Tittle: Influence of skating technique on skating speed in players aged 8-10 Objektive: Search teoretic procedures for teaching skating and speed development in ice hockey in available literature. Then create and apply a set of exercises to improve skating techniques for the 8-10 year category. Use skating speed tests to verify the effectiveness of the exercises and demonstrate the effect of the skating technique on skating. Works: - Look for theoretical techniques for skating techniques and ice hockey. - Create and apply a set of exercises to develop ice skating techniques. - Use skating speed tests to verify the effectiveness of the selected exercises. - Compare the test results between three teams with a different volume of skating training. Results: Find out the effect of skating technique on skating speed. Hypotheses: 1. Players aged 8-10 will have comparable lead times in each test in all three teams. 2. Speed skating can be developed by improving skating techniques. 3. More skating training means more improvement in skating speed. Key words: Ice hockey, skating, skating speed, skating technique, 8-10 years.

One of the important milestones in the development of a child is the transition into primary school. Unaddressed issues at the beginning of attendance can have negative impact on the later life of the individual. In the process of adaptation the child's preconditions are met with the external factors. There exists a body of research in this area, however only a fraction was based on the testimony of children themselves. The aim of this thesis is thus to map which aspects of the adaptation to school education can be grasped and described by children themselves. This thesis sums up what we know about the developmental stage of a first grader. The knowledge of prerequisites for reflecting one's own experience and its hindrances is essential. The following chapters focus on the external factors that influence the child during his or her transition into primary school. The research part focuses on how first graders perceive school and everything connected with it; its supportive and challenging aspects. The method used to collect data is a group associative verbal expression and drawing based on given questions. The children perceived as supportive mainly activities connected with play and movement. As challenging they perceived interactions with their peers, demands on discipline and pressure towards...

The study was a descriptive quantitative survey which endeavoured to identify challenges experienced by IMCI trained registered nurses in implementing the guidelines and procedures of the strategy when tending children under 5 years in Gaborone health district. The study also solicited for recommendations on how to address the identified challenges. The research population comprised of all the IMCI-1 trained registered nurses and systematic sampling was employed to randomly select study participants. Data were collected using a questionnaire and was analysed using Excel Advanced software package. Study findings identified challenges related to political support, cost of IMCI training, training coverage, health systems and features of the IMCI strategy. Recommendations for improving use of the strategy included garnering for more political support, adopting short duration training courses, scaling up both pre-service and in-service training as well as addressing the challenges related to health systems and the unique features of the strategy / Health Studies / M.A. (Public Health)

Made available in DSpace on 2016-08-03T16:16:02Z (GMT). No. of bitstreams: 1 Rodney Batista dos Santos.pdf: 529837 bytes, checksum: a54422cad6ff6a5be90c981baf910885 (MD5) Previous issue date: 2008-06-26 / The aim of this research was to analyze how the qualification of Physical Education professionals happens. Those professionals are the ones working in the first years of grade schools. Firstly, a study of the legislation and of the directives for the qualification in Physical Education and Pedagogy courses was made. We tried to answer the question: who should teach Physical Education classes in the first years of grade schools? Next, an analysis of curriculums of two Physical Education graduation courses was made. We also proceeded with interviews with four professionals of grade schools. These professionals had graduated in the same universities where the curriculums were analyzed. We also applied a questionnaire to five professionals, called do-it-all . Those professionals work at the Municipal Educational System. Their responsibility is to develop classes in Physical Education. As theoretical references related to the qualification of professionals in the area, we applied reflections of SOARES 919920, ISAYAMA (2003), FREIRE (2005), MOREIRA (2001), among others. The data analyzed show the necessity of our careful look at curriculums, and also at the syllabuses of physical education graduation courses. Although these graduations offer baccalaureate and teaching courses, they are not prepared to offer satisfactory qualification for the ones interested in working in the first levels of grade schools, i.e.: the levels in which students range from 6 to 10 years of age. Professionals interviewed stated that, in fact, they lacked not only thorough background for a more efficient practice, but also a relevant accepted theory for the subject. The importance of Physical Education in infancy is unquestionable, but the possibilities of its ampler development are, among other things, subjected to basic economic questions, giving us the impression that a more generalist qualification in graduation courses reduces costs proportionally, public policies in some cities follow the same principles.(AU) / O objetivo desta pesquisa foi analisar como ocorre a formação dos profissionais da Educação Física que atuam nas séries iniciais do Ensino Fundamental. Primeiro foi desenvolvido um estudo da legislação e das diretrizes de formação em Educação Física e em Pedagogia, buscando responder à questão: quem deve ministrar aulas de Educação Física nas séries iniciais do Ensino Fundamental? A seguir foi realizada uma análise de currículos de dois cursos de graduação em Educação Física, bem como foram feitas entrevistas com quatro profissionais do Ensino Fundamental que atuam no segmento em questão e estudaram nas mesmas universidades e/ou faculdades dos cursos analisados. Aplicou-se também um questionário para cinco profissionais, denominados polivalentes , que trabalham em escolas de uma Rede Municipal de Ensino e que têm a responsabilidade de desenvolver as aulas de Educação Física. Como referencial teórico sobre a formação dos profissionais na área, foram utilizadas as reflexões de SOARES (1992), ISAYAMA (2003), FREIRE (2005), MOREIRA (2001), entre outros. Os dados da análise apontam para a necessidade de um novo olhar para a grade curricular, bem como para os conteúdos das graduações em Educação Física, que, mesmo oferecendo formação em bacharelado e licenciatura, não contemplam de forma suficiente uma formação adequada para a atuação nas séries iniciais de Ensino Fundamental, em que a faixa etária dos alunos é de 6 a 10 anos. Os profissionais entrevistados expressam que, de fato, faltaram subsídios para uma prática mais pertinente, bem como uma teoria que tenha sua relevância aceita, considerando-se o cotidiano escolar e as condições para o desenvolvimento do trabalho. A importância da Educação Física na infância é inegável, porém as possibilidades de desenvolvimentos mais amplos ficam, entre outras, sujeitas às questões basicamente econômicas, causando-nos a impressão de que a formação generalista nos cursos de graduação visa redução de custos na mesma medida, as políticas públicas de alguns municípios seguem o mesmo princípio.(AU)

Au cours de la Guerre de Cent ans, la ville de Mâcon est confrontée à des pouvoirs concurrents, dans le climat de recomposition du pouvoir royal dans le 1er quart du XVe siècle. L’accent est mis sur l’information, sa circulation et ses effets sur le gouvernement urbain.La première partie éclaire les effets de la guerre sur la ville. La seconde partie implique d’étudier la démographie de la ville, l’étude des prix et des finances de la ville, les circuits économiques. La troisième partie traite plus spécifiquement de l’information, suivie de l’étude de la transmission et de la réception des nouvelles, puis de la façon de délibérer. Une vie politique active donc. / During the Hundred Years' War, the city of Mâcon is confronted with rival powers, in the 1st quarter of the XVth century. The subject of this work is the information, itstraffic and its effects on the urban government. The first part shows the effects of the war on the city. The second part involves to study the demography of the city, the study of the prices and the finances of the city. The third part deals more specifically with the information, followed by the study of the transmission and the reception of the news, then of the way of deliberating. A political life activates.

MARTINS, Elcimar Simão. Formação contínua e práticas de leitura: o olhar do professor dos anos finais do ensino fundamental. 2014. 192f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-06T11:31:44Z No. of bitstreams: 1 2014_tese_esmartins.pdf: 1295678 bytes, checksum: 7f3c37c2bc5929cbc43892d3f3036c75 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-06T13:42:55Z (GMT) No. of bitstreams: 1 2014_tese_esmartins.pdf: 1295678 bytes, checksum: 7f3c37c2bc5929cbc43892d3f3036c75 (MD5) / Made available in DSpace on 2014-08-06T13:42:55Z (GMT). No. of bitstreams: 1 2014_tese_esmartins.pdf: 1295678 bytes, checksum: 7f3c37c2bc5929cbc43892d3f3036c75 (MD5) Previous issue date: 2014 / This thesis aimed to understand the relationship between lifelong learning and reading practices through the look of the teachers of the last years of elementary school, from Aracoiaba-CE. Considering that such teachers attending a training group, interested to know what they were doing in the impasse between the written and the lived between the written and the lived, in other words, between the training group and reading practices in primary education schools. This work results of the meeting and the redefinition of personal and professional author’s experiences allied to his process of continuous formation. Because of the complexity of the object of study, we opted for a qualitative research approach. The research-training was chosen by favoring the possibility of transformation of practices, considering the teacher of elementary school as essential to the investigation. Interviews were conducted with a sample of teachers, besides documentary sources were used. It was used the referential epistemology of practice, reflective teacher, teacher formation through the studies of Schön (2000, 1992), Nóvoa 1995), Imbernon (2009, 2010, 2011), Ribeiro (2010), Pimenta and Lima (2009), Ghedin, Almeida and Leite (2008), Pimenta and Ghedin (2002), Pimenta (2006), Lima (2012), Tardif (2013), Certeau (2012), among others. About the reading and readers practical, we used studies from Manguel (1997), Chartier (1996, 2007, 2009), Freire (1988), Silva (2012, 2005, 2000, 1997), Antunes (2009, 2003) were used, Lajolo (2008), Bamberger (2002), among others. The set of analyzes reveal that subjects consider the group as a legitimate learning space, revealing the importance of training as a collective project. Teachers emphasize the importance of sharing experiences with their pairs, the trust that has been generated in the group and the development of a process of reflection and investigation of reading practices developed at schools. The involvement of teachers in research-training group produced new knowledge that was linked to teaching practice. The offer of continuous training for teachers of basic education should not be at the mercy of the political will of a manager who holds the power in a timely manner. It should be thought and carried out as one continuous action, which does not suffer interruption with the change of who is ahead of decisions of education. / Esta tese buscou compreender a relação entre a formação contínua e as práticas de leitura a partir do olhar dos professores dos anos finais do ensino fundamental, de Aracoiaba-CE. Considerando que tais docentes participavam de um grupo de formação, interessou saber o que eles faziam no impasse entre o escrito e o vivido, ou seja, entre a formação no grupo e as práticas de leitura no cotidiano das escolas. O trabalho resulta do encontro e da ressignificação de experiências pessoais e profissionais do autor aliadas ao seu processo de formação contínua. Em virtude da complexidade do objeto de estudo, optou-se pela abordagem da pesquisa qualitativa. A pesquisa-formação foi escolhida por favorecer a possibilidade de transformação das práticas, considerando o professor da educação básica como indispensável à investigação. Foram realizadas entrevistas com uma amostra de professores, além de serem utilizadas fontes documentais. Foi utilizado o referencial da epistemologia da prática, do professor reflexivo, da formação docente, a partir dos estudos de Schön (2000, 1992), Nóvoa (1995), Imbernón (2009, 2010, 2011), Ribeiro (2010), Pimenta e Lima (2009), Ghedin, Almeida e Leite (2008), Pimenta e Ghedin (2002), Pimenta (2006), Lima (2012), Tardif (2013), Certeau (2012), entre outros. Com relação à leitura e às práticas leitoras, foram utilizados os estudos de Manguel (1997), Chartier (1996, 2007, 2009), Freire (1988), Silva (2012, 2005, 1997), Antunes (2009, 2003), Lajolo (2008), Bamberger (2002), entre outros. O conjunto das análises revela que os sujeitos consideram o grupo como espaço legítimo de aprendizagens, sinalizando a importância da formação como projeto coletivo. Os professores ressaltam a importância da partilha de experiências com os pares, a confiança que foi gerada no grupo e o desenvolvimento de um processo de reflexão e investigação das práticas de leitura desenvolvidas nas escolas. A participação dos professores no grupo de pesquisa-formação produziu novos conhecimentos que foram agregados à prática docente. A oferta de formação contínua para professores da educação básica não deve ficar a mercê da vontade política de um gestor que ocupa o poder por um tempo determinado. Ela deve ser pensada e efetivada como uma ação contínua, que não sofra interrupção com a mudança de quem está à frente das decisões da educação.

Essa tese tem como objetivo verificar se um programa de formação continuada de curta duração, para professores, melhora o desempenho dos alunos do 3º ano do Ensino Fundamental, em relações numéricas, quanto à composição aditiva, ao raciocínio aditivo e ao raciocínio multiplicativo, e se esse desempenho é significativo a ponto de se manter por seis meses. A fundamentação teórica revisou o processo de desenvolvimento das habilidades e dos conceitos matemáticos iniciais, e a discussão a respeito dos saberes docentes. O método compreendeu um estudo teórico e correlacional de caráter quali-quantitativo. Foi realizada, também, análise documental da Avaliação em Larga Escala e da legislação relacionada. A parte de campo envolveu dois grupos experimentais A e B, e um grupo controle, constituídos por alunos do 3º ano do Ensino Fundamental, e um programa de formação continuada para os professores regentes dos grupos experimentais. A amostra correspondeu a 248 alunos e 16 professores. No grupo experimental A, foram 93 alunos e seis professores, que participaram da formação por convocação obrigatória. Já no grupo experimental B, o estudo envolveu 121 alunos, com oito professores que buscavam aperfeiçoamento profissional. No grupo controle, foram envolvidos 34 alunos, sendo que os dois professores não participaram da formação. Partimos da coleta de informações sobre o nível conceitual dos alunos e, em função de tal nível, foi planejado o programa de formação continuada. Um bloco com dez questões foi aplicado aos alunos, em três momentos distintos: como pré-teste, antes da formação; como pós-teste 1, logo após o término da formação; e como pós-teste 2, seis meses depois. Para os professores dos grupos experimentais, foram aplicados dois questionários e uma ficha de autoavaliação. No programa de formação continuada, foram realizadas duas palestras e oito oficinas. Os resultados da ANOVA indicam diferença significativa do desempenho dos alunos. O grupo experimental B registrou maior impacto no desempenho dos alunos e maior percentual de utilização das estratégias econômicas, com uso de cálculos numéricos, na resolução das situações-problema. Os alunos do grupo controle utilizaram estratégias iniciais/simples em todos os blocos aplicados. A aprendizagem manteve-se, por seis meses, em ambos os grupos. Nas considerações finais, analisamos a formação continuada como uma oportunidade para os professores construírem saberes sobre os conceitos matemáticos iniciais, mas a eficácia depende diretamente da concepção dos professores sobre a formação continuada, do seu comprometimento com a aprendizagem e do trabalho a partir do nível conceitual dos alunos. / The primary aim of this thesis is to analyse whether a short-term continued education programme designed to qualify teachers helps to improve third graders’ performance regarding number relations: additive composition and reasoning, and multiplicative reasoning and if any such improvement is maintained after six months. The theoretical review includes the development of the early mathematical skills and concepts, the strategies used to solve problems, the concept of early evidence-based teaching, the project “Ensinar é Construir” (Teaching is Building – NUNES et al., 2009), the Brazilian legislation concerning the guidelines for continued education and teacher qualification. Based on the concept of evidence-based teaching, information regarding the conceptual level of learners was gathered and, from this starting point, the continued education programme was planned. The method contemplated a correlational study of a quantitative scope for both the experimental groups (A and B) and the control group, which were comprised of third graders, and a continued education programme for the teachers of the experimental groups. Pre- and post-tests were applied to the students. The participating teachers were interviewed and completed a selfassessment form. The test applied to the students comprised ten questions, one per page, as follows: two additive composition questions; six additive reasoning problems, two simple problems regarding the relationship between the parts and the whole, two inverted problems regarding the relationship part-whole, and two problems of comparison; and two multiplicative reasoning questions. The results in the pre-test, applied in the first quarter of 2011, were used as a guideline for the organization of the continued education programme. The same test was reapplied as a post-test 1 after the continued education programme, and as post-test 2 six months later. The 14 teachers who participated in the continued education programme were divided into two groups A and B. Group A was made up of teachers obliged to participate and group B by teachers seeking professional development. The sample consisted of 248 students allocated into three groups according to the status of the teacher, obliged or voluntary participation: 93 students in experimental group A and 121 in experimental group B. The control group consisted of 34 students whose teachers did not participate in the continued education programme. Most of the students improved the process of learning the early Mathematical concepts. During the meetings of the continued education programme, theoretical and practical activities were undertaken. ANOVA showed there was a significant improvement in the results achieved by the students in experimental group B who also showed the highest percentage of economic strategy use in the post-test. The control group used uneconomic strategies, such as counting, to solve both pre- and post-test problems. Learning remained the same in both the control and experimental groups for six months. The study concludes that the continued education programme had a statistically significant influence on the performance and in the progress of the strategies used in problemsolving situations with additive composition, additive and multiplicative reasoning in the experimental group B, whose teachers participated of the continued education programme in search of professional development.

Esta dissertação é fruto de uma pesquisa realizada com o objetivo de examinar enunciados produzidos por professoras dos Anos Iniciais do Ensino Fundamental sobre uma escola bilíngue para alunos surdos e o ensino de matemática. Os aportes teóricos que sustentam a investigação são as teorizações de Michel Foucault e Ludwig Wittgenstein, principalmente aqueles presentes em na obra Investigações Filosóficas. Além disso, foram utilizados conceitos do campo dos Estudos Surdos, conforme descrito por Carlos Skliar, Maura Corcini Lopes e Adriana Thoma. O material de pesquisa examinado consiste em: narrativas de quatro professoras dos Anos Iniciais do Ensino Fundamental da escola investigada, geradas em entrevistas, documentos oficiais e Registros de Chamada da instituição. A estratégia analítica utilizada para examinar esse material orientou-se pela análise do discurso, na perspectiva de Michel Foucault. O exercício analítico realizado a partir do uso das ferramentas teóricas selecionadas mostrou que a escola de ouvintes e a escola de surdos têm fortes semelhanças de família, responsáveis pela disciplinarização dos corpos e dos saberes e condução das condutas dos alunos. Também foi possível identificar que tanto a escola de surdos como a de ouvintes se ocupam da produção de sujeitos disciplinados, normalizados a partir de um modelo a ser seguido, contudo, no caso dessa primeira, com um referencial de normalidade pautado em saberes provenientes da comunidade surda. Na disciplina de Matemática, especificamente, foi identificado que as semelhanças de família entre o ensino de surdos e ouvintes é ainda mais forte, visto que este campo de conhecimento, segundo os dados empíricos, pode ser trabalhado visualmente. Percebeu-se que a imperatividade do uso dos materiais concretos nas aulas de Matemática também está presente, porém com uma outra justificativa: a de que o aluno surdo é um sujeito visual. Assim, pode-se pensar que os jogos de linguagem que constituem a Matemática Escolar seguem predominantes, mesmo nas escolas de surdos, com sua gramática pautada por formalismo, ordem e assepsia. / This dissertation is the result of a research carried out with the objective of examining statements made by elementary school teachers about a bilingual school for deaf students and the teaching of mathematics. The theoretical contributions that support the investigation are the theories of Michel Foucault and Ludwig Wittgenstein, mainly those present in the work Philosophical Investigations. In addition, concepts from the field of Deaf Studies were used, as described by Carlos Skliar, Maura Corcini Lopes and Adriana Thoma. The research material examined consists of: narratives of four Elementary School teachers of the school investigated, generated in interviews, official documents and some observation records from the institution. The analytical strategy used to examine this material was guided by discourse analysis, from Michel Foucault's perspective. The analytical exercise based on the use of the selected theoretical tools showed that the school of hearers and the school of the deaf have strong family resemblances, responsible for disciplining the bodies and the knowledge and conducting the students' behaviors. It was also possible to identify that both the school of deaf and the hearers are concerned with the production of disciplined subjects, normalized from a model to be followed, however, in the case of this first, with a referential of normality based on knowledge from the deaf community. In the discipline of Mathematics, specifically, it was identified that the family similarities between the teaching of deaf and hearers are even stronger, since this field of knowledge, according to the empirical data, can be worked visually. It was noticed that the imperative use of concrete materials in Mathematics classes is also present, but with another justification: that the deaf student is a visual subject. Thus, one may think that the language games that make up School Mathematics remain predominant, even in schools of the deaf, with its grammar marked by formalism, order and asepsis.

Este trabalho apresenta investigação acerca das concepções de professores dos Anos Inicias sobre o Campo Multiplicativo à luz da Teoria dos Campos Conceituais de Gérard Vergnaud. O campo multiplicativo foi escolhido como tema de estudo por permear todo o ensino básico, sendo assim de grande importância para a formação matemática escolar dos estudantes. A coleta de dados se dá em um curso de formação continuada, que se desenvolveu ao longo de 5 encontros de 4 horas, com 11 professoras da Escola Estadual de Ensino Médio Célia Flores Lavra Pinto localizada no município de Viamão/RS. Utilizou-se a pesquisa-ação como metodologia da pesquisa. Ao final da pesquisa, concluímos que o grupo de professores pesquisado se mantém restrito ao trabalho voltado para o algoritmo de multiplicação e a memorização da tabuada, quando se trata do Campo Multiplicativo das Operações. O produto desta pesquisa é um conjunto de atividades sobre o tema Campo Multiplicativo das Operações, dentre outros temas relacionados, que poderão auxiliar professores que ensinam matemática interessados em pensar sobre a prática docente e ampliar suas possibilidades de intervenção junto aos estudantes. / This paper presents the development of a training course for teachers of the early years in order to investigate teachers' conceptions about Multiplicative Field Operations to the Theory of Conceptual Fields Gérard Vergnaud. The multiplicative field was chosen as the subject of study not only because it permates the whole basic education, but also because it has a great importance to the training school mathematics students. Data collection occurs in a continuing education course, which was developed in 5 meetings of 4 hours, with 11 teachers from State Preparatory School High School Celia Flores Lavra Pinto localized in Viamão/RS. We used the action research as the research methodology. At the end of the paper, we conclude that the studied group of teachers remains restricted to the work facing the multiplication algorithm and memorizing multiplication tables when it comes to the field Multiplicative Operations . The product of this research is a set of activities on the theme Multiplicative Field Operations. Among other issues, it may help teachers to teach mathematics for those who are interested in thinking about teaching practice and expand their possibilities of intervention with students.

Governments around the world have been increasingly adopting an ‘outcomes-focus’ in the design of policy and the management of public services, the implications of which have been subjected to increasing scrutiny within public administration (Boyne and Law 2005; Elvidge 2012; Heinrich 2002; Housden 2016; Lowe 2013; Lowe 2017; Wimbush 2011). Yet wherever an outcomes-based approach has been applied, be it within performance management (Bevan and Hood 2006; Lowe 2013; van Thiel and Leeuw 2002), budgeting (Perrin 2006; Ryan 2003), or commissioning, its achievements have fallen short of expectation (Wimbush 2011). Outcomes have predominantly been conceptualised and operationalised within what this thesis calls a ‘Rationalist’ approach, linked to the New Public Management context within which an outcomes-focus was popularised. This approach assumes we can understand the factors which drive outcomes, plan appropriate service interventions, harness the resources and commitment needed to put such interventions into practice, and manage such interventions towards their expected end points. Outcomes however are inherently complex phenomena – they are always transboundary, always co-produced by the individuals who experience them, and always impacted by a large number of unpredictable and uncontrollable factors in their external environment. Public management theory and practice finds itself at a crossroads: an imperative to improve outcomes, and a paradigmatic inability to do so – a challenge which scholarship is just beginning to respond to (Housden 2016; Lowe et al. 2016). This thesis contributes an alternative ‘Complex Systems’ theoretical framework which responds to (rather than simplifies or externalises) the inherent complexity which outcomes present. This theoretical framework draws on complex adaptive systems theory to enable a ‘Complex Systems’ approach to the management of outcomes. The framework is based on the conception of outcomes as emergent products of complex systems, and integrates three defining components of complex adaptive systems (self-organisation, distributed agentic learning, and attractor states) to enable an endogenous process of service transformation in conditions of uncertainty. This theoretical framework provides public management with more solid footing for understanding, analysing and designing outcomes-focussed interventions, with distinct advantages relative to existing outcomes-based approaches, in pursuing complex public service outcomes. The thesis applies this framework through a multiple embedded case study analysis (Yin 2009) of the Early Years Collaborative, a large-scale multi-agency Quality Improvement Collaborative operating across Scottish local authorities, as it seeks to improve a set of population-level child development outcomes.