Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-08-29T14:49:56Z No. of bitstreams: 2 Patrícia_Junges2018.pdf: 1465384 bytes, checksum: 4ba260413d9122dde6049cd4d8b9b770 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-29T14:49:56Z (GMT). No. of bitstreams: 2 Patrícia_Junges2018.pdf: 1465384 bytes, checksum: 4ba260413d9122dde6049cd4d8b9b770 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-04-17 / The present work is about a study concerning the contributions and difficulties of the undergraduate thesis (UT) for the formation of the pedagogue. On the basis of the experiences and academic perceptions of the Pedagogy course graduates from the West Paraná University, Cascavel campus, from 2011 to 2015/2016, it is analysed the disciplines that support in the development of the senior thesis research, the relation to the researched topic and with the supervisor, and still the academic profile, formed by the institution. The study classifies itself as qualitative and discusses as methodology the bibliographical research, field work and the documents analyses, such as the Pedagogical Political Project and Teaching Plans in order to substantiate the insights obtained in the field research. For the theoretical basis it was used several authors being Saviani (2007), Libâneo (2001), Bardin (1977), Campos (2009) and Fontana (2006) some of them. According to the data collection, developed by questionnaires means, it is possible to show results in relation to the little use of the Pre-Research Project developed previously to the UT production. It also displays the lack of involvement of the graduate, as an academic, with scientific articles readings and writings, with the counselors and the scientific initiation projects contributions to the development of the senior thesis. It is evidenced the need for improvements in some cases that subsidize the development of the research in the undergraduate thesis, but, in general, the UT has been evaluated positively by the graduates for the pedagogues education. / O presente trabalho trata-se de um estudo acerca das contribuições e dificuldades do Trabalho de Conclusão de Curso (TCC) para a formação do pedagogo. A partir das vivências e percepções acadêmicas dos egressos do curso de Pedagogia da Universidade Estadual do Oeste do Paraná, campus Cascavel, dos anos 2011 a 2015/2016, analisou-se as disciplinas que dão suporte na elaboração da pesquisa no TCC, a relação com o tema pesquisado e com o orientador, e ainda o perfil do acadêmico formado pela Instituição. O estudo classifica-se como qualitativo e aborda como metodologia a pesquisa bibliográfica, pesquisa de campo e ainda a análise de documentos, como o Projeto Político Pedagógico e Planos de Ensino, a fim de fundamentar as percepções obtidas na pesquisa de campo. Para o embasamento teórico buscou-se a contribuição teórica de diversos autores dentre eles Saviani (2007), Libâneo (2001), Bardin (1977), Campos (2009) e Fontana (2006). De acordo com a coleta de dados, desenvolvida por meio de questionários, evidenciou-se os resultados em relação ao pouco aproveitamento do Pré-Projeto de Pesquisa desenvolvido anteriormente à produção do TCC, a falta de envolvimento do egresso, enquanto acadêmico, com leituras e escritas de artigos científicos, com os orientadores e as contribuições dos projetos de iniciação científica ao desenvolvimento do TCC. Evidencia-se a necessidade de aprimoramentos em alguns processos que subsidiam o desenvolvimento da pesquisa no TCC, mas, de maneira geral, o TCC foi avaliado de forma positiva, pelos egressos, para a formação do pedagogo.

Background: The prevalence rate of Obstructive Sleep Apnea (OSA) has been increasing steadily over the past two decades. OSA is often misdiagnosed with other medical conditions, and there are several complications associated with OSA, such ashypertension, coronary artery disease, and cognitive problems, including higher rates of strokes and epilepsy. Further, dental complications may arise from being diagnosed with OSA, impacting overall systemic health. Patients suffering from OSA are more susceptible to developing dry mouth, thus increasing bacterial/fungal growth, leading to tooth decay and periodontal disease. There is currently a lack of data exploring OSA in College Students and the Oral Manifestations (symptoms or conditions linked in the oral cavity) related to having OSA. The present study investigated the relationship between OSA and Oral Manifestations among College Students. Methods: Approximately 230 college students from a large university were recruited to participate in our cross-sectional study. The Epworth Sleepiness Scale was used to screen for students at higher risk for OSA. Oral manifestations were also assessed by providing a survey/questionnaire for the students to list their dental history. Results: Overall, the prevalence of excessive daytime sleepiness was 24.9% in our sample, and males reported a higher percentage of excessive daytime sleepiness (31.0%) compared to females (23.7%). A statistically significant relationship was observed between ESS score and the previous use of orthodontic treatment(s) (chi-square with two degrees of freedom = 7.3277, p = 0.026), ESS and academic standing (chi-square with two degrees of freedom = 6.6348, p = 0.036), bruxism and academic standing (chi-square with two degrees of freedom = 7.4323, p = 0.006), recent cavity in the last two years and gender (chi-square with two degrees of freedom = 8.0029, p = 0.005), previous use of orthodontic treatment(s) gender (chi-square with two degrees of freedom = 4.9005, p = 0.027), and current or previous abnormal bite and gender (chi-square with two degrees of freedom = 4.4447, p = 0.035). No other statistically significant relationships were observed between ESS and dental health outcomes in our sample, or by subgroup. Conclusions: Findings from our study show that higher scores on the ESS are related to certain oral health indicators, with some notable differences by academic standing and gender. Future studies are needed that include a diverse sample of college students and incorporate a clinical measure of OSA in this population. Universities can take an active role in addressing OSA and related issues by launching health campaigns, raising awareness through workshops and seminars, and fostering a culture of proactive well-being among students and staff.

Emaster nace de la experiencia profesional por parte del creador del plan de negocios y de la necesidad planteada por los estudiantes, debido al requerimiento de más tiempo en el desarrollo de su investigación, adicionalmente la coyuntura actual ha disminuido la calidad del servicio por falta de experiencia en el manejo de plataformas digitales, lo que conlleva a aprovecharla y crear un servicio moderno acorde a la necesidad, con profesionales adecuados al uso de herramientas digitales. La empresa ofrece el servicio de “Asesoría Personalizada en Proyectos de Investigación” las cuales se brinda a través de plataformas digitales lo que permite llegar inicialmente a nivel nacional. Por los motivos mencionados anteriormente Emaster hace frente al mercado y su competencia con una propuesta de valor diferenciada al ofrecer sus servicios de manera virtual. Para la puesta en marcha de la idea de negocio se aplica un capital para la adecuación del servicio que se brindará, tomando en cuenta que la mayor parte de la idea del negocio está basada en el factor humano, lo que implica calidad de servicio, preparación y disposición de los profesionales. / Emaster was created from the professional experience. It was born to meet the students’ requirements, such as additional time for research development and lack of quality service in the digital platforms, due to the current outbreak. Furthermore, it opens a niche to create a modern service suitable with the necessities, by hand appropriate professionals in the usage of the digital tools. The company offers Personalized Counsel in Research Projects service through digital platforms with national coverage to start. Thus, for the reasons mentioned above, Emaster faces the market and its competition with a differentiated value proposition by offering its services remotely. For the start-up of this business idea, capital will be applied to bring the service in the future. Taking into consideration that most of this concept is based on human insight, which involves quality service, training, and availability of qualified professionals. / Trabajo de investigación