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181	Políticas públicas e serviços públicos de gestão e manejo da fauna silvestre nativa resgatada. Estudo de caso: Prefeitura da Cidade de São Paulo / Public policies and public services of management and handling of the rescued native wild fauna Angela Maria Branco 19 September 2008 (has links) Introdução - O acelerado processo de urbanização provoca sobre os animais silvestres uma forte pressão, que fez com que a Prefeitura de São Paulo criasse por lei, em 1993, um serviço voltado à gestão desse recurso. Objetivo - Analisar as políticas públicas e a gestão da fauna silvestre nativa na Cidade de São Paulo, a fim de verificar se as mesmas trazem contribuições para as áreas de meio ambiente e saúde pública e podem servir de exemplo para outras localidades. Metodologia - Pesquisa do tipo qualitativa descritiva, por meio de um estudo de caso, para uma análise profunda sobre o tema empregando a pesquisa bibliográfica em bases de dados, pesquisa documental e consulta de dados disponíveis no Sistema de Informações da Fauna (SISFAUNA). Resultado - A Cidade de São Paulo conta com um serviço institucionalizado para a gestão da fauna, que fornece subsídios para a elaboração de políticas e estratégias de proteção e preservação ambiental e cumprimento da legislação, contribuindo com a área de educação e de pesquisas voltadas à saúde e bem estar dos animais e da população, dando publicidade dos resultados dos trabalhos. Conclusão - Compete ao Estado, nas suas diferentes esferas, proteger e preservar a fauna silvestre, e que a gestão da fauna deve ser realizada no âmbito dos estados e municípios integrantes do Sistema Nacional do Meio Ambiente (SISNAMA), desde que esses sejam aparelhados com um serviço institucionalizado para esta finalidade, visando garantir o cumprimento da legislação e a tomada de decisões locais, levando em consideração a fauna silvestre de seu território. / Introduction The accelerated urbanization process brings strong pressure to bear on wild animals, which prompted the São Paulo City Council to create by law, in 1993, a service geared towards the management of this resource. Objective - To analyze the public policies and the management of the native wild fauna in the City of São Paulo, in order to verify whether these make contributions to the environmental and public health areas and can serve as an example to other locations. Methodology - Research of the descriptive qualitative type, by means of a case study, for an in-depth analysis of the topic employing bibliographic research in databases, documental research and consultation of data available in the Fauna Information System (SISFAUNA). Result - The City of São Paulo has an institutionalized service for fauna management, which furnishes subsidies for the preparation of policies and strategies of environmental protection and preservation and compliance with the legislation, contributing to the area of education and of research focused on the health and well-being of animals and of the population, publicizing the results of the work. Conclusion - It is incumbent upon the State, in its different spheres, to protect and preserve wild fauna, and to ensure fauna management is performed in the sphere of the states and municipalities from the National Environmental System (SISNAMA), providing these have resource to an institutionalized service for this purpose, aiming to guarantee compliance with the legislation and local decision making, taking into consideration the wild fauna from their territory. Administração Ambiental Animais Selvagens Bem-Estar do Animal Fauna Política Governamental Municipal Prefeitura da Cidade de São Paulo Recursos Naturais (Saúde Ambiental) Saúde Pública Técnicos em Manejo de Animais Animal Technicians Animal Welfare Animals Environmental Administration Fauna Municipal Environmental Policy Natural Resources (Environmental Health) Public Health Sao Paulo City Council Wild
182	An investigation into the needs of emergency medical workers and how these could inform management practices Kriek, Helena Catharina 30 June 2008 (has links) Literature on the Emergency Medical Services (EMS) has paid much attention to stressors, stress and symptoms, coping, and support of Emergency Medical Workers (EMWs). However, it has paid little attention to the needs of EMWs, and the satisfaction thereof, which should result in their improved well-being and motivation. In an attempt to rectify this imbalance, this study investigated the needs of EMWs as suggested by descriptions of their experiences within the EMS. Interviews were conducted with EMWs employed by a private EMS company. The interviews were analysed for emerging needs by means of interpretive analysis. These needs comprised the Need for Freedom, the Need for Competence, the Need for Recognition, the Need for a Challenge, and the Need to be Understood. The findings were linked with theory and it is proposed that the relevant EMS company incorporates participative management into its management approach. In addition suggestions are made for future research. / Psychology / M. A.(Psychology) Coping strategies Emergency Medical Services Emergency Medical Workers Interventions Needs Needs satisfaction Needs theories Participative management Self-determination theory Stress Stress reactions Stressors Support 362.18019 Emergency medical services -- Management
183	Improvisation as a strategy for the teaching of physical science in Venda with reference to teacher training Sirestarajah, Kulandaivelu 11 1900 (has links) Practical work forms an integral part of physical science. Most schools in Venda have no laboratories for practical work. Teachers use the telling method. Students learn by rote. They learn without understanding science concepts. They cannot apply their knowledge to real life situations. This research investigates the use of equipment from inexpensive material in teaching physical science. Teachers trained to improvise equipment use them in classroom teaching. These help teachers to understand many science concepts and use the process approach in their teaching. The research found that when science is taught through experiments with improvised apparatus, student learning occurs at various domains of science education. The bad effects of lack of facilities for practical work are mostly eliminated. Meaningful learning leads to the understanding of science concepts. Students construct their own knowledge, apply it to any situation and enjoy learning the subject. / Curriculum and Instructional Studies / M. Ed. (Didactics) Improvisation Teacher training Science teaching Pre-service and in-service training Science teaching strategy Home-made equipment in science teaching Science teaching with simple equipment Meaningful science education Student-centred learning Project work in science Science learning at various domains 507.8
184	Core competencies of radiographers working in rural areas of South Africa Mungomba, Bernard 02 1900 (has links) Text in English / The contribution of general diagnostic imaging in the diagnosis and clinical management of patients in rural hospitals of South Africa is enormous. To provide high quality diagnostic imaging services for specific contexts requires radiographers who have up-to-date skills and expertise. Thus, rural radiographers require, over and above traditional radiographic expertise, additional competencies which are unique to rural practice. To date, however, little is known about additional core competencies and skills needed by radiographers working in rural areas. Previous studies have focused more attention primarily on other rural health professionals such as doctors and nurses. The aim of this mixed methods study was to investigate and identify additional core competencies required by radiographers working in rural district hospitals of KZN in order to propose a CPD strategy aimed at rural radiographers. An exploratory sequential design was utilised. There were seven participants in the qualitative phase of the study. In the quantitative phase a convenient sample of 109 respondents was surveyed using a structured questionnaire. Three major themes and seven categories emerged from Phase I of the study. These themes and categories were then used to develop a data collection instrument for Phase II of the study. Collectively, the findings of this mixed methods research revealed that there were a number of additional core competencies such as, but not limited to, teamwork, ability to do basic obstetric ultrasound scans, leadership, management, attitude and behaviours, and reporting on plain x-ray films, all of which are required by rural radiographers. Supporting evidence from the study indicated that the majority of these competencies were either partially or not at all covered in the audited curriculum. The study further revealed that the audited curriculum and the scope of radiography in its current form appear to focus attention on minimum competencies that do not promote the expansion and extension of the role of radiographers in rural areas. The study results also revealed a number of challenges faced by rural radiographers. / Health Studies / D. Litt. et Phil. (Health Studies) Competency Core competencies Rural radiography Radiographer CPD activities Curriculum Rural areas CPD strategy Imaging 616.07572
185	Assessing the impact of work integrated learning and its practices on the education of engineering technicians and technologists in relation to the Higher Education Qualification Sub-Framework (HEQSF) document in South Africa Samadi, Fereshteh Rouhani 09 1900 (has links) Work integrated learning (WIL) for the training of engineering technicians and technologists combines the theoretical learning of the fundamentals with their practical application in a real-world situation and environment. The activities in WIL are intended to provide students with specific learning outcomes in each engineering field of study, as well as with the general skills that are necessary for engineers in any field. The WIL learning outcomes are very specific and provide the student with the opportunity to practise and apply the fundamentals in an actual workplace. WIL includes various modalities such as problem-based learning, project-based learning and workplace learning. In this thesis, work integrated learning is referred to specifically as a period of work placement for engineering students. The other modalities of learning are usually included in all engineering qualifications. Thirty percent of the curriculum for the National Diploma engineering qualification in South Africa consists of work integrated learning, which translates into approximately 120 credits. WIL provides a valuable context for learning. However, there has been debate about the offering, placement, quality and supervision of it. This thesis investigates the various factors that may affect the offering of this component of learning in addition to ascertaining the importance of WIL in the training of technicians and technologists. This research comprises a survey conducted among engineering students as well as interviews with lecturers and supervisors directly involved in the implementation of the WIL component. The study investigates the format of WIL and its duration, the presence or absence of supervisors, mentors, a syllabus and clear guidance within the context of the Higher Education Qualification Frameworks. Quantitative data was collected from Engineering National Diploma and B-Tech students in two universities in Gauteng and then captured and processed. Statistical analysis such as factor analysis, analysis of variance, Cronbach’s Alpha coefficient, Pearson chi-squared, the Bartlet test and others were carried out, using various standard tests. The study reveals the extent to which both students and lecturers appreciate WIL. The study also offers recommendations for the unique and on-going collaboration between industry and academic institutions for the purpose of the training of future technicians. In addition, it provides reasons for the possibility of a shorter work placement period provided certain preparations are made by the universities prior to placement. It highlights the need for clarity on the responsibilities of the role players involved and on assessment methods, and for the provision of a more specific, yet flexible, curriculum, while also recommending regular reflection on this component of learning. All of these points are discussed within the context of the Higher Education Qualification Framework in South Africa. This framework recommends that higher education institutions accept responsibility for WIL placement and for ensuring that programmes are properly structured and supervised. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Technology Education)) National Diploma curriculum Technician Technologist Work integrated learning Work placement 620.0071168
186	Faktorer som påverkar prehospital personals arbete vid händelser av terrorism eller pågående dödligt våld - en scoping review / Factors that influence the work of prehospital staff during incidents of terrorism or ongoing lethal violence - a scoping review Titman, Saskia, Seger, Henrik January 2024 (has links) Sammanfattning Introduktion: Sverige befinner sig under våren 2024 på nivå fyra av en femgradig skala avseende risken för terroristattentat i samhället, vilket är ett högt hot. Ambulans, polis och räddningstjänst är samhällsaktörer som inom ramen för sina ansvarsområden förväntas agera skyndsamt vid allvarliga händelser i samhället. Insatser som sker relaterat till terroristattacker eller pågående dödligt våld [PDV] händelser framkommer som särskilt komplexa och riskfyllda. Det övergripande syftet med litteraturöversikten är att undersöka vilka säkerhetsrelaterade utmaningar som prehospital personal identifierar gällande insatser under terrordåd och PDV-situationer. Vilka faktorer identifieras i forskningen av prehospital personal kunna påverka deras förmåga att agera i dessa situationer? Vilka framgångsfaktorer och utmaningar framkommer i vetenskaplig litteratur gällande prehospitala insatser vid terrordåd och PDV situationer? Metod: En scoping review utfördes (översiktsstudie). Urvalet av artiklar vid en scoping review genomförs utifrån breda kriterier. Litteratursökningen till studien genomfördes genom att söka i databaserna Scopus, Web of science och Cinahl. Även snöbollsurval tillämpades i processen av att finna relevant material till studien. Både kvalitativa och kvantitativa studier inkluderades i analysen. För analys av data användes grundläggande kvalitativ innehållsanalys där tema och underkategorier identifierades. Resultat: Totalt 28 artiklar inkluderades och analyserades. Resultatet organiserades i fyra övergripande teman. Temana som bildades var kommunikation, kompetens, ledarskap samt känslor och upplevelser. Inom varje tema bildades underkategorier. Faktorer som identifierats som viktiga för insatspersonal är god kommunikation inom och mellan organisationer. Brist på kommunikation försvårar koordinering och samverkan under insatser. Även god planering samt kompetenshöjande aktiviteter för personal är viktigt för säkerheten och för att effektiva insatser ska kunna genomföras. Ett välinformerat, erfaret och kunnigt ledarskap är betydande för insatsernas genomförande. Personalens känslor, upplevelser samt vilja till att delta under insatser orsakat av terrorism och/eller PDV-situationer varierar. Terrorhändelser som inkluderar vissa typer av hot kan skapa en ovilja hos insatspersonal att delta under dessa insatser. Exempelvis vid terrorhändelser som inkluderar hotet från CBRNE. Slutsats: Förmågan att kunna bedöma risker, arbeta säkert och effektivt under situationer orsakat av PDV eller terrordåd förutsätter kunskap, träning och en väl fungerande organisationsstruktur på platsen för en händelse. Insatserna behöver bedrivas med en tydlig ledning samt en välfungerande koordinering inom och mellan närvarande organisationer. En fungerande koordinering bygger på att en god kommunikation existerar inom och mellan polisens, räddningstjänstens och ambulansens ledningsstruktur samt närvarande personal. active attack active shooter terrorist attack active shooter incident terrorism terrorist event terrorist act ambulance emergency medical services emergency medical technicians paramedics prehospital emergency care providers perception of risk risk fear risk perception awareness Social Sciences Interdisciplinary Social Sciences Samhällsvetenskap Environmental Sciences Miljövetenskap
187	Vztahy československého a kubánského filmového průmyslu v šedesátých letech / Czechoslovak-Cuban Cinematic Cooperation in the 1960s Matušková, Magdaléna January 2017 (has links) The study analyzes the largely understudied cinematic cooperation between Czechoslovakia and Cuba in the first decade following the Cuban Revolution. It is based mostly on archival documents from the former Central Directorship of Czechoslovak State Film, the ministry of education and culture and the ministry of foreign affairs. Several chapters also draw from oral history, data collected from series of interviews with Cuban technicians and artists who have worked in Cuban cinema since the 1960s as well as Czechoslovak experts who worked at the Cuban Institute of Cinematographic Arts and Industries in the 1960s. The Cuban Institute of Cinematographic Art and Industry (CICAI), founded in March 1959 shortly after the triumph of the Revolution, faced a shortage of human and material resources since its inception. The film industry, which had been mostly in the hands of the Americans before 1959, lost much personnel due to mass emigration. Later on, due to the American blockade and embargo, it also lost its most important provider of films, material and equipment. The majority of CICAI's technician and artists were just starting and were lacking in technical knowledge required to make films. Czechoslovak State Film (CSF) offered extensive help to Cuban cinema, especially in the area of developing the...
188	Les écoles d' horlogerie de Besançon : une contribution décisive au développement industriel local et régional (1793-1974) / The Besancon watchmaking schools Briselance, Claude 28 October 2015 (has links) L’Histoire des écoles d’horlogerie de Besançon est inhérente à la naissance et à la continuité d’une industrie spécifique très localisée sur un territoire. Avec elles nous partons de l’ère « proto-industrielle » qui plonge ses racines dans les idéaux révolutionnaires de 1793 pour aboutir aux bouleversements technologiques de l’électronique et du « quartz » des années 1970… S’inscrivant sur la longue durée, trois « écoles » vont se succéder. Pour répondre aux attentes d’une industrie horlogère qui doit constamment faire face aux évolutions techniques, chacune à sa manière, va innover pour constituer un « corpus » original de formation qui n’est pas sans bousculer les rites et usages du temps. Si les deux premières « écoles » eurent une durée de vie limitée, la dernière entité, née en 1861 de la volonté municipale, va pendant plus d’un siècle, accompagner toute une ville (et sa région) dans sa réussite industrielle. Dès sa création, et au fur et à mesure des adaptations qu’elle a su mettre en place, par la qualité et la spécificité des formations dispensées, elle va irriguer de ses élèves toute une industrie toujours à l’affût de personnels qualifiés. Au plan national elle va diffuser le nom de Besançon comme « capitale française de l’horlogerie » en formant nombre d’horlogers-rhabilleurs tenant boutiques et autres ateliers de réparation par tout le territoire… Elle va servir de référence pour implanter dans la Cité des laboratoires de recherche et d’enseignement supérieur : un Observatoire chronométrique, une École d’ingénieurs, un Centre d’études horlogères et de développement industriel (Cétéhor)… Elle va contribuer à la diversification industrielle de la ville dans des domaines connexes à l’horlogerie, notamment dans le découpage, la micromécanique, l’appareillage et les microtechniques… Nationalisée en 1891, elle fait dès lors partie de la petite élite des Écoles Nationales Professionnelles (par assimilation), qui vont marquer le développement industriel du Pays. En 1933, quand elle intègre ses nouveaux locaux, par le nombre et l’originalité de ses filières (de l’ouvrier qualifié à l’ingénieur), par sa dotation en matériels modernes, elle est signalée comme étant le « premier établissement de l’enseignement technique » en France. Le cheminement de cette dernière école fait aussi ressortir une histoire « humaine », « prosopographique », qui met en exergue les nombreux anciens élèves qui se sont lancés avec grande réussite dans la création d’entreprises. Restés fidèles à leur école, ils ont contribué au renom et au développement de la richesse économique de la cité et de sa région… Avec ces écoles d’horlogerie, on aborde enfin l’histoire de l’Enseignement Technique en France. Pour répondre à la demande d’une industrie horlogère en pleine croissance qui déplorait les carences de l’apprentissage en atelier, elles ont été pionnières en ouvrant la voie de « la scolarisation » de la formation professionnelle. Par leurs innovations pédagogiques, et soutenues par les Anciens Élèves, elles ont su établir un lien « École-Entreprise » des plus fructueux qui marque encore la mémoire collective des Bisontins…En 1974 elle perd toute référence à l’horlogerie pour devenir le Lycée Jules Haag. Le temps de l’histoire est désormais advenu pour tenter de comprendre ce qui a fait la force et la réussite de ces « Écoles d’horlogerie » dans leur participation active, sur la durée, à la prospérité économique et industrielle d’une ville et de sa région… / The history of the watchmaking schools in Besançon is part of the birth and continuous development of a specific industry in a very limited sector of the French territory. When studying those schools we start at the « protoindustrial » time with its roots in the revolutionary ideals of 1793 and end up with the technological upheavals of electronics and the « quartz » technology in the 1970s. Three « schools » followed one another over the long term. Each school aimed at satisfying the demands of a watchmakng industry confronted to rapidly changing technical evolutions ; so it innovated in its own way by creating an original « corpus » in the students training and most of the time upset the practices and common ideas of the time. If the first two « schools » had a limited lifespan, the last one created in 1861 by the town council itself has been supporting the industrial growth of the city and the surrounding region. Since its foundation it has stuck to the industrial reality by placing the emphasis on high standards and opening new specific branches whenever necessary, thus answering the needs of firms always looking for highly qualified staff. For a large number of French people Besançon became the « capital town of the watchmaking industry » thanks to the shops or repair workshops kept by Besançon-trained former students all over France… It served as a background to set up research and university laboratories in the city : Observatoire Chronométrique, Ecole d’Ingénieurs, Centre d’Etudes Horlogères et de Développement Industriel (Cétéhor)… It contributed to the industrial diversification of the town in fields related to watchmaking such as mechanical cutting, micromechanics, equipment and microtechniques. It was nationalized in 1891 and then belonged to the very small elite goup of the Professional National Schools that influenced the future industrial development of the country. In 1933 it moved into sparkling-new premises and was acknowledged as the flagship of technical education in France : it offered a large number of innovating courses ranging from the skilled worker to the engineer and was granted the latest equipments in every field. The path of this new school also enhanced a « humane » and « prosopographical » history ; it highlighted the part played by the numerous former students who created their own successful businesses. Being faithful to their old school they contributed to the renown and economic growth and prosperity of the city and its region… Beyond the local impact we must regard the history of the watchmaking schools as an important part of the history of Technical Education in France. To meet the needs of a soaring watchmaking industry they opened the way to the transfer of professional training from apprenticeship in workshops with its observed shortcomings to education in technical high schools. Their pedagogical innovations, the strong support of their former students created a vital school-business link that still lives on in the collective memory of the town inhabitants.In 1974 its name changed to Lycée Jules Haag thus losing any reference to watchmaking. Let us now try and understand the strong influence and success of those watchmaking schools, the active part they played in the economic industrial prosperity of a town and its surrounding region… Acteurs Anciens élèves Appareillage Apprentissage Atelier-École Besançon Bijoutiers Cétéhor Chronométrie Collège Technique Contrôle et régulation Découpage mécanique Développement industriel Diplômes Directeurs Doubs École Municipale d’horlogerie École Nationale d’horlogerie École Nationale professionnelle Élèves Enseignement Technique Formation professionnelle Franche-Comté Horlogers Ingénieurs Internat Institut de Chronométrie Lycée Technique Manufacture horlogère Mécaniciens de précision Montres Micromécanique Microtechniques Nationalisation Observatoire chronométrique Occupation Œuvre de Saint-Joseph Petite mécanique de précision Praticiens Professeurs Techniques Programmes Révolution Scolarisation des apprentissages Service du Travail Obligatoire Techniciens Actors Apprenticeship Besançon Cetehor Chronometricobservatory Chronometry Compulsory labor organisation Control and regulation Diplomas Doubs Engineers Equipment Former students Franche-Comté Industrial developmet Institut of chronometry Jewellers Mechanical cutting Micromechanics Microtechnical Municipal watchmaking school Nationalization National watchmatching school Occupatiion Precission mechanics Professional national school Professional training Program Residential scholl Revolution St-Joseph institute School directors Schooling of the learning Secondary technical college Small precision mechanics Students Swiss immigration Technical education Technical high school Technical professors Technicians Watches Watchmakers Watch manufacture Workshop-School

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