Managing the conflict between work and family role demands is a critical issue that has generated substantial interest for both individuals and organizations in recent decades. One factor thought to contribute to the occurrence of work-family conflict (WFC) is the amount of time committed to activities in either the family or to the work domain. Because time is a finite resource, it has been posited that when one dedicates a certain amount of time to one domain, this will invariably take away from the amount of time available for activities in the other domain. The result of this is conflict between the domains of work and family (Greenhaus & Beutell, 1985). However, the relationship between time at work and work-family conflict is not always this clear. In the current study, it was proposed that work schedule fit is a moderator of the relationship between working hours and both forms WFC. That is, the nature of the relationship between the amount of time spent at work and WFC depends, in part, on perceived work schedule fit.Recent research has gone beyond the notion of the work and family domains existing in perpetual conflict and has begun to focus on how these two domains can benefit each other. It has been argued that certain resources gained in the work domain can be beneficial to the family domain, and vice-versa (Greenhaus & Powell, 2006). Furthermore, affective states in one domain can spill over to the next, which could have both positive and negative consequences. In the current study, it was proposed that work schedule fit is a resource that facilitates both positive spillover from work and positive spillover from the family. Hypotheses were tested using moderated multiple regression and zero-order correlations. Support was not found for proposed moderator hypotheses, however support for mediation was found in exploratory analyses. Support was also found for the proposed relationship between work schedule fit and both positive spillover from home and positive spillover from work. Implications of these findings are discussed.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-08-09T11:56:09Z No. of bitstreams: 1 evaldobezerrapereira.pdf: 916078 bytes, checksum: bb1259a8ea1605b27f2e02c219048042 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-14T17:12:14Z (GMT) No. of bitstreams: 1 evaldobezerrapereira.pdf: 916078 bytes, checksum: bb1259a8ea1605b27f2e02c219048042 (MD5) / Made available in DSpace on 2017-08-14T17:12:14Z (GMT). No. of bitstreams: 1 evaldobezerrapereira.pdf: 916078 bytes, checksum: bb1259a8ea1605b27f2e02c219048042 (MD5) Previous issue date: 2017-02-22 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). Este trabalho teve por objetivo analisar as dificuldades enfrentadas pelas equipes gestoras de duas escolas da Coordenadoria Distrital de Educação 7 (CDE7) no município de Manaus/AM na implementação e na organização do Horário de Trabalho Pedagógico (HTP) dos professores. A pesquisa surgiu a partir da interferência e da discussão em torno do HTP, uma vez que muitas são as interpretações, as práticas e, consequentemente, os resultados dessas ações realizadas durante o período de seu cumprimento. Debruçamos sobre a descrição da estrutura organizacional, institucional e administrativa da Coordenadoria Distrital de Educação 7 e da Seduc/AM, abordando os temas relacionados ao trabalho da gestão escolar na organização do HTP, com ênfase na gestão democrática e participativa, no trabalho dos docentes no HTP e nos espaços e os tempos para a realização do HTP. Dessa forma, a partir das experiências e dos resultados alcançados nas escolas, através da atuação do gestor escolar, do apoio pedagógico e, ainda, da percepção dos professores acerca do HTP, foi possível evidenciar as limitações quanto à organização e ao direcionamento do HTP. O HTP é parte das políticas educacionais atuais – Lei de Diretrizes e Bases (LDB) nº 9.394/96, e Lei 11.738/08, conhecida como a Lei do Piso e Plano Nacional de Educação –, que credenciam aos professores em regência de classe um terço (1/3) de sua carga horária para as atividades extraclasse. A metodologia da presente pesquisa consistiu em analisar os documentos que regulamentam a implantação do HTP na rede de ensino do Amazonas e documentos de controle interno ou externo utilizados pelos gestores ou professores na organização do HTP. Também investigamos as opiniões dos professores, apoios pedagógicos e gestores das duas escolas, tendo como instrumento a aplicação de questionário e entrevistas semiestruturadas. Evidencia-se que a infraestrutura, os recursos materiais, os projetos, os planos educacionais e os recursos humanos são requisitos básicos para o bom desenvolvimento da educação, mas de nada adiantam quando não há envolvimento das pessoas que integram a gestão da escola na discussão e na decisão das prioridades, dos objetivos e das metas, bem como nas estratégias definidas e nos recursos disponibilizados. Assim, apresentaremos um plano de ação educacional que colabore com a gestão escolar quanto ao cumprimento do HTP, por entender que somente normativas e orientações não possibilitam a efetividade da implementação. Conforme pensamos, o HTP só poderá ser concretizado na escola a partir do momento em que a equipe gestora reconhecer, na gestão democrática e participativa, um meio para o desenvolvimento de um trabalho coletivo, voltado para discussão e reflexão de suas práticas e, assim, criar um ambiente propício para o debate e para decisões compartilhadas. / The present dissertation was developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). This work had the objective of analyzing the difficulties faced by the management teams of two schools of the District 7 Education Coordination (CDE7) in the city of Manaus / AM in the implementation and organization of the Teachers' Teaching Hours (HTP). The research emerged from the interference and discussion around the HTP, since many are the interpretations, the practices and, consequently, the results of these actions carried out during the period of their fulfillment. We deal with the description of the organizational, institutional and administrative structure of the District Education Coordination 7 and Seduc / AM, addressing issues related to the work of school management in the HTP organization, with emphasis on democratic and participative management, on the work of teachers in the HTP and in the space-time for the accomplishment of the HTP. Thus, from the experiences and results achieved in the schools, through the performance of the school manager, the pedagogical support and, also, the teachers' perception about the HTP, it was possible to highlight the limitations regarding the organization and the direction of the HTP. The HTP is part of the current educational policies - Law of Guidelines and Bases (LDB) nº 9.394 / 96, and Law 11.738 / 08, known as the Law of the Floor and National Plan of Education -, which accredited teachers in class regency one Third (1/3) of their workload for extraclass activities. The methodology of the present research consisted of analyzing the documents that regulate the implementation of HTP in the teaching network of Amazonas and documents of internal or external control used by the managers or teachers in the HTP organization. We also investigated the opinions of the teachers, pedagogical supports and managers of the two schools, having as an instrument the application of questionnaire and semi-structured interviews. It is evident that infrastructure, material resources, projects, educational plans and human resources are basic requisites for the proper development of education, but they are no use when there is no involvement of the people who integrate the management of the school in the discussion and In deciding priorities, objectives and targets, as well as in the strategies defined and the resources made available. Thus, the need to present an educational plan of action that collaborates with the school management regarding compliance with HTP, since only rules and guidelines do not allow the implementation effectiveness. As we think, the HTP can only be realized at school once the management team recognizes, in democratic and participatory management, a means for the development of a collective work, focused on the discussion and reflection of its practices and, thus, Create a conducive environment for debate and shared decisions.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-07-04T14:21:28Z No. of bitstreams: 1 clisivaniaduartedesouza.pdf: 1722963 bytes, checksum: ed8566b1c926786d3ba0c376d10d3db8 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-04T14:26:51Z (GMT) No. of bitstreams: 1 clisivaniaduartedesouza.pdf: 1722963 bytes, checksum: ed8566b1c926786d3ba0c376d10d3db8 (MD5) / Made available in DSpace on 2018-07-04T14:26:51Z (GMT). No. of bitstreams: 1 clisivaniaduartedesouza.pdf: 1722963 bytes, checksum: ed8566b1c926786d3ba0c376d10d3db8 (MD5) Previous issue date: 2018-04-11 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão trata das dificuldades por parte da equipe gestora na implementação da Hora de Trabalho Pedagógico (HTP) em uma escola de ensino médio da SEDUC/AM no município de Manaus. A pesquisa surgiu da inquietação da pesquisadora em relação ao tema, pois como parte da equipe gestora da escola pesquisada vivenciou as dificuldades no acompanhamento e assessoramento pedagógico aos professores durante a HTP, especialmente no que previam os documentos normativos que a caracterizam como espaço de formação continuada de professores, propulsor de momentos de estudo, reflexão, planejamento e avaliação. Para realização da pesquisa foram realizados levantamentos documentais e bibliográficos relativos às normativas que regem a HTP em âmbito nacional e local, foram ainda pesquisadas as estruturas sistêmicas e organizacionais de funcionamento da HTP perpassando pela Secretaria de Educação, Coordenadorias Distritais de Ensino até a escola pesquisada. O foco principal da pesquisa foi a análise do contexto da gestão envolvida especialmente quanto à organização e implementação da HTP no espaço escolar com ênfase no trabalho desenvolvido pela coordenação pedagógica, nas intervenções da Coordenadoria Distrital, na percepção dos professores em relação à HTP e especialmente na atuação da gestão escolar em uma perspectiva da gestão participativa e democrática, o que possibilitou analisar as dificuldades na implementação da HTP na escola pesquisada e os elementos que favorecem ou não sua realização de modo a atender ao previsto nos documentos legais em relação a essa importante política de valorização do professor que representa a HTP. A pesquisa, de caráter qualitativo caracteriza-se essencialmente por um estudo de caso, na qual se mesclaram aspectos qualitativos e quantitativos na obtenção dos dados. Partiu da utilização de instrumentos como a realização de entrevistas e aplicação de questionários com questões semiabertas e aberta. Com o supervisor pedagógico da coordenadoria distrital e a equipe gestora, composta pelo gestor da escola e as pedagogas, optou pela entrevista como instrumento de pesquisa por ser um público de menor quantidade e com os professores foi aplicado o questionário por se tratar de um público composto por 47 professores. Com a finalidade de contribuir para a efetividade da Hora de Trabalho Pedagógico na escola é que se propõe um Plano de Ação Educacional (PAE) com ações consideradas viáveis de execução, nos âmbitos da SEDUC/AM; da CDE 03 e da escola pesquisada. O objetivo é a melhoria da prática da HTP na escola e, consequentemente, possibilitar que esta seja um tempo/espaço que represente de fato uma ação significativa aos professores e não meramente mais uma ação burocratizante no espaço escolar. / The present dissertation is developed within the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The management case had an objective to analyze the difficulties in the implementation of the Teaching Work Time - HTP in a secondary school of SEDUC / AM in the city of Manaus by the management team of the school studied. The research arises from the restlessness of the researcher in relation to the theme, because as a part of the management team of the researched school, experienced the difficulties without accompaniment and evaluation of pedagogy to teachers during the HTP, especially it has not foreseen the normative documents that characterize as space of continuous formation of teachers, as a propulsive space for moments of study, reflection, planning and evaluation. The objective of the project is to carry out a series of technical and technical consultancies, such as research and production systems for electronic production systems, from HTP through the Department of Education, District Teaching Coordinators to the school researched. It was also analyzed the context of the management involved in the perspective of its organization and development where the focus of analysis was on the school management, the pedagogical team and the HTH itself with the elements directly and indirectly conditioning its functioning in the school The qualitative research is essentially characterized by the case study, and to obtain the data to be investigated, it was based on the use of instruments such as interviews and questionnaires with semi-open and open questions. The research also aimed to study HTP as a component of the teacher valorization policy, investigating an update of the team before the HTP process, a path that allows an effective democratic administration where all the events involved do not process themselves. and not mere implementers of policies. The intentionality of this research is still to propose an Educational Action Plan that reorganizes this space / space that is an HTP so that it can be an important action for teachers and not merely a bureaucratic action in the school space.

The present thesis shows the manner of distributing workers on shifts with regular work load but uneven work schedules. It is generally known as the covering or set-covering problem. The present paper describes a way to solve it with mathematical modelling and programs for possible planning of workers on shifts. The issue is documented on a case of an existing company.

Sabemos que a expressão dos cronotipos resulta de influências genéticas e ambientais. Existem evidências na literatura que nos permitem supor a participação do padrão temporal de exposição ao ciclo claro/escuro natural no estabelecimento dos cronotipos. Neste estudo nosso objetivo principal foi comparar a distribuição de cronotipos de dois grupos que vivem na mesma região rural, mas que apresentam padrões temporais de exposição ao ciclo claro/escuro muito distintos. Ao mesmo tempo, avaliamos a satisfação dos voluntários com seus horários de início de trabalho. Para isso estudamos dois grupos: Grupo de Trabalhadores em Ambiente Aberto (GTAA) e Grupo de Trabalhadores em Ambiente Fechado (GTAF). O GTAA foi composto por 29 voluntários com idade média de 30,8 ± 10,0 anos, enquanto o GTAF foi composto por 20 voluntários com idade média de 30,8 ± 9,8 anos. Aplicamos o questionário de matutinidade e vespertinidade e um questionário sobre os horários de trabalho para todos os voluntários, na maioria das vezes, em suas casas. Medidas das intensidades luminosas dos ambientes de trabalho dos voluntários foram coletadas. Comparamos a pontuação do questionário de cronotipos e a diferença entre o horário em que os voluntários trabalham e o horário em que gostariam de trabalhar entre os dois grupos. Usamos o teste estatístico de Kruskal-Wallis para essas comparações. Fizemos também uma regressão linear entre a pontuação do questionário de matutinidade e vespertinidade e a idade dos voluntários, um coeficiente de correlação foi obtido. Sugerimos com nossos resultados que o contexto fótico associado às naturezas espacial e temporal da ocupação laboral (contexto não-fótico) dos indivíduos pode modular a expressão dos cronotipos. Devido ao contexto fótico associado ao contexto não-fótico dos voluntários, o GTAA parece se ajustar melhor aos seus horários diurnos de trabalho. Finalmente, discutiremos neste trabalho a importância de se contextualizar socialmente a sincronização fótica de humanos para se estudar a expressão dos cronotipos. / It is known that the expression of the chronotypes results from both genetic and environmental influences. There are evidences in the literature which allow us to believe in the participation of the temporal pattern of exposition to the natural light/dark cycle in the establishment of the morningness/eveningness tendencies. In this study, our specific goal was to compare the distribution of the chronotypes in two groups of people sharing the same rural region for living, but with very different temporal patterns of exposition to the light/dark cycle. We also evaluated the satisfaction of the volunteers with their work schedule. Two groups were studied: Indoor Environment Group of workers (IEG) and Outdoor Environment Group (OEG) of workers. The OEG comprised 29 volunteers with average age of 30.8 ± 10.0 years old and the IEG 20 volunteers with average age of 30.8 ± 9.8 years old. We applied the Morningness-Eveningness Questionnaire and other questionnaire about the working time for all volunteers, most of times, in their homes. Measures of the light intensity of the volunteers\' working places were collected. We compared the scores of the questionnaire of chronotypes and the difference between the time in which the volunteers work and the time in which they would like to work, between the two groups. We used the statistic test of Kruskal-Wallis for these comparisons. We also applied a linear regression model between the score of the morningness-eveningness questionnaire and the age of the volunteers, obtaining a correlation coefficient. We suggest with our results that the photic context associated with the spacial and temporal natures of the working occupation, non-photic context, may modulate the expression of peoples\' chronotypes. Because of the photic context associated to the non-photic context of the volunteers, the OEG seems to have a better adjustment to the morning shift. Finaly, we discuss the importance of taking social context in consideration in studies of photic synchronization of humans.

Flexibility in the workplace is no longer perceived as a benefit to employees but as a requirement for organizations to remain competitive. Financial compensation alone may be insufficient to encourage employee retention. The purpose of this qualitative, single case study was to explore the strategies that corporate accounting and finance leaders implement to promote workplace flexibility for increasing accountants' retention. The conceptual framework for this study was Karasek's demand control support framework. The research sample consisted of 6 corporate accounting and finance leaders who had a history of successfully implementing a workplace flexibility program. Data analysis consisted of compiling the data, coding for emergent and a priori codes, disassembling the data into common codes, reassembling the data into themes, interpreting the meaning, and reporting the themes. The major themes from the findings of this study were leadership support and commitment, organization-wide tailored flexibility, clear communication of expectations, trust and cooperation, employee evaluation based on results and deliverables, and the use of technological advances to enhance team collaboration. Organizations and business leaders can use the findings from this study to create competitive advantage by enhancing their existing flexibility policies or to implement formal workplace flexibility policies that may help to reduce the stress and strain that employees experience in attempting to balance their personal and professional life. The implications for social change include creating a balance between employees' jobs and other responsibilities that allows employees to contribute positively to their family and the local community.

Urban traffic congestion is recognised as a major problem by most people in world cities. However, the implementation of congestion reducing measures on a wide scale eludes most world cities suffering from traffic congestion, as many oppose the notion of road pricing and despite economists and transportation professionals having advocated its benefits for a number of decades. The effects of road pricing have attracted considerable attention from researchers examining its effects, as it is thought to hold the key in understanding and overcoming some inherent obstacles to implementation. Unfortunately, many of the attempts consider the effects in isolation and with hypothetical, idealised and analytical tools, sometimes loosing sight of the complexities of the problem. This research empirically investigates the effects of road pricing in London, and identifies factors, which may prove to sustain it as a traffic reduction instrument. The results indicate that an integrated approach has to be developed and implemented, based upon the recognition of local perceptions, concerns, aspirations and locally acceptable solutions, if the acceptance of road pricing is to be improved. The key to dealing with the effects of road pricing, is to encourage a concerted effort by various stakeholders developing strategies considering a range of differing initiatives, coordinating and managing them in the realm of the political-economic context in which they exist. / Thesis (M.Art. et Scien. (Town and Regional Planning))--North-West University, Potchefstroom Campus, 2005.

Urban traffic congestion is recognised as a major problem by most people in world cities. However, the implementation of congestion reducing measures on a wide scale eludes most world cities suffering from traffic congestion, as many oppose the notion of road pricing and despite economists and transportation professionals having advocated its benefits for a number of decades. The effects of road pricing have attracted considerable attention from researchers examining its effects, as it is thought to hold the key in understanding and overcoming some inherent obstacles to implementation. Unfortunately, many of the attempts consider the effects in isolation and with hypothetical, idealised and analytical tools, sometimes loosing sight of the complexities of the problem. This research empirically investigates the effects of road pricing in London, and identifies factors, which may prove to sustain it as a traffic reduction instrument. The results indicate that an integrated approach has to be developed and implemented, based upon the recognition of local perceptions, concerns, aspirations and locally acceptable solutions, if the acceptance of road pricing is to be improved. The key to dealing with the effects of road pricing, is to encourage a concerted effort by various stakeholders developing strategies considering a range of differing initiatives, coordinating and managing them in the realm of the political-economic context in which they exist. / Thesis (M.Art. et Scien. (Town and Regional Planning))--North-West University, Potchefstroom Campus, 2005.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2006. / Härtill 4 uppsatser.

Made available in DSpace on 2014-12-17T15:36:59Z (GMT). No. of bitstreams: 1 JaneCS_DISSERT.pdf: 1336075 bytes, checksum: c5f6533c7142c09470c15e67f89d8cd4 (MD5) Previous issue date: 2010-05-04 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / In the school environment is fundamental the knowledge about the sleep-wake cycle (SWC), because we find children and adolescents with excessive sleepiness and learning difficulties. Furthermore, teachers with high demand and with different work schedule, which may contribute to changes in SWC. The aim of this study was to describe the SWC of high school teachers in Natal/RN. Habits and knowledge about sleep, chronotype, SWC, daytime sleepiness, sleep quality and job satisfaction were described in 98 high school teachers from public and private school. These parameters were compared according to the characteristics of work, family structure and gender. Data collection was performed with the use of questionnaires in two stages: 1) "health and sleep" (general characterization of sleep habits), Horne & Ostberg questionnaire (characterization of chronotype), Epworth Sleepiness Scale and the Index of Pittsburg Sleep Quality, 2) The sleep diary for 14 days. From the results, we observe that the teachers woke up and went to bed earlier in the week and showed a reduction of time in bed around 42min comparing to weekend. This reduction in time in bed during the week was accompanied by an increase in nap duration on weekend. In addition the teachers woke up earlier on Saturdays than on Sundays, probably due to housework and leisure. The teachers' knowledge about sleep was low in relation to individual differences and effect of alcoholic beverages on sleep, and high in the consequences of sleep deprivation. The differences found in comparisons on the characteristics of work, family structure and gender were punctual, except concerning the work schedule. The teacher who started work in the morning and finished in the night, woke up earlier, went to bed later and had less time in bed, when compared to teachers who work only in two shifts. In addition, teachers with late chronotypes who begin the work in the morning had a greater irregularity in the wake up time compared to teachers with earlier and intermediate chronotypes. Half of teachers have excessive sleepiness, which was positive correlated with work dissatisfaction. In general, teachers showed IPSQ averages equivalent to poor sleep quality and the women showed worst averages. From the results, it is suggested that the SWC of teachers varies according to work schedule, leading to irregularity and partial sleep deprivation in the week, although these responses vary according to chronotype. These changes are accompanied by excessive daytime sleepiness and poor sleep quality. However, it is necessary to expand the sample to clarify the influence of variables related to work, family structure and gender together / No ambiente escolar ? de fundamental import?ncia o conhecimento sobre o ciclo sono e vig?lia (CSV), pois encontramos crian?as e adolescentes com sonol?ncia excessiva e dificuldades de aprendizagem, al?m de professores com alta demanda e hor?rio diferenciado de trabalho, o que pode contribuir para o surgimento de altera??es no CSV. O objetivo deste estudo foi caracterizar o CSV de professores do ensino m?dio de Natal/RN. Participaram da pesquisa 98 professores de escolas p?blicas e privadas, dos quais, foram descritos os h?bitos e conhecimentos sobre o sono, cronotipo, padr?o do CSV, n?veis de sonol?ncia diurna, qualidade do sono e satisfa??o profissional, comparando estas vari?veis quanto ?s caracter?sticas de trabalho, estrutura familiar e g?nero. A coleta de dados foi realizada com a aplica??o de question?rios em duas etapas: 1) sa?de e o sono (caracteriza??o geral dos h?bitos de sono); question?rio de Horne & Ostberg (caracteriza??o do cronotipo); Escala de Sonol?ncia de Epworth e o ?ndice de Qualidade do Sono de Pittsburg; 2) O di?rio de sono durante 14 dias. A partir dos resultados, observamos que os professores levantaram e deitaram mais cedo e apresentaram uma redu??o do tempo na cama em torno de 42min na semana quando comparada ao fim de semana. Esta redu??o no tempo na cama na semana foi acompanhada por uma maior dura??o do cochilo no fim de semana. Al?m disso, os professores levantaram aos s?bados mais cedo que aos domingos, provavelmente devido aos afazeres dom?sticos e lazer. O conhecimento dos professores sobre o sono foi baixo com rela??o ?s diferen?as individuais e o efeito de bebidas alco?licas sobre o sono e alto em rela??o ?s consequ?ncias da priva??o do sono. As diferen?as encontradas nas compara??es quanto ?s caracter?sticas de trabalho, estrutura familiar e g?nero foram pontuais, exceto com rela??o ao hor?rio de trabalho. Os professores que iniciavam o trabalho pela manh? e finalizavam ? noite levantaram mais cedo, dormiram mais tarde e apresentaram menor tempo na cama, em rela??o aos que trabalhavam apenas em dois turnos. Al?m disso, entre os professores que iniciavam o trabalho pela manh? e que foram classificados como vespertinos houve uma maior irregularidade no hor?rio de levantar em rela??o aos matutinos e intermedi?rios. Metade dos professores apresentou sonol?ncia excessiva, que teve correla??o positiva com a insatisfa??o com o trabalho. Em geral, os professores apresentaram m?dias do IQSP equivalentes ? m? qualidade de sono, tendo as mulheres piores m?dias. A partir dos resultados, sugere-se que o CSV dos professores varia de acordo com o hor?rio de trabalho, acarretando em irregularidade no CSV e priva??o de sono durante a semana, embora o efeito sobre irregularidade varie em fun??o do cronotipo. Estas altera??es s?o acompanhadas de sonol?ncia excessiva diurna e m? qualidade de sono. Por?m, faz-se necess?rio ampliar a amostra para esclarecer a influ?ncia das vari?veis relacionadas ao trabalho, ? estrutura familiar e g?nero em conjunto