Made available in DSpace on 2014-06-11T19:22:25Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-02-16Bitstream added on 2014-06-13T18:49:03Z : No. of bitstreams: 1 prado_fa_me_prud.pdf: 2522184 bytes, checksum: a4acb46054fde8c9233bacf1d5c21128 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Os mapeamentos da cobertura da terra apresentam o relevante papel de permitir avaliar as alterações na paisagem provocadas pela ação antrópica e fornecer importantes informações para o manejo eficiente dos recursos naturais constituindo-se, assim, em ferramentas essenciais para o planejamento regional e urbano. Entretanto, os atuais mapeamentos atendem a propósitos muito específicos e, conseqüentemente, são limitados na sua capacidade de definir a ampla variedade de tipos existentes de cobertura da terra. Nesse contexto, a proposta central desta pesquisa é desenvolver um sistema hierárquico de classificação, amplo e abrangente, partindo de um nível generalizado de definição de classes de cobertura da terra, para mapeamentos em escala regional, e especializando essas classes para ambientes urbanos. Para cada escala de mapeamento é proposta a nomenclatura das classes e os critérios usados para defini-las. Um estudo de caso é desenvolvido para testar o sistema hierárquico em dois níveis de detalhamento distintos, nas escalas regional e urbana, e são utilizadas diferentes abordagens de classificação multiespectral para extrair as informações temáticas de interesse a cada nível de aplicação... / Land cover mappings present the relevant role of allowing to evaluate the changes in the landscape caused by the man's action and to supply important information for the efficient handling of the natural resources. Thus, those are essential tools for the regional and urban planning. However, current mappings are related to very specific purposes and, consequently, they are limited in their capacity to define the wide variety of existent types of land cover. In that context, the main proposal of this research is to develop a wide and including hierarchical classification system, starting from a generalized level of definition of land cover classes for mappings in regional scale and specializing those classes for urban environment. It is proposed the nomenclature of the classes and the criteria used to define them for each scale of mapping. A study case is developed to test the hierarchical system in two detailing levels, in the regional and urban scales, and different approaches of multispectral classification are used to extract the thematic information of interest to each application level... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:24:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-05-04Bitstream added on 2014-06-13T19:10:58Z : No. of bitstreams: 1 campos_db_me_rcla.pdf: 652819 bytes, checksum: 4a13a15a4856bd904040f0ca23266caa (MD5) / Secretaria de Educação do Estado de São Paulo / Professores são potencialmente educadores ambientais no ensino formal, mas para que atuem como tal é necessário que ocorra um processo de identificação pessoal e profissional com o ambiental durante a sua trajetória de vida. Segundo Carvalho (2004), professores que passam a cultivar idéias e sensibilidades ecológicas em sua prática educativa estão sendo portadores dos ideais do sujeito ecológico. O sujeito ecológico representa um tipo ideal, que possui um conjunto de atributos e valores ecológicos, constituindo um parâmetro orientador de escolhas e estilos de vida. Este trabalho buscou traçar o perfil do professor de Biologia enquanto sujeito ecológico, explorando a visão do professor em relação à Temática Ambiental e o seu relacionamento pessoal e profissional com ela. Nove professores da rede pública de ensino participaram da pesquisa, onde por meio do emprego de entrevistas semiestruturadas e análise documental, identificamos quais características do sujeito ecológico esses professores apresentam, as vias de acesso rumo à identificação com o ambiental, os aspectos da Temática Ambiental que consideram significativos e que dimensões desta temática os professores contemplam em seu trabalho. Nossos dados demonstraram que existe uma estreita relação entre o grau de aproximação do professor em relação às características que compõem o sujeito ecológico e o trabalho docente em relação à Temática Ambiental. A militância como característica preponderante seguida pelas características dela derivadas, como a motivação, o envolvimento pessoal, a persistência, a superação e a paixão identificadas nos professores colaboradores à medida que iam se aproximando em maior grau do tipo ideal, permitiu-nos construir um novo perfil de sujeito ecológico. Os dados apontaram que a opção pela Temática Ambiental e o processo de identificação... / Teachers are potentially environmental educators in the formal education, but for acting like that it is necessary that a personal identification and a professional process with the environment occur during their trajectory of life. According to Carvalho (2004), teachers who start to have ecological ideas and feelings in their practical performance carry on the ideals of the sujeito ecológico. The sujeito ecológico represents an ideal type, who has an ecological set of attributes and values, which are a position parameter of choices and styles of life. This paper aimed to draw the profile of the biology teacher as a sujeito ecológico, exploring the vision of the teacher regarding the Environmental Thematic and his personal and professional relationship with it. Nine teachers from the public schools had participated of the research, where through half-structuralized interviews and documental analysis, we could identify which characteristics of the sujeito ecológico these teachers present, the access ways to the their identification with the environment, which aspects from the Environmental Thematic they consider significant and which dimensions of this thematic the teachers contemplate in their work. Our data had demonstrated that there is a strict relation between the approach level of the teacher relative to the characteristics that compose the sujeito ecológico and the teaching work relative to the Environmental Thematic. The militancy as predominant characteristic followed by its own characteristics, like motivation, personal involvement, persistence, overcoming and passion identified in the teachers according to their approaching to the ideal subject, allowed us to get a new sujeito ecológico profile. The data had aimed that the option for the Environmental Thematic and the process of identification through the field had occurred in different moments... (Complete abstract, click electronic access below)

Orientador: Cleide Antonia Rapucci / Banca: Maria de Lourdes Ortiz Gandine Baldan / Banca: Regina Célia dos Santos Alves / Banca: Luiz Roberto Velloso Cairo / Banca: Daniella Mantarro Callipo / Resumo: A "Sede de nomeada" ou o "Amor da glória" é um tema que se repete na obra de Machado de Assis. O objetivo deste trabalho é analisar a ação das personagens machadianas que buscam a "nomeada." Partimos do pressuposto de que na busca da glória, as personagens tentam construir uma imagem social vencedora. Por meio do elemento temático identificamos as relações intertextuais estabelecidas entre o romance Memórias póstumas de Brás Cubas e as outras narrativas que constituem o corpus desta pesquisa, a saber: "O alienista, "O segredo do bonzo", "A sereníssima República," "Conto alexandrino," "Cantigas de esponsais," "Um homem célebre" e "Teoria do medalhão". A seleção das narrativas literárias foi baseada nas semelhanças das estratégias empregadas pelas personagens para alcançar a fama. Para realização desta proposta utilizamos noções básicas inerentes ao tema e à crítica temática. Abordamos os princípios teóricos referentes à intertextualidade que apoiaram as análises literárias desenvolvidas nesta pesquisa. Por fim, foram estudadas as concepções de personagem e narrador como elementos da narrativa ficcional. / Abstract: The "thirst for fame" or the " love of glory " is a recurrent theme in the work of Machado de Assis. The objective of this thesis is to analyze the action of the Machadian characters in that search for fame. We presume that in the search for glory, the characters try to build a winning social image. Through the thematic element we have identified the intertextual relationships established between Memórias póstumas de Brás Cubas [Posthumous Memoirs of Brás Cubas, often subtitled as The Epitaph of a Small Winner] and the other narratives that constitute the corpus of this research: "O alienista, "O segredo do bonzo ", "A sereníssima República," Conto alexandrino," "Cantigas de esponsais", "Um homem célebre" and "Teoria do medalhão". The selection of the literary narratives was based on the similarity of the strategies used by the characters in order to reach fame. For accomplishment of this proposal we have used basic notions related to theme and to thematic criticism. We approached the theoretical principles related to intertextuality that supported the literary analyses developed in this research. Finally, conceptions of character and narrator were studied as elements of the fictional narrative. / Doutor

This diploma paper deals with proposing Atlas of the Southbohemian region. This thematic atlas is based on regional level. Thanks to its character the atlas permeates all important parts of geography and is getting the most important information source about the region. Opening chapters deal with aims of the paper and with scientific literature which is accessible to this topic. Other chapter is concentrated on evaluation of regional atlases which are connected to the territory of the Czech Republic. Essential part of this paper is the analysis of the data accessibility in regional level. There is introduced also the proper design of sections of the Southbohemian Atlas, together with a conception of single geographic papers. Exemplary geographic papers can help with creating visual imagination.

Abstract By acknowledging pain as subjective and only fully perceived by the person in pain, the main aim of this study was to report on the use of qualitative child interviewing and drawings as a research method to elicit hospitalized children’s perceptions and descriptions of their pain experience. Further, the second aim was to contribute to the improvement of pain assessment and management in hospitalized children by approaching the question from the children’s point of view through their words and drawings. Forty-four children in four paediatric units in a university hospital participated in the study. The data were collected by means of qualitative interviews and thematic drawings. The interview data were analysed using inductive content analysis. The drawings were sorted into categories on the basis of contents, and cognitive competence and emotional disturbances by the Draw-A-Person procedure, and a comparison was made of the data from hospitalized children and healthy control groups. All the children had experienced pain in different situations while hospitalized. The pain experiences came from four main sources: 1. pain caused by a diagnosed basic illness, 2. pain caused by medical and diagnostic procedures and basic nursing, 3. pain caused by accidents, and 4. inexplicable pain not caused by a particular illness or injury and imaginary pain. In describing their pain, the children emphasized the multidimensional nature of pain and used a number of self-reported pain words to describe physical and psychic pain, as well as evaluative aspects of pain. The children had difficulties in finding positive aspects about pain. The drawings of the hospitalized children frequently depicted medical procedures, whereas the drawings of the healthy controls depicted more family relations. The hospitalized children showed a lower level of cognitive capacity, whereas the healthy control group children revealed a higher level of emotional disturbance. The variety of children’s responses to pain management suggests that children try and can alleviate their pain. The children reported their expectations of professional help and valued the care and attention provided by significant others. The findings provide research-based knowledge for carrying out research with children, and for healthcare professionals in their assessment and management of children’s pain in more holistic and child-centred way. Children’s competence to describe their pain supports encouraging their involvement as social actors in pain assessment and management in partnership with health care professionals and significant others. This has to be done with respect for their rights as individuals and the desire to give them a sense of ownership of what happens during hospitalization.

Theory and research supports the implementation of cognitive and behavioural interventions (CBI’s) to address social, emotional and behavioural difficulties (SEBD) in children. The literature argues that schools are an ideal place in which to implement such interventions. As part of a county initiative, school staff were trained and offered follow up support by 2 Educational Psychologists (EPs) around the use of school-based CBI to support children who have SEBD. The 10 participants (from 5 schools) in this research were part of this initiative: they received 4 sessions of training followed by either monthly individual supervision, or group supervision, around their use of CBI. Training and supervision targeted implementation of key CB competences, selected from a competency framework recommended by ‘Improving Access to Psychological Therapies’ (IAPT, 2011). The research explored staff perceptions around the CB competences that they implemented, their methods of implementation and the barriers and facilitators to their implementation. The research used a mixed methodology design. Qualitative data was analysed using thematic analysis and quantitative data was analysed using descriptive statistics. Data was gathered through interviews, supervision sessions, intervention diaries and training evaluations. Exploration of facilitators and barriers to implementation was based on Durlak and DuPre’s (2008) model of intervention implementation. Facilitators/barriers discrete from this model were also identified. Identification and exploration of such factors can assist in ensuring quality implementation of school-based interventions in the future. This study demonstrates how school staff can implement a range of CB competences and through multi-levels of intervention in schools. The potential role of the EP in supporting school staff to implement CBI is also discussed.

Permanent exclusion is a serious disciplinary measure and the Department for Children, Schools and Families (DCSF, 2008) advises that in most cases it is to be the last resort after a range of measures have been tried to improve a pupil’s behaviour. Following permanent exclusion the local authority (LA) takes responsibility for a pupil’s education and for most cases seeks to reintegrate the pupil into a new school. However the process of reintegration of permanently excluded pupils into mainstream school is regarded as difficult and research has shown that second permanent exclusions frequently occur fairly soon after entering a new school. In the last four years a ‘Hard To Place Pupil Protocol’ (HTPPP) has been published in all LAs as a statutory document. This seeks to encourage all schools to admit a fair share of excluded pupils in a timely manner. There has been no published research on this protocol to date. This study adopts a qualitative case study methodology, influenced by a social constructionist epistemological stance. The participants and methods utilised include interviews with reintegrating pupils, their parents and school staff supporting them, LA reintegration officers and headteachers. Additional methods included a focus group with members of the educational psychology team, a survey to secondary school staff, documentary evidence from pupil files and LA documents, educational psychologist (EP) case work evaluation and a reflexive research diary. This study includes analysis of the findings and presents pertinent themes emerging from the data. The results section indicates that the HTPPP has been effective in increasing the number of pupils being reintegrated. However there are some areas identified as being problematic. These include: decision making, perceived fairness of the protocol, the role of parents and the relationship between the protocol and permanent exclusion. The findings indicate that there are a number of factors that can facilitate or hinder a reintegration. These include: school support, communication, individual pupil attributes, sense of belonging, familial and societal factors and the impact of previous events including the original exclusion. The research findings indicate that EPs recognise their role in supporting the reintegration process through the application of psychological theory and knowledge, supporting complex cases, helping to change perspectives of the ‘problem’, working school staff and obtaining and championing the voice of the child. School staff consider the role of the EP as providing consultation around advice and strategies, it is also about providing a current assessment of a pupil’s educational needs, offering individual therapeutic work with the pupil, supporting home-school relations and enabling a third party perspective. The discussion relates the themes to previous literature and identifies some variation in terms of the factors that facilitate or hinder reintegration, and concluded by questioning the feasibility of establishing such factors. The evidence collected to determine effectiveness of the HTPPP is helpful to establish the way in which it might be adapted to operate in the future. By considering the role of an EP in supporting the process, it is anticipated that the research will contribute to evidence based practice in this area.

Experiencing trauma in childhood can have a pervasive impact on child development. There is evidence to suggest that non verbal creative therapies aid the processing of traumatic memories and therefore present as a child centred treatment option for children who have experienced trauma. Art therapy is known to be an effective intervention for children who have experienced trauma however the outcomes of delivering art therapy interventions in specific contexts are not yet well researched. The present study sought to investigate the efficacy of school based art therapy as an intervention for children who have experienced psychological trauma. The study explores what areas of adjustment are achievable and how school based art therapy contributes to this adjustment. A multiple case study analysis was conducted to explore the experiences of three pupils who had attended art therapy interventions at their schools. Each case study used semi structured interviews, post intervention, to gather the views of the pupil, art therapist, a member of school staff and the pupil‘s parent / guardian. The data was analysed using thematic analysis and the results are presented as thematic network maps. The cross case synthesis revealed that after attending school based art therapy the pupils demonstrated positive adjustment in a range of areas. The thematic analysis suggested that the pupils had a greater understanding of themselves, increased resilience skills and a belief in a positive future. School based art therapy was found to be a wholly child centred therapeutic experience for the pupils, with the data suggesting that this child centred experience was facilitated by the process of the therapy, the non verbal creative art making and the context of delivery. This study provides the initial evidence to suggest that school based art therapy is an effective intervention for children who have experienced developmental trauma and presents avenues for future research.

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