudo apresenta um relato de experiÃncia do ensino de mÃsica nas escolas municipais Professor Berilo Wanderley e EmÃlia Ramos, no municÃpio de Natal, Rio Grande do Norte, a partir da poluiÃÃo sonora, representada diferentemente em cada uma delas. As experiÃncias vivenciadas, bem como as atividades desenvolvidas nesta proposta pedagÃgica, foram obtidas por meio de um projeto de pesquisa, numa abordagem qualitativa, na qual se utilizou materiais como gravaÃÃes, filmagens, entrevistas de sondagem, atividades musicais teÃricas e prÃticas, dinÃmicas, dentre outros recursos pedagÃgicos, para construÃÃo e obtenÃÃo dos dados comprobatÃrios aqui descritos. / This work is represented by a pedagogical proposal and takes music education as object of study, as far as musicalization is concerned, and it also takes noise pollution as its starting point. For this reason, this work exposes, reflects, reports and proposes activities related to the subject, using it as a tool of perception, appreciation, awareness and music learning by means of sounds. It addresses relevant questions about the soundscape by bringing music educators, such as Schafer, Swanwick and Fonterrada, and by dialoguing and reflecting on the process of music teaching and learning. Concurrently, this work brings an account of music teaching in the following municipal schools: Professor BeriloWanderley and Professora Emilia Ramos, in Natal, Rio Grande do Norte. The starting point of this account was the noise pollution, which was represented differently in each municipal school. The experiences and activities developed in this pedagogical proposal were obtained by means of a research project, in a qualitative approach in which materials such as recordings, films, interviews, theoretical musical activities and practices, dynamics were broadly used, among other teaching resources designed to construct and obtain corroborative data described herein.

Bronquiolite viral aguda é mundialmente a doença de vias aéreas inferiores mais comum entre lactentes e crianças jovens, sendo uma das principais causas de hospitalização na infância. Um grupo específico de crianças tem risco aumentado para desenvolver quadros mais graves sendo que os principais fatores de risco associados são: idade, sexo, co-morbidades (prematuridade, presença de displasia broncopulmonar e cardiopatia congênita, imunodeficiência), fatores ambientais e socioeconômicos e historia de atopia familiar. Os principais agentes etiológicos associados a bronquiolite são o vírus sincicial respiratório (VSR); influenza A e B; parainfluenza 1, 2 e 3 e adenovírus, picornavírus, coronavírus e metapneumovírus humano. O objetivo deste estudo foi avaliar a etiologia e o impacto clínico de infecções por vírus respiratórios em lactentes com idade entre 0 a 2 anos durante o primeiro episódio de sibilância, atendidas no Pronto Atendimento do Hospital Israelita Albert Einstein. Os vírus respiratórios foram investigados na amostra de lavado nasofaríngeo, exclusivamente por métodos de biologia molecular incluindo RT-PCR em tempo real (vírus sincicial respiratório, influenza, parainfluenza, rinovírus) RT-PCR convencional (coronavírus e metapneumovírus humano) e PCR convencional (adenovírus e bocavírus humano). Os desfechos avaliados foram impacto clínico imediato (hospitalização e admissão em unidade de terapia intensiva - UTI) e tardio (chiado recorrente), através do atendimento inicial e de entrevistas telefônicas aos 15 e 30 dias (impacto imediato) e posteriormente aos 3, 6 e 12 meses (impacto tardio). Chiado recorrente foi caracterizado pela ocorrência de três ou mais episódios de sibilância tratamento com medicação profilática para asma durante o seguimento. A verificação de associação entre as variáveis explicativas e os desfechos escolhidos foi feita através de modelo de regressão logística uni e multivariada, expressando os resultados em razão de chance (odds ratio, OR). O nível de significância adotado foi p< 0,05. Foram incluídos 77 lactentes, com mediana de idade de 6±4 meses. A identificação de pelo menos um vírus respiratório ocorreu em 72 (93%) das amostras. O vírus sincicial respiratório foi positivo em 49 amostras (64%), seguido por rinovírus (34%), enterovírus (21%), metapneumovírus humano (16%), bocavírus humano (12%), parainfluenza 3 (8%) e influenza A (2%), coronavírus (2%) e parainfluenza 1 (1%). Co-detecções foram observadas em 34 amostras (44%). Dos 77 lactentes incluídos no estudo, 32 (41%) necessitaram internação e 8 foram admitidos em UTI, sendo que estes eram mais jovens (p=0,02) e apresentaram maior tempo de internação (6,4 x 3,9 dias, p=0,012) em relação aos lactentes que internaram em apartamento. Quanto ao desfecho internação, idade mais jovem esteve associada a maior risco de internação (OR=0,83; p=0,026), enquanto atopia teve efeito protetor (OR=0,20; p=0,021). Identificação de enterovírus esteve associada a aumento do risco para internação (OR=6,03; p=0,027). Prematuridade foi a única variável associada a um significativo risco de admissão em UTI (OR=24,51; p=0,002). Após um ano de seguimento, 55% dos pacientes foram caracterizados como chiadores recorrentes, mas nenhum fator de risco ou etiologia viral estiveram associados a este desfecho. / Acute viral bronchiolitis is the most common disease of the lower respiratory tract in infants and young children throughout the world, being one of the main causes for hospitalization during infancy. A specific group of children has a greater risk for developing more servere cases, where the most important associated risk factors are: age, gender, co-morbidities (prematurity, presence of bronchopulmonary displasia and congenital heart diseases, deficiency in the immune system), environmental and social-economic factors, and a family history of allergies. The main etiological agents associated with bronchiolitis are the respiratory syncytial virus (RSV), influenza types A and B, parainfluenza types 1, 2 and 3 and adenovirus, picornavirus, coronavirus and human metapneumovirus.The objective of this study was to evaluate the etiology and clinical impact of respiratory viruses in infants aged 0 to 2 years, during the first episode of wheezing, attended at the Emergency Unit of the Albert Einstein Israeli Hospital. Respiratory viruses were investigated in nasopharyngeal aspirates, using molecular biology methods, including real time RT-PCR (respiratory syncytial virus, influenza, parainfluenza, rinovirus) conventional RT-PCR (coronavirus and human metapneumovirus) and conventional PCR (adenovirus and human bocavirus). The evaluated outcomes were immediate clinical impact (hospitalization and admission in an intensive care unit ICU) and late impacts (recurrent wheezing), in the initial approach and telephone interviews at 15 and 30 days (immediate impact) and later at 3, 6 and 12 months (late impact). Recurrent wheezing was characterized by the occurrence of three or more wheezing episodes or treatment with prophylactic medicines for asthma during the follow-up. The verification of the association between the explanatory variables and the chosen outcomes was done using uni and multivariated logistic regression models, expressing the results in odds ratio (OR). The level of significance adopted was p<0.05. Seventy-seven infants were included, with a median age of 6 ± 4 months. The identification of ate least one respiratory virus occurred in 72 (93%) of the samples. Respiratory syncytial virus tested positive in 49 samples (64%), followed by rinovirus (34%), enterovirus (21%), human metapneumovirus (16%), human bocavirus (12%), parainfluenza type 3 (8%) and influenza tipe A (2%), coronavirus (2%) and parainfluenza type 1 (1%). Co-detections were observed in 34 samples (44%). Of the 77 infants included in this study, 32 (41%) needed hospitalization and 8 were admitted to ICU, the latter ones being younger (p=0.02) and were hospitalized for a longer period of time (6.4 x 3.9 days, p=0.012) in relation to the infants who were admitted in wards. Regarding the hospitalization outcome, younger patients had a greater risk of hospitalization (OR=0.83; p=0.026), while allergies had a protective effect (OR=0.20; p=0.021). The identification of enterovirus was associated with a greater risk of hospitalization (OR=0.83; p=0.027). Prematurity was the only variable associated with a significant risk of admission in ICU (OR=24.51; p=0.002). After a follow-up one year later, 55% of the patients were characterized as recurrent wheezers, but no risk factor or viral etiology were associated with this outcome.

<p>My essay is about how teachers work with pupils who already are able to read and write when they start first grade. I have focused on the different ways teachers use, and if there are any differences in their teaching concerning those pupils who already know how to read and write. I discuss current research about which methods and different ways the teachers use. I have interviewed teachers in different schools about how their methods and their way of working are different when it comes to handling those pupils. My conclusion is that there is a big difference in the way teachers work when it comes to putting letters together for those who are able to read and write. Although, all teachers agreed on the necessity of letting all pupils, even those who know how to read and write, practice on writing letters.</p> / <p>Min uppsats behandlar hur lärarna arbetar med de barn som redan kan läsa och skriva när de kommer till första klass. Det jag har fokuserat på är vilka sätt som lärarna använder sig av vid undervisningen för de elever som redan kan läsa och skriva. Jag lyfter fram aktuell forskning om vilka metoder och arbetssätt lärare arbetar på. Jag har intervjuat lärare på olika skolor för att se om deras arbetssätt och metoder skiljer sig. I mitt resultat kom jag fram till att det är väldigt stor skillnad på lärarnas arbetssätt vid sammanljudningen då de lär de elever som redan kan läsa. Alla lärare anser dock samtidigt att elever ska träna på att skriva bokstäver även om de kan skriva.</p>

My essay is about how teachers work with pupils who already are able to read and write when they start first grade. I have focused on the different ways teachers use, and if there are any differences in their teaching concerning those pupils who already know how to read and write. I discuss current research about which methods and different ways the teachers use. I have interviewed teachers in different schools about how their methods and their way of working are different when it comes to handling those pupils. My conclusion is that there is a big difference in the way teachers work when it comes to putting letters together for those who are able to read and write. Although, all teachers agreed on the necessity of letting all pupils, even those who know how to read and write, practice on writing letters. / Min uppsats behandlar hur lärarna arbetar med de barn som redan kan läsa och skriva när de kommer till första klass. Det jag har fokuserat på är vilka sätt som lärarna använder sig av vid undervisningen för de elever som redan kan läsa och skriva. Jag lyfter fram aktuell forskning om vilka metoder och arbetssätt lärare arbetar på. Jag har intervjuat lärare på olika skolor för att se om deras arbetssätt och metoder skiljer sig. I mitt resultat kom jag fram till att det är väldigt stor skillnad på lärarnas arbetssätt vid sammanljudningen då de lär de elever som redan kan läsa. Alla lärare anser dock samtidigt att elever ska träna på att skriva bokstäver även om de kan skriva.

Thesis (M.Sc.)--Memorial University of Newfoundland, 2000. / Bibliography: leaves 160-165.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Supervisor: Michael J. Ryan. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 202-219). Available also in a digital version from Dissertation Abstracts.

No description available.

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Perceived predation risk has a large impact on how prey species utilise landscapes. In an effort to reduce predation risk, individuals tend to utilise safer areas more than unsafe areas. How perceived predation risk affects the utilisation of landscapes by animals is termed a “landscape of fear”. Vervet monkeys (Chlorocebus pygerythrus) have a landscape of fear that operates in both horizontal and vertical planes. Within this landscape, vervets perceive the safest area to be up in a tree, under the canopy. To reduce predation risk, vervets use various predator-specific alarm calls and have been found to eavesdrop on the alarm calls of other species (e.g. birds). In this study, I explored whether vervet monkeys were able to associate eavesdropped alarm calls with specific predator types (i.e. aerial and terrestrial) as they do with their own predator specific alarm calls. To do this, I first quantified the three-dimensional landscape of fear for vervet monkeys by measuring giving up densities in artificial patches. I then used playbacks of the vervets’ aerial and terrestrial predator alarm calls, the alarm call of a red-backed shrike, and a mixed-species flock mobbing call to manipulate perceived predation risk. By comparing changes in foraging intensity within the patches, I quantified the specific reactions of the vervet monkeys to aerial and terrestrial predators. In addition, I found that the monkeys did not eavesdrop on the red-backed shrike call. However, the vervets did eavesdrop on bird mobbing calls, and associated the calls with the location of the potential treat and reacted as if it was a particular predator type. Specifically, the vervets reacted to mobbing calls played from up in a tree the same way as they did if an aerial predator was present, and calls from the ground as if a terrestrial predator was present. Thus, this suggests that they were able to associate a non-functional referential call (i.e. the mobbing call) with specific information, gathered from the location of the calls, and interpreted it in a referential manner. Moreover, intensity of these reactions (as measured by total feeding effort) indicated that vervets saw aerial predators as a greater threat compared to terrestrial predators. Ultimately, my results suggest that vervets can associate eavesdropped calls with specific predators, and this likely provides a fitness benefit in a dangerous and unpredictable world. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.