Adverse health effects from exposure to air pollution, although at present only partly understood, are a global challenge and of widespread concern. Quantifying human exposure to air pollutants is challenging, as ambient concentrations of air pollutants at potentially harmful levels are ubiquitous and subject to high spatial and temporal variability. At the same time, individuals have their very own unique activity-patterns. Hence exposure results from intertwined relationships between environmental and human systems add complexity to the assessment process. It is essential to develop a deeper understanding of individual exposure pathways and situations occurring in people’s everyday lives. This is important especially with regard to exposure and health impact assessment which provide the basis for public health advice and policy development. This thesis describes the development and application of a personal monitoring method to assess exposure to fine particulate matter in a variety of microenvironments. Tools and methods applied are tested with respect to feasibility, intrusiveness, performance and potential for future applications. The development of the method focuses on the application in everyday environments and situations in an attempt to capture as much of the total exposure as possible, across a complete set of microenvironments. Seventeen volunteers took part in the pilot study, collected data and provided feedback on methodology and tools applied. The low-cost particle counter applied showed good agreement with reference instruments when studied in two different environments. Based on the assessment of the two instruments functions to derive particle mass concentration from the original particle number counts have been defined. The application of the devices and tools received positive feedback from the volunteers. Limitations are mainly related to the non-weatherproof design of the particle counter. The collection of time-activity patterns with GPS and time-activity diaries is challenging and requires careful processing. Resulting personal exposure profiles highlight the influence of individual activities and contextual factors. Highest concentrations were measured in indoor environments where people also spent the majority of time. Differences between transport modes as well as between urban and rural areas were identified.

This qualitative study explores the perspective and practice of educators in after-school care through a child centered approach regarding the playground environment, rules, and resources aimed at promoting children's participation and well-being. Semi-structured interviews were conducted with educators in after-school care settings to investigate their perceptions and approaches. Educators strive to create an inclusive and meaningful playground environment by implementing clear and understandable rules. These rules aim not only to organize children's activities but also to break down gender norms and promote current societal issues. Educators are flexible and willing to adapt rules according to children's needs and interests to enhance their participation and autonomy. Regarding resources and play materials, educators aim to keep children active and engaged by providing a varied and stimulating environment. By allowing children to co-create their own play environment, their creativity and imagination are fostered. The study highlights the crucial role of educators in after-school care in creating an inclusive and meaningful playground environment for children. By implementing clear rules and providing appropriate resources, they aim to promote children's well-being and development effectively. By working with a child centered approach and being responsive to children's needs and interests, educators can create a positive and supportive environment where all children are given the opportunity to grow and thrive.

Animal movement is a ubiquitous process and can have consequences ranging from an individual’s energy expenditure to ecosystem dynamics. This study uses biologgers, primarily accelerometers, to record and examine the at-sea behaviours of black-legged kittiwakes (Rissa tridactyla) during their breeding period. Accelerometers record the acceleration of an instrumented animal to give an indication of their behaviour and movements, yet their output can be particularly difficult to interpret. As such, this thesis begins with a method developed for the assignation of coarse-scale behaviours to accelerometry data. The method is a simple yet objective approach intended to be widely applicable. Using this method, we construct time-activity budgets for incubating and chick-rearing kittiwakes and apply activity-specific estimates of energy expenditure to these behaviours. We identify how kittiwakes allocate their time and what the energetic consequences of variation in time-allocation are. We present empirical evidence for chick-rearing kittiwakes expending more energy than incubating birds and identify that kittiwakes exhibit behavioural compensation whereby they limit energy expenditure across both foraging trips and days. We also examine the flight behaviour of kittiwakes in relation to extrinsic conditions. We find that wind conditions do not seem to influence broader scale patterns in movements during foraging trips, however kittiwakes do display behavioural plasticity in response to wind conditions by optimising their flight speeds towards maximum range speeds. We also identify that to optimise flight speeds, kittiwakes change the strength at which they flap their wings, rather than the frequency. Finally we present a serendipitous observation of predation of kittiwake chicks by a peregrine falcon. Although not directly related to movement ecology, this study documents novel predatory behaviour and highlights the importance of biological forces other than movement. Overall, the work presented in this thesis demonstrates that by examining the movement of individuals, it is possible to gain insights into various important aspects of their biology.

Name: Motor skills of preschool children Objectives: The aim of this thesis was to determine the difference of motor skills of preschool children among children regularly attending free time courses focused on physical activities, led by experienced lecturers, and children in different kindergartens who do not attend these courses or rarely attend them. Methods: 67 children aged 4-6 years participated in the research. These were 9 children from the municipal kindergarten, 30 children from the village kindergarten and 28 children from the sports agency (club). Children were evaluated once by using the following tests: beep test, 4x5 m run, long jump, ball throw with right and left hand, sit and reach test. Results: The results confirm the assumption that children who participate in physical activity in their free time as well as in the kindergarten have better results than children who do physical education only in kindergarten. At the municipal nursery school, the children at the best level managed only the right- and left-hand throw. Statistically significant differences between groups occurred in the 4 x 5 m run, long jump and beep test, most often in favor of the sports agency. There was a significant difference in disciplines running 4 x 5 m, long jump from place and beep test between village...

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Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-07-25T18:07:37Z No. of bitstreams: 1 _DISS_2014_Aparecido Derney.pdf: 1749010 bytes, checksum: 5c9f6d16f35dc03b6225666a8099f07f (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-07-31T14:56:17Z (GMT) No. of bitstreams: 1 _DISS_2014_Aparecido Derney.pdf: 1749010 bytes, checksum: 5c9f6d16f35dc03b6225666a8099f07f (MD5) / Made available in DSpace on 2017-07-31T14:56:17Z (GMT). No. of bitstreams: 1 _DISS_2014_Aparecido Derney.pdf: 1749010 bytes, checksum: 5c9f6d16f35dc03b6225666a8099f07f (MD5) Previous issue date: 2014-10-28 / CAPES / Este estudo tem como principal objetivo investigar se a hora-atividade do professor de língua portuguesa da rede municipal de Sinop-MT tem se constituído em espaço de aperfeiçoamento profissional tendo a leitura como instrumento de formação e aprimoramento do trabalho pedagógico. Objetiva-se também, a verificar os espaços físicos e os materiais disponíveis à prática de leitura no ambiente escolar, bem como identificar os materiais lidos pelos professores de língua portuguesa durante a hora-atividade e a frequência com que essas leituras aconteceram. Segundo Chartier (1995), Foucambert (1994), Smith (1999) e Silva (2011) a leitura é uma ferramenta que contribui para a ampliação dos conhecimentos profissionais e desenvolvimento das práticas pedagógicas. A hora-atividade pode oferecer aos professores, em meio aos demais fazeres pedagógicos, períodos de leitura, possibilitando a reflexão e avaliação do trabalho pedagógico e a formação docente, conforme determina a Lei Federal 11.738/08 e Lei Municipal Complementar 062/2011 assegurou aos professores municipais o direito a 1/3 (um terço) da carga horária de trabalho reservada a estudos, planejamento e avaliação. A pesquisa é qualitativa como enfoque dominante, mas também, buscou obter dados numéricos, a fim de demonstrar e especificar a frequência de leitura e os materiais lidos pelos professores durante a hora-atividade. A metodologia é qualitativa do tipo estudo de caso, fundamentada, principalmente, em Yin (2005). Para alcançar os objetivos propostos os dados foram coletados por meio de documentos, como leis federias e municipais, normativas e documentos administrativos; um questionário das ações pedagógicas realizadas por oito professores efetivos da rede municipal de Sinop que lecionavam língua portuguesa em 2013; dez relatórios quinzenais com o registro dos materiais lidos por esses professores durante a hora-atividade; observação dos artefatos físicos necessário para a leitura dos professores de língua portuguesa no espaço escolar; e uma entrevista com quatro professores, sendo, dois que destinaram maior tempo à leitura durante a hora-atividade e dois que destinaram menor tempo a esta prática. A análise dos dados demonstrou que apesar das garantias legais, o período da hora-atividade foi insatisfatório na rede municipal de Sinop, onde leis federais foram postergadas, retalhadas e remodeladas por meio de leis municipais que restringiram o tempo de estudo, avaliação e planejamento do professor. Com as restrições encontradas no ambiente escolar, os professores priorizaram, durante a hora-atividade, o planejamento pedagógico, e leram basicamente para atender as necessidades escolares, adotando o livro didático como principal suporte de leitura. Porém, suas práticas de leitura não ficaram restritas a ele, uma vez que todos os sujeitos pesquisados também leram, mesmo que de forma ocasional, livros literários, hipertextos, jornais e revistas, que contribuíram para diversificação das práticas pedagógicas e abriram possibilidades para o professor completar ou mesmo ultrapassar as atividades trazidas pelos livros didáticos, além de oferecer a eles, por meio da leitura, momentos de terapia, relaxamento, informação e entretenimento durante a jornada de trabalho. Porém, ainda é necessário que o período reservado a estudo, planejamento e avaliação durante a jornada de trabalho seja efetivamente delimitado e respeitado, oferecendo espaço para ações que organizem e normatizem esse período, de forma que ele se efetive num espaço de leitura, que além de instrumentalizar o professor para o fazer pedagógico, possa também, oferecer a esses profissionais a oportunidade de pensar e transformar sua prática profissional. / This study aims primarily to investigate if the time-activity of a Portuguese teacher from municipal system of Sinop-MT has been constituted in space of professional development having reading as a tool for training and improvement of pedagogical work. The purpose is also to check the physical spaces and the materials available for reading practice in the school environment, as well as identifying the materials already read by Portuguese teachers during the time-activity and the frequency which these readings happened. According to Chartier (1995), Foucambert (1994), Smith (1999) and Silva (2011) reading is a tool that helps to expand the professional knowledge and development off teaching practices. Ttime-activity can offer to teachers, among the other educational doings, reading periods, allowing reflection and evaluation of pedagogical work and teacher training, according to the Federal Law 11.738/08, all professionals of public teaching should have at least 1/3 (one third) of the workload reserved for studies, planning and evaluation. In Sinop - MT, this period was organized and structured through Additional Municipal Law Nº 062/2011, which assured the municipal teachers the right of studying and professionally improving themselves during the workday. Therefore, the time-activity can, together with other educational doings, offer the teacher during the workday, reading periods, enabling teacher training, as well as contributing to the reflection and evaluation of pedagogical work. In that sense, being based on Chartier (1995); Foucambert (1994); Silva (2011); Smith (1999), among others, reading can serve as a tool to expand professional knowledge and collaborate on improving teaching practice, especially for Portuguese teachers that, in the school environment, are responsible for developing actions that will attract and motivate students to the universe of reading. The research methodology is qualitative of the case study type, based mainly on Yin (2005). To achieve the proposed objectives the data were collected through documents like federal and local laws, regulations and administrative documents; ten biweekly reports with registration of materials already read during the time-activity; survey of pedagogical actions conducted during the time-activity; observation of physical artifacts required for teacher reading at school and interview. The data analysis showed that despite of legal guarantees, the period of time-activity was unsatisfactory in municipal schools from Sinop, where federal laws have been postponed, jagged and remodeled through municipal laws that restricted the studying, evaluation and planning time of the teacher. Even with the limited time and lack of adequate physical space, reading performed during the time-activity, instrumentalized Portuguese teachers so they develop their pedagogical practices, opening up possibilities for them to complete or even exceed the activities brought by didactic books. However, it is still necessary that the period reserved to study, planning and evaluation during the workday is effectively defined and respected, offering space for actions that organize and normatizem this period, in a way that it becomes effective in a reading space, that besides instrumentalizing the professional to teach, it can also offer these professionals the opportunity to think and change their professional practice.

This diploma work is about the influence of organized free-time activities on children`s discipline and behaviour at primary school. Children`s free-time activities can have a strong influence on the educational process. This process can be supported but it can be weakened too. The aim of this work is to judge if children`s free-time activities can have a strong influence on pupils at school. The terms discipline, behaviour, organized and unorganized free-time activities are explained in the theoretical part. The practical part contents analysis of teachers` information about pupils` behaviour. Some possibilities how to support good behaviour of pupils through the free-time activities are given there.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-30T15:26:28Z No. of bitstreams: 1 brunaferreirafigueiredo.pdf: 1339301 bytes, checksum: ec0841f10ed6cfb70527daf70759c81a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T02:54:15Z (GMT) No. of bitstreams: 1 brunaferreirafigueiredo.pdf: 1339301 bytes, checksum: ec0841f10ed6cfb70527daf70759c81a (MD5) / Made available in DSpace on 2016-04-24T02:54:15Z (GMT). No. of bitstreams: 1 brunaferreirafigueiredo.pdf: 1339301 bytes, checksum: ec0841f10ed6cfb70527daf70759c81a (MD5) Previous issue date: 2013-08-16 / Este trabalho teve por objetivo propor diretrizes para a gestão da Hora Atividade do docente nas escolas técnicas estaduais da Secretaria de Estado de Ciência e Tecnologia – SECITEC, que corresponda às necessidades da escola, e principalmente, direcione a efetividade do aprendizado do aluno. A pesquisa surgiu a partir da inferência e discussão em torno das gestões diferenciadas da Hora Atividade docente estabelecidas nas instituições. Assim, a partir das experiências e resultados alcançados nas escolas, conferidos através da atuação do gestor escolar, e ainda da percepção dos professores acerca do trabalho desenvolvido durante esse período, foi possível diagnosticar as oportunidades e limitações da rede de escolas técnicas quanto à sua forma de organização e direcionamento das atividades pedagógicas. A Hora Atividade é um período já pronunciado na Lei de Diretrizes e Bases – LDB, que garante ao professor tempo dentro da sua jornada de trabalho para a realização de atividades extraclasse, tais como: planejamento, organização e avaliação das atividades pedagógicas, além de estudos e atualização. No entanto, a pesquisa revelou ausência de organização e planejamento destas atividades, assim como o distanciamento da atuação do gestor, seja no âmbito escolar como no âmbito estadual, impossibilitando qualquer iniciativa de avaliação dos resultados. Desta forma, verificou-se a necessidade de apresentar um plano de ação educacional capaz de sustentar as mudanças significativas quanto à própria cultura organizacional, uma vez que, somente normativas e orientações não possibilitam efetividade da implementação das diretrizes propostas. Este plano está estruturado em quatro etapas: a primeira tem como finalidade a verificação antecipada da implementação das diretrizes, nas três escolas onde esta pesquisa foi realizada; já a segunda, refere-se a implementação em todas as escolas da rede, observando as adequações realizadas na primeira etapa. Quanto à terceira, corresponde ao monitoramento das ações, estabelecendo assim o envolvimento dos atores locais, e por fim; a quarta e última etapa, que destaca a avaliação do próprio plano, assim como do seu desenvolvimento. / This paper aimed to propose guidelines for the management of teaching time activity in the state department of Science and Technology schools - SECITEC, which meets the needs of the school, mainly the student learning target and effectiveness. The research arose from the inference and discussion around the different management teaching time activity in established institutions. Thus, from the schools experiences and achievements, conferred through acting school manager, and even the teachers’ impression regarding the work performed during this period, it was possible to diagnose the opportunities and limitations of the network of technical schools as its shape organizing and directing educational activities. The activity is a time period, as pronounced in the Law of Guidelines and Bases - LDB, which guarantees the teachers time within their working hours to carry out extra-class activities, such as planning, organization and evaluation of educational activities, as well as studies and update. However, the survey revealed a lack of organization and planning of these activities, as well as a detachment of the performance from the manager, either in the school scope or in the state scope, preventing any initiative to evaluate the results. Thus, there was the need to present an educational action plan able to sustain significant changes regarding the organizational culture itself once only regulations and guidelines do not allow effective implementation of the proposed guidelines. This plan is structured in four stages: the first one aims the early check of the guidelines implementation in three schools where this research was performed. The second one refers to the implementation in all of the network schools, observing the adequacy performed previously in the first stage. In regards to the third one, it corresponds to the monitoring of the actions, therefore setting the involvement of local actors, and at last, the fourth and last stage, which contrasts the evaluation of the student himself as well as his development.

The rapid advancement of information and communication technologies (ICT) has dramatically changed the way people conduct daily activities. One of the reasons for such advances is the pervasiveness of location-aware devices, and people’s ability to publish and receive information about their surrounding environment. The organization, integration, and analysis of these crowdsensed geographic information is an important task for GIScience research, especially for better understanding place characteristics as well as human activities and movement dynamics in different spaces. In this dissertation research, a semantic modeling and analytic framework based on semantic web technologies is designed to handle information related with human space-time activities (e.g., information about human activities, movement, and surrounding places) for a smart space. Domain ontology for space-time activities and places that captures the essential entities in a spatial domain, and the relationships among them. Based on the developed domain ontology, a Resource Description Framework (RDF) data model is proposed that integrates spatial, temporal and semantic dimensions of space-time activities and places. Three different types of scheduled space-time activities (SXTF, SFTX, SXTX) and their potential spatiotemporal interactions are formalized with OWL and SWRL rules. Using a university campus as an example spatial domain, a RDF knowledgebase is created that integrates scheduled course activities and tweet activities in the campus area. Human movement dynamics for the campus area is analyzed from spatial, temporal, and people’s perspectives using semantic query approach. The ontological knowledge in RDF knowledgebase is further fused with place affordance knowledge learned through training deep learning model on place review data. The integration of place affordance knowledge with people’s intended activities allows the semantic analytic framework to make more personalized location recommendations for people’s daily activities.

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