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国立情報学研究所で電子化したコンテンツを使用している。

Made available in DSpace on 2018-06-06T11:36:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2014 / O Programa de Atenção Integral à Saúde da Mulher (PAISM) busca a diminuição e resolução dos agravos nos ciclos de vida da mulher. O enfermeiro atua na assistência primária de saúde desenvolvendo ações educativas, de diagnóstico, tratamento e recuperação voltados a assistência da mulher. O objetivo deste trabalho é analisar a formação e atuação do enfermeiro no Programa de Assistência Integral à Saúde da Mulher na Atenção Básica em Saúde. A metodologia utilizada foi exploratório-descritiva com enfoque qualitativo e os dados obtidos por meio de entrevista semi-estruturada com 25 enfermeiros do Distrito Sanitário de Saúde Sul na cidade de Manaus-Amazonas. Foi realizada uma análise de conteúdo do tipo temático categorial. Estes enfermeiros atuam na profissão em torno de 12-16 anos; a maioria com tempo de formação entre 13-17 anos. Como ações oferecidas pelas Unidades Básicas de Saúde (UBS), destacam-se as voltadas para o ciclo grávido puerperal e para a prevenção de câncer. Sobre a Política de Saúde da Mulher observou-se que consideram como parte integrante da Atenção à Saúde em geral, tendo a mulher o direito comum do uso da assistência à saúde; destacam como Importância da UBS na Saúde da Mulher as ações voltadas ao rastreio, orientações, exames, vacinas e prevenção das doenças, bem como ações curativas. Sobre a Importância do Enfermeiro nesta assistência, destacam o seu papel como orientador e direcionador das demandas, bem como sua contribuição nas ações de prevenção. Quanto a Contribuição da Graduação para o Atendimento na Saúde da Mulher: 22,8% enfatizam a aprendizagem da normatização das ações; 21,7% a saúde reprodutiva e 21,6% destacam lacunas existentes para o desenvolvimento das práticas profissionais. Como sugestões para melhoria no Atendimento à Mulher, 18,2% dos enfermeiros compreendem as ações e direitos da mulher, a necessidade de aperfeiçoar as atividades em torno dos ciclos de vida da mulher e do atendimento humanizado, aprimoramento das técnicas aplicadas nas ações e assistência à mulher em todas as fases de sua vida. Para 25% dos entrevistados as questões de aprimoramento e mudança, começam pela matriz curricular, e referem que a educação permanente e educação continuada em saúde são também necessárias para a melhoria no atendimento. / The Integral Care Program for Women’s Health (PAISM) aims to diminish and treat injuries in women‘s life cycle. Nurses work in health primary assistance performing educative actions, diagnostic, treatment and recovery focused on assistance for women. The objective of this work is to analyze the nurse training for work in the integral care program for women’s health in Basics Health Care. The methodology used was explanatory-descriptive with a qualitative approach, and data gathering by mean of semi structured interviews with 25 nurses from the Health District South in Manaus city, Amazonas. The content analysis was according categorized topics. These nurses have been working about 12-16 year on this profession; most of them graduated between 13-17 years ago. As shares offered in Basic Health Units (UBS), are focused on pregnancy-puerperal cycle and cancer prevention. About women’s health Policy we observed that it’s considered in General Health Care, where women has the common rights guaranteed; emphasize the importance of UBS in women’s health with shares dedicated to track, monitoring, orientations, examinations, vaccination, diseases prevention, and treatment as well. About the importance of nurses on this assistance, we noticed their roles as advisors, guides and facilitators in needs, and contributions in prevention actions. Concerning their training in college for treating women’s health: 22,8% highlights the learning of standardization of shares; 21,7% reproductive health, and 21,6% highlight the lacks in performance of professional practice. As a suggestion for improving women assistance, 18,2% of nurses understand the shares and rights of women, the need to improve shares about women’s life cycle and humanized care, improving techniques used in shares and assistance for women in every phase of their life. And for 25% of interviewed, in questions of improving and changing starts at curricular plan of the training course, consolidating the permanent and continuous education as a reference for improve the assistance.

Nowadays there are a lot of negative impacts on health. Doing exercises is one way how to be protected. In winter, skiing seems to be the best choice for its versatility. It is possible to include the skiing training course for primary school into Czech valid curriculum. The questionnaires were sent into the elementary schools in the district of Strakonice. Returned ones were analyzed and a situation on running the skiing training courses within primary schools was mapped.

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Made available in DSpace on 2016-04-29T14:15:59Z (GMT). No. of bitstreams: 1 Wanise Aparecida da Cunha Patricio.pdf: 1655519 bytes, checksum: 2d8c5da912797aece9fd7f37ee0383f8 (MD5) Previous issue date: 2011-05-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study presupposes that a hospital manager performing patient care activities and support functions plays a fundamental role in the employees work. This paper seeks to verify to what extent the training courses provided by Servidor Público Municipal Hospital (HSPM) in São Paulo, Brazil, can foster continuing education using problematization as a tool and therefore contribute to improving the managers practice in their work routine. For this study, nine managers who attended the hospital s training courses in 2009 were interviewed. Their responses were analyzed according to six guidelines as described by MARSIGLIA (online) and sought to draw subsidies that can somehow enhance future training courses geared to continuous quality improvement of healthcare. Despite a few hurdles found, we concluded that overall our hypothesis could be confirmed. In other words, management training courses have introduced new concepts and practices, although they do not always equip managers with the necessary tools to integrate theory and practice / Este estudo parte do pressuposto de que um gestor atuando em um hospital em áreas de cuidado ou de apoio, têm um papel fundamental no trabalho dos funcionários. Este trabalho acadêmico tem por objetivo verificar em que medida os cursos de capacitação realizados no Hospital do Servidor Público Municipal (HSPM), buscam avançar em direção à educação permanente, norteada pela problematização como ferramenta, podem contribuir para melhorar a prática dos gestores em seu cotidiano de trabalho. Para tal, foram entrevistados nove gestores que frequentaram cursos de capacitação em 2009. As respostas foram analisadas, de acordo com seis linhas orientadoras preconizadas por MARSIGLIA (online), procurando obter subsídios que possam, de algum modo, aprimorar futuros cursos de capacitação voltados à contínua melhoria da qualidade da atenção à saúde. Apesar de algumas dificuldades constatadas, concluímos que, no geral, nossa hipótese pôde ser confirmada. Em outras palavras, as capacitações gerenciais apresentam novas concepções e práticas de gestão, embora nem sempre proporcionem ao gestor condições para relacionar a teoria com a prática

Die SLUB Dresden hält für ihre Benutzer einen umfangreichen Bestand an Medien aller Art bereit, die durch verschiedene Recherchemittel erschlossen sind, um den Benutzern das gezielte Wiederauffinden zu ermöglichen. Mit Einführung des Lokalsystems LIBERO hat die SLUB die bisher getrennten OPACS (ehemalige Universitätsbibliothek und ehemalige Landesbibliothek) in einer Datenbank, dem WebOPAC, zusammengeführt. Der WebOPAC wird ergänzt durch zahlreiche weitere elektronische Kataloge, die in der vorliegenden Publikation ausführlich erläutert werden. Zumeist sind diese Rechercheinstrumente von jedem Arbeitsplatz aus zugänglich, der Zugriff ist nicht auf den Bibliotheks- bzw. Universitätsbereich beschränkt. Auf Ausnahmen weisen wir Sie entsprechend hin. Die vorgestellten Rechercheinstrumente tragen allesamt multidisziplinären Charakter. Sie sind für jedes Fachgebiet relevant und bieten umfangreiche Informationen. Spezielle Datenbanken und Portale für Fachinformationen werden in anderen Tutorials ausführlich vorgestellt (siehe unter http://slub-dresden.de/benutzung-service/beratung-schulung/e-learning/). Kenntnisse zu WebOPAC, Zeitschriftenverzeichnissen und weiteren Katalogen können Sie auch direkt erwerben. Die SLUB bietet seit vielen Jahren regelmäßige Veranstaltungen zum Thema „Einführung in die Bibliotheksbenutzung“ und spezielle Weiterbildungen zu Katalogen und Datenbanken an. Das vorliegende Heft soll Ihnen helfen, die vermittelten Inhalte dieser Veranstaltungen nachzuvollziehen bzw. Sie befähigen, sich selbständig in dieses Thema einzuarbeiten.

Submitted by Socorro Pontes (socorrop@ufersa.edu.br) on 2017-02-07T12:06:27Z No. of bitstreams: 1 MariaLFM_DISSERT.pdf: 2241070 bytes, checksum: 0149e20b210b5bc7226b34707dc1b62d (MD5) / Made available in DSpace on 2017-02-07T12:06:27Z (GMT). No. of bitstreams: 1 MariaLFM_DISSERT.pdf: 2241070 bytes, checksum: 0149e20b210b5bc7226b34707dc1b62d (MD5) Previous issue date: 2016-03-25 / The research has as object of study curriculum and realization of the same from the development of pedagogical practices of teachers of a school field, and how curriculum bias the themes: environment, technology and society. As the main problem of this research, we bring the question of how the curriculum take account of environmental, technological and social issues, from the action of teachers. To understand these relationships made a cut in high school, so the following objectives were defined: to compare from the teachers' relations with the Operational Guidelines of Rural Education, elements that are as specific nature of schools, from the point of view of these subjects on the appropriation of environmental issues, technological, social and cultural rights; identify how materializes the curriculum relationship with the environment, technology and society; verify the representations assigned to the school curriculum by teachers; analyze the narratives of teachers on the development of its pedagogical action, challenges and possibilities of the curriculum in practice. The method to develop this study was qualitative research and methodological strategy of action research. Select this type of research to be associated with various forms of collective action, so use the high school Pact meetings and educational and administrative meetings of the school to which they call "training course" In addition, we use the dialogue of teachers, which were recorded and filmed, observe classrooms, students heard, we analyze the school official documents and conducted an open interview with the director and educational coordinator of the school. We seek to identify the concepts and methodological strategies used by teachers to enable their projects on the subject. We use the training course as a source of study, so we can build an in-depth look about the actions carried out in schools, especially in 2015, producing an analysis of the representations that teachers and educational staff have about the curriculum and its relationship with practice pedagogical, at the intersection of this with the disciplinary and interdisciplinary. There were several issues discussed and different nuances, but one of the main results is that the school has a history of developed extra classroom activities in these moments she stands out, and in this context the teachers can engage students in an active, participatory and collaborative, these activities the curriculum can interbreed with environmental issues, technology and society, and the representations that the school has curriculum is a formal, hierarchical curriculum, however, when he brings this curricular action for teaching practice and / or didactic action, other movements are built / A pesquisa tem como objeto de estudo o currículo e efetivação do mesmo a partir do desenvolvimento das práticas pedagógicas dos professores de uma escola do campo, localizada na Cidade de Mossoró-RN e como viés do currículo as temáticas: ambiente, tecnologia e sociedade. Como problemática principal dessa pesquisa, trazemos a questão: como o currículo dar conta das questões ambientais, tecnológicas e sociais, a partir da ação dos professores. Para compreender essas relações fizemos um recorte no Ensino Médio, e por isso foram definidos os seguintes objetivos: comparar a partir das relações dos professores com as Diretrizes Operacionais da Educação do Campo, elementos que se constituem como especificidade das escolas do campo, do ponto de vista destes sujeitos sobre a apropriação das questões ambientais, tecnológicas, sociais e culturais; identificar como se materializa as relações do currículo com o ambiente, tecnologia e sociedade; verificar as representações atribuídas ao currículo escolar pelos professores; analisar as narrativas dos professores sobre o desenvolvimento de sua ação pedagógica, desafios e possibilidades do currículo na prática. O método para desenvolver esse estudo foi a pesquisa qualitativa e a estratégia metodológica da pesquisa-ação. Selecionamos este tipo de investigação por estar associada a diversas formas de ação coletiva, assim, usamos os encontros do Pacto do Ensino Médio e as reuniões pedagógicas e administrativas da escola ao qual denominamos de “percurso formativo”, além disso, utilizarmos os diálogos dos professores, que foram gravados e filmados, observamos as salas de aulas, ouvimos os estudantes, analisamos os documentos oficiais da escola e realizamos uma entrevista aberta com a diretora e a coordenadora pedagógica da escola. Buscamos conhecer as concepções e estratégias metodológicas utilizadas pelos professores para viabilizar os seus projetos sobre o tema. Utilizamos o percurso formativo como fonte de estudo, para podermos construir um olhar aprofundado acerca das ações realizadas no âmbito da escola, notadamente em 2015, produzindo uma análise acerca das representações que os professores e equipe pedagógica têm sobre o currículo e sua relação com a prática pedagógica, na interseção deste com a disciplinaridade e a interdisciplinaridade. Foram vários aspectos discutidos e nuances diversas, mas, um dos resultados principais é de que a escola possui um histórico de atividades desenvolvidas extra sala de aula, nestes momentos ela se destaca, e neste contexto os professores conseguem envolver os estudantes de forma ativa, participativa e colaborativa, nessas atividades o currículo consegue intercruzar com os temas ambiente, tecnologia e sociedade, e as representações que a escola tem de currículo é de um currículo formal, hierárquico, no entanto, quando traz essa ação curricular para a prática pedagógica e/ou ação didática, outros movimentos são construídos / 2017-02-06

La thèse porte sur le travail des enseignants autour de la simulation en probabilité en classe de troisième et seconde. Nous avons exploré la manière dont les enseignants de mathématiques, s'emparent d'une tâche qui leur a été présentée lors d'une formation. Notre recherche prend appui sur cette tâche (le problème du lièvre et de la tortue) pour répondre à nos questions sur les liens entre expériences aléatoires et modèles, sur la place des artefacts et sur la nature des preuves utilisant une simulation. Pour mener notre étude, nous avons adopté la théorie des Espaces de Travail Mathématique (Kuzniak, 2011), ainsi que des éléments complémentaires tels que le cycle de modélisation de Blum & Leiss (2009). Nous avons introduit la notion d'avatar pour rendre compte des transformations de la tâche afin de suivre la trajectoire d'avatars successifs. Notre méthodologie de recherche spécifique est composée de trois boucles dont l'une inclut une formation continue courte. La première boucle est concernée par la préparation de la formation avec notamment une première implémentation du problème par des formateurs dans leur classe. La deuxième boucle, constituée de trois étapes, est celle de la formation proprement dite. Un premier scénario est élaboré par un collectif de stagiaires à la suite d'un travail d'analyse a priori du problème. Il est suivi de la mise en œuvre de la tâche par l'un des stagiaires dans une classe prêtée par les formateurs et observée par les autres participants du stage. Enfin le collectif élabore, a posteriori, un nouvel avatar repensé au regard de l'analyse de l'avatar précédent et de sa mise en œuvre. La troisième boucle comporte les avatars testés par les stagiaires dans leur propre classe après la formation. En se référant à un ETM idoine attendu défini pour la recherche, il s'agit de repérer les transformations opérées pendant et après la formation et portant sur les itinéraires cognitifs autour du problème du lièvre et de la tortue. L'étude de ces trois boucles successives a permis de révéler l'existence de ruptures entre expérience aléatoire et modèles mathématiques lors de la résolution de ce problème. Ces ruptures sont dues à la fois à l'artefact numérique choisi pour la simulation (le tableur ou le logiciel Scratch) et au travail de l'enseignant. Grâce à un rapprochement des plans de l'ETM privilégiés par l'enseignant et les élèves dans la circulation du travail, nous avons pu repérer une tendance des enseignants à uniformiser le choix du modèle ou le type de preuve pour ce problème. De plus, certaines phases de l'ETM idoine attendu défini pour la recherche (comme l'explicitation autour des expériences aléatoires en jeu, la justification de l'introduction de la simulation ou la preuve par les calculs de probabilités) sont peu représentées ou absentes dans les itinéraires cognitifs prévus et empruntés dans ces trois boucles. Ceci traduit une difficulté d'articulation entre probabilités et statistique autour de la simulation chez l'enseignant. Dans un cas, la deuxième boucle a montré un épaississement de la dimension instrumentale relatif au travail de l'enseignant et aux artefacts numériques choisis. Elle a aussi mis en évidence différents modes de gestion des groupes d'élèves, transformant l'avatar initial et la circulation du travail dans l'ETM idoine. Les divers itinéraires cognitifs que nous avons pu observer à l'issue de la formation nous ont permis d'identifier des effets de la formation et notamment des dénaturations simplificatrices (Kuzniak, 1995) opérées par l'enseignant sur l'avatar ou l'ETM idoine associé. / The thesis focuses on teacher's work around probability simulation in grades 9 and 10 in France. We explored how mathematics teachers take on a task crossed during a training session. Our research builds on this task (the hare and turtle problem) to answer our questions about the links between random experiments and models, the place of artefacts and the proofs' nature using simulation. To make our study, we adopted the theory of Mathematical Work Spaces (MWS, Kuzniak, 2011), as well as complementary elements such as the modeling cycle of Blum & Leiss (2009). We introduced the notion of avatar to account for transformations of the task in order to follow the trajectory of successive avatars. Our specific research methodology is based on three loops, and the second one includes short continuing training course. The first loop contains the elaboration of the training with a first implementation of the problem by trainers in their class. The second loop, consisting of three stages, is the training proper. A first scenario is developed by a group of trainees following a analysis a priori of the problem. It is followed by the implementation of the task by one of the trainees in a class lent by the trainers and observed by the other participants of the course. Finally, the collective develops, a posteriori, a new avatar redesigned with regard to the analysis of the previous avatar and its implementation. The third loop includes the avatars tested by the trainees in their own class after the training.Referring to a well-defined MWS expected for the research, it lets us identify the transformations made during and after the training and relates to the cognitive routes around the problem of the hare and the turtle. The study of these three successive loops reveals the existence of breaks between random experience and mathematical models during the resolution of this problem. These breaks are due to both the numerical artefact chosen for the simulation (the spreadsheet or the Scratch software) and to the teacher's work. Through a comparison of teacher and student-led MWS plans in the model of MWS, we were able to identify a tendency for teachers to standardize the choice of model for this problem. In addition, some phases of the MWS expected defined for the research (such as the explicitness around the random experiments in play, the justification of the introduction of the simulation or the proof by the calculations of probabilities) are little represented or absent in the cognitive routes planned and borrowed in these three loops. This reflects a difficulty of articulation between probabilities and statistics around simulation in the teacher. In one case, the second loop showed a thickening of the instrumental dimension relative to the teacher's work and to the chosen digital artefacts. She also highlighted different ways of managing groups of students, transforming the initial avatar and the flow of work in the appropriate MWS. The various cognitive routes that we observed at the end of the training allowed us to identify the effects of the training and in particular the simplifying denaturations (Kuzniak, 1995) made by the teacher on the avatar or the suitable MWS.

This master thesis deals with the issues of snowboard teaching of children at older school age. The master thesis is divided into theoretical and practical part. The theoretical part describes the ride techniques and two fundamental but very different snowboard styles - freestyle and alpine. This part also presents the methodology of teaching and single elements of snowboarding methodical streak, that are acquired by motor learning. The motor abilities, skills and other factors that are related to snowboarding are explained here, too. Because this thesis is aimed at the snowboard teaching at elementary schools, the theoretical part is focused on integration of snowboarding into School Education Programme and on qualifications of teachers. The method of questioning used in the practical part tries to find out, if the snowboarding lessons for children at older school age are part of the school education in the region Tabor and what are the conditions of such an education. This part also deals with its technical and material provision. On winter training courses of one elementary school a research was done using the observational method and experiment. This research is aimed at snowboard teaching of pupils - beginners, who had different type and level of equipment and observes, how quickly are they...