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Made available in DSpace on 2014-07-29T16:27:53Z (GMT). No. of bitstreams: 1 Rogerio - dissertacao finalissima.pdf: 6811971 bytes, checksum: 223cea473aef7b4249c58ba49d39d045 (MD5) Previous issue date: 2012-03-19 / This research analyzes how a group of students from two Fashion Design courses construct different ways of seeing fashion while dislocating and displacing between distinct learning spaces. Daily practices, classroom experiences and in-service student training activities are the learning spaces which concentrate the focus of this investigation. The data was gathered through periods of monitoring and observation in places where they developed in-service student training, field notes, interviews, conversation groups and photographic records. The research discusses student s expectations in relation to their professional training and anxieties that accompany their experiences in this period. It also discusses the negotiations and concessions they face in order to carry out their goals and studies while transiting across daily tasks, classrooms and in-service training activities. The axis of analysis of this research concentrate on the relations between technical and artistic learning, contradictions about the student role as in service trainee, coping with managers, colleagues and staff characterizing the experiences lived by the collaborators. The discussion about selected looks that the students wished to have created enhances the investigation understanding about ways of thinking the professional practice of fashion designers and their future desires. / Esta pesquisa investiga como um grupo de alunos de dois cursos de Design de Moda constrói modos diversos de ver a moda a partir de trânsitos e deslocamentos entre distintos espaços de aprendizagem. Práticas cotidianas, experiências de sala de aula e atividades de estágios são os espaços de aprendizagem que concentram os interesses dessa investigação. Os dados foram reunidos através de períodos de acompanhamento e observação em locais de estágio, diário de campo, rodas de conversa e registros fotográficos. O trabalho discute as expectativas desses alunos em relação à sua formação profissional, as ansiedades que acompanham suas experiências nesse período. Discute, ainda, negociações e concessões que enfrentam para levar adiante suas buscas e pesquisas enquanto transitam e se deslocam entre fazeres do dia a dia, sala de aula e estágio. Os eixos de análise desta pesquisa focam as relações entre aprendizagem técnica e artística, contradições sobre as funções do aluno como estagiário, enfrentamentos com empresários, colegas e funcionários caracterizando as experiências vividas pelas colaboradoras. A discussão sobre a escolha de looks que as alunas gostariam de ter criado agrega à investigação modos de pensar a prática profissional de designers de moda e seus desejos futuros.

AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses Objective: To implement and evaluate training session related to smoking during pregnancy for baccalaureate nursing students in rural Southern Appalachia. Design: Nursing students attended training on dangers and intervention techniques related to smoking during pregnancy. Sample: Third year students beginning clinical rotations in obstetrics. Methods: One and one half hour training including pre‐ and post tests. Implementation Strategies: Four months later, a follow‐up survey assessed gains in knowledge, skill, comfort, and willingness to address smoking during pregnancy. Results: During seven semesters, 659 nursing students were trained. Substantial gains in knowledge of issues related to smoking during pregnancy were seen from pre‐ to post testing, and knowledge was retained at 4‐month follow‐up. The percentage of students who felt they lacked skills to intervene with pregnant smokers dropped from 39% at pretest to 6% at same day post test. In addition, the percentage who reported they would be uncomfortable talking with pregnant women about smoking dropped from 10% to 1%; the percentage who indicated they would always make time to address smoking with pregnant women increased from 54% to 87%. While most students did address smoking with multiple pregnant patients during clinicals, and more than half felt the patients benefited from their actions, only 58% were confident in their intervention skills at 4‐month follow‐up. Finally, 83% felt the training had been beneficial, and more than 90% committed to addressing smoking with pregnant patients once they graduated. Conclusion/Implications for Nursing Practice: Rates of smoking during pregnancy in the rural South are twice as great as national averages and contribute to poor birth and long‐term outcomes for affected women and children. Efforts to intervene during prenatal care with pregnant women have been hampered by lack of knowledge, skill, comfort, and commitment from prenatal providers and their nursing staff. Regional community providers and staff have been reluctant to participate in available trainings, and even those who do seldom exhibit attitude and practice change long term. Therefore, efforts to educate healthcare professionals on the dangers of smoking during pregnancy and to provide necessary skills for intervention efforts may need to occur before students enter practice, and ongoing education may be needed to promote skills and confidence long term. In the rural South, where smoking rates are high and provider efforts to address pregnancy smoking are inconsistent, educating future nurses could have substantial impact on rates of smoking during pregnancy and birth outcomes into the future.

AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses Objective: To implement and evaluate training session related to smoking during pregnancy for baccalaureate nursing students in rural Southern Appalachia. Design: Nursing students attended training on dangers and intervention techniques related to smoking during pregnancy. Sample: Third year students beginning clinical rotations in obstetrics. Methods: One and one half hour training including pre‐ and post tests. Implementation Strategies: Four months later, a follow‐up survey assessed gains in knowledge, skill, comfort, and willingness to address smoking during pregnancy. Results: During seven semesters, 659 nursing students were trained. Substantial gains in knowledge of issues related to smoking during pregnancy were seen from pre‐ to post testing, and knowledge was retained at 4‐month follow‐up. The percentage of students who felt they lacked skills to intervene with pregnant smokers dropped from 39% at pretest to 6% at same day post test. In addition, the percentage who reported they would be uncomfortable talking with pregnant women about smoking dropped from 10% to 1%; the percentage who indicated they would always make time to address smoking with pregnant women increased from 54% to 87%. While most students did address smoking with multiple pregnant patients during clinicals, and more than half felt the patients benefited from their actions, only 58% were confident in their intervention skills at 4‐month follow‐up. Finally, 83% felt the training had been beneficial, and more than 90% committed to addressing smoking with pregnant patients once they graduated. Conclusion/Implications for Nursing Practice: Rates of smoking during pregnancy in the rural South are twice as great as national averages and contribute to poor birth and long‐term outcomes for affected women and children. Efforts to intervene during prenatal care with pregnant women have been hampered by lack of knowledge, skill, comfort, and commitment from prenatal providers and their nursing staff. Regional community providers and staff have been reluctant to participate in available trainings, and even those who do seldom exhibit attitude and practice change long term. Therefore, efforts to educate healthcare professionals on the dangers of smoking during pregnancy and to provide necessary skills for intervention efforts may need to occur before students enter practice, and ongoing education may be needed to promote skills and confidence long term. In the rural South, where smoking rates are high and provider efforts to address pregnancy smoking are inconsistent, educating future nurses could have substantial impact on rates of smoking during pregnancy and birth outcomes into the future.

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Objective: Rates of pregnancy smoking in the rural South are twice national averages and contribute to poor birth and long term outcomes for affected women and children. Efforts to intervene during prenatal care with pregnant women have been hampered by lack of knowledge, skill, comfort, and commitment from prenatal providers and their nursing staff. Regional community providers and staff have been reluctant to participate in available trainings, and even those who do seldom exhibit attitude and practice change long term. Therefore, efforts to educate health care professionals on the dangers of pregnancy smoking, and to provide necessary skills for intervention efforts, may need to occur before they ever enter practice. Thus, the goal of the current project was to implement and evaluate a pregnancy smoking-related training session for baccalaureate nursing students in rural Southern Appalachia. Design: Nursing students attended training on pregnancy smoking dangers/intervention techniques. Sample: Third year students beginning clinical rotations in obstetrics. Methods: 1.5-hour training including pre- and post-tests. Implementation Strategies: Four months later, follow-up survey assessed gains in knowledge, skill, comfort, and willingness to address smoking. Results: Over seven semesters, 659 nursing students were trained. Substantial gains in knowledge of pregnancy smoking issues were seen from pre- to post-testing, with knowledge retained at four- month follow-up. The percentage of students who felt they lacked skills to intervene with pregnant smokers dropped from 39% at pre-test to 6% at same day post-test. In addition, the percentage who reported they would be uncomfortable talking with pregnant women about smoking dropped from 10% to 1%, while the percentage who indicated they would always make time to address smoking with pregnant women increased from 54% to 87%. While most students did address smoking with multiple pregnant patients encountered during clinicals, and over half felt the patients benefited from their actions, only 58% were confident in their intervention skills at four month follow-up. Finally, 83% felt the training had been beneficial, and over 90% committed to addressing smoking with pregnant patients once they graduated. Conclusion/Implications for nursing practice: Training can increase nursing student knowledge, skill, comfort, and willingness to address smoking with pregnant women. However, it appears ongoing education may be needed to promote skills and confidence long term. In the rural South, where smoking rates are high and provider efforts to address pregnancy smoking are inconsistent, educating future nurses could have substantial impact on pregnancy smoking rates and birth outcomes into the future.

Training a neural network requires a large amount of labeled data that has to be created by either human annotation or by very specifically created methods. Currently, there is a vast abundance of unlabeled data that is neglected sitting on servers, hard drives, websites, etc. These untapped data sources serve as the inspiration for this paper. The goal of this thesis is to explore and test various methods of semi-supervised learning (SSL) for convolutional neural networks (CNN). These methods will be analyzed and evaluated based on their accuracy on a test set of data. Since this particular neural network will be used to offer paths for an autonomous robot, it is important for the networks to be lightweight in scale. This paper will then take this assortment of smaller neural networks and run them through a variety of semi-supervised training methods. The first method is to have a teacher model that is trained on properly labeled data create labels for unlabeled data and add this to the training set for the next student model. From this base method, a few variations were tried in the hopes of getting a significant improvement. The first variation tested by this thesis is the effects of having this teacher and student cycle run more than one iteration. After that, the effects of using the confidence values that the models produced were explored by both including only data with confidence above a certain value and in a different test, relabeling data below a confidence threshold. The last variation this thesis explored was to have two teacher models concurrently and have the combination of those two models decide on the proper label for the unlabeled data. Through exploration and testing, these methods are evaluated in the results section as to which one produces the best results for SSL.

Submitted by Denize Lourenço (biblicfp@cfp.ufcg.edu.br) on 2017-12-29T12:31:10Z No. of bitstreams: 1 MARIA CELMA VIEIRA SANTOS - DISSERTAÇÃO PROFLETRAS 2016.pdf: 2172451 bytes, checksum: 447c7a89ec3fa3ef428cc0710ee93d74 (MD5) / Made available in DSpace on 2017-12-29T12:31:10Z (GMT). No. of bitstreams: 1 MARIA CELMA VIEIRA SANTOS - DISSERTAÇÃO PROFLETRAS 2016.pdf: 2172451 bytes, checksum: 447c7a89ec3fa3ef428cc0710ee93d74 (MD5) Previous issue date: 2016-11-23 / Neste trabalho, a leitura é concebida como uma prática social, construída através do diálogo, da troca de experiências e da interação. O objetivo geral desta pesquisa é aplicar a prática da leitura do Pensar Alto em Grupo (PAG), na interface com textos do eixo transversal, como contribuição para a formação do aluno como leitor crítico e reflexivo e o professor como agente de letramento. A discussão teórica abrangeu as concepções de leitura segundo Coracini (1995;2005), os estudos acerca do letramento (KLEIMAN, 1995; 2006; SOARES, 2006; STREET, 2014), a co-construção dos sentidos na interação verbal (PONTERCORVO, 2005), a concepção de sujeito sócio-historicamente constituído (BAKHTIN, 2003) e o letramento crítico (FREIRE, 1987; 1996). A metodologia utilizada foi a qualitativa de natureza interpretativista (BORTONI-RICARDO, 2009), por meio da qual foi realizada uma pesquisa-ação (THIOLLENT, 1986), focalizando a mediação como estratégia facilitadora da compreensão leitora e a orquestração das vozes dos alunos. A pesquisa foi realizada com um grupo de sete alunos do 9º ano do Ensino Fundamental, de uma escola pública estadual. Os instrumentos para coleta de dados foram o PAG (ZANOTTO, 2014) e os diários reflexivos de leitura (MACHADO, 1998). A análise dos dados evidenciou a importância do PAG como instrumento pedagógico - uma vez que por meio dessa prática foi possível garantir espaço para a voz e para a subjetividade dos alunos, além de estimular a argumentação e a construção da criticidade. A utilização das perguntas como elemento mediador estimulou a reflexão e incitou a interação entre os participantes. No final do processo, é possível afirmar que houve uma reconfiguração na minha atuação, pois assumi o papel de mediadora e de agente de letramento. Palavras / This study conceives reading as a social practice built through dialogue, through the exchanging of experiences and through interaction. The main goal is to apply the Think-Aloud (TA) reading technique with texts from the transverse axis, both as a contribution for the students’ development as critical and reflective readers and for the teacher as a literacy facilitator. The theoretical framework comprises Coracini’s (1995;2005) concepts of reading, the literacy studies (KLEIMAN 1995; 2006; SOARES 2006, STREET, 2014), the co-construction of the senses in verbal interaction (PONTECORVO, 2005), (BAKHTIN, 2003) notion of the subject constructed socially and historically, and (FREIRE, 1987;1996) critical literacy. The methodology used was qualitative of interpretative nature, (BORTONI-RICARDO, 2009), through which an Action Research (THIOLLENT,1986) was conducted so as to focus on my practice as a mediator and caster of the students’ voices. The study was done with a group of seven students from a public school in the 9th year of Brazilian “Ensino Fundamental”. The tools for collecting data were PAG (ZANOTTO, 2014) and the reflective reading journals (MACHADO, 1998). Data analysis showed the importance of PAG as a pedagogical tool – once it allows students to have a voice and to exercise their subjectivity while stimulating argumentation and the building of criticism. The use of questions as a mediation tool motivated reflection and incited interaction among the participants. At the end of the process, it is possible to state that there was a reconfiguration of my practice, for I took on the role of mediator and literacy facilitator.

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