Whole body vibration (WBV) training is a relatively new training technique and is considered low intensity as it elicits non-voluntary muscle contractions generated by mechanical vibrations. The aim of this study was to examine the effects of a 6-week WBV training paradigm on the physical capacities and fatigability of overweight young female adults. We hypothesized that WBV would increase fat free mass as well as leg power and strength, decrease the fatigue index of the lower limbs during the Wingate test, increase fatigue resistance, improve neuromuscular efficiency and decrease fatigue perception in overweight young female adults. Participants (n=24) were overweight young female adults (body fat percentage 30-35) between the ages of 20 and 40 and were randomized into 2 groups; control group (CON; n=10) or whole body vibration group (VIB; n=14). This study consisted of six weeks of training and four testing sessions: 2 before (sessions 1 & 2) and 2 following (sessions 3 & 4) the training regimen. During testing sessions 1 and 3, the basal metabolic rate, body composition, leg power (Wingate), elasticity index (EI), squat and countermovement jumps and fatigue perception (questionnaires) were assessed for all subjects. Isokinetic tests to measure strength and muscle fatigue tests were performed during testing sessions 2 and 4. The training protocol lasted 6 weeks and exercises were performed 3 times a week. Sessions lasted 30 minutes and entailed 15 sets of 1-minute exercises followed by 1-minute rest intervals. One set consisted of 15 controlled and timed squats (15 flexion and extension per minute). The VIB group performed their exercises on the power Plate® pro 6. Vertical vibration amplitude settings were kept on low (2mm) throughout the entire 6 weeks and set at a frequency of 30Hz for weeks 1-3 and increased to 35Hz for weeks 4-6. The CON group performed the same exercises without vibration. iv The results revealed that a 6-week WBV training regimen had no effect on body composition or basal metabolic rate. WBV training did not affect EI as evidenced by similar squat jump and countermovement jump measures for both the CON and VIB groups. WBV training had no effect on leg power as measured using the Wingate ergocycle. The Wingate test did show a decrease in the fatigue index for both groups (p˂0.05). Unexpectedly, a decrease in strength was found in extension phase during the eccentric contractions (120°/s) and flexion phase during concentric contractions (120°/s and 180°/s). As there were no changes in fat free mass, it seems that the reduction in strength was due to central changes. The fatigue rate represented by regression slopes showed that the VIB group was more fatigue resistant post training compared to the CON group. Fatigue perception as measured using a multidimensional approach with questionnaires (FSS, MFI and SHARP) revealed no changes in fatigability for either group. To conclude, this study demonstrated that WBV training in overweight young female adults had minimal effects on the physical capacities and fatigability of our subjects. Higher intensity vibration parameters, a longer training regimen or individualized vibration parameters may have greater benefits for overweight subjects and should be considered in future studies.

This research formed part of a broader research project that explored respect in relationships between young female adults and older people (60+ years) in a South African context. Different themes emerged from this research such as the motivation younger people have for respecting older persons; as well as different forms of giving and receiving respect. This research will specifically focus on themes that emerged inductively about the relational context in which the experiences of respect were expressed and the challenges of respect in the interpersonal experiences. It has been recorded in literature on intergenerational relationships that respect is not only an essential element in these relationships but also that it contributes to constructive relationships. Most of the research about respect has been conducted in Asian and Western countries, while some research has also been done in Ghana, Africa. The above mentioned research findings identified specific behavioural forms of respect, and attitudes and/or emotions associated with respect. Furthermore it has been found that respect can either be earned or deserved, or not, depending on whether and to what extent the person concerned is considered to have met certain requirements. Little research has been done on how people, especially young female adults in South Africa, experience respect in intergenerational relationships. Experiences of respect between people from different generations always take place in an interpersonal context and therefore the Self-Interaction Group Theory (SIGT) was used to understand young female adults’ experiences of respect in relationships with older people. Following SIGT, for the purposes of this study respect is defined as the subjective experience of the relational interactions between people. The focus in this study falls on the experience of respect in relationships with older people from young female adults’ perspective. Traditionally female gender roles have been associated with care. However, these roles changed to more flexible gendered roles and today women are not able to adopt many different roles. The past generations’ women took care of their older parents, whereas in the present women also pursue careers and this may have an influence on their interactions with older people as they may not necessarily be able to take care of the older people anymore. The research project was approved by the Ethics Committee of the North-West University. A qualitative research method informed by an exploratory and descriptive approach was used in an attempt to describe the participants’ subjective experiences of respect in the relationships they have with older people. A purposive sample was used and 26 women (between 21 and 28 years old) who are post-graduate psychology university students in the North West, South Africa, participated in the study. The study used a homogenous group of participants in order to get a detailed picture of their experiences. Young adults are in a transitory phase of their lives and research indicated that it is important to investigate their attitudes towards older people because they are likely to form new values, because their lives and behaviours are more influenced by their peers and because they have less parental supervision. Data was collected in three data-gathering sessions over the period of three days. Textual and visual data was collected through the use of the Mmogo- method®, a projective visual research method which uses a focus group approach. The Mmogo- method® material consists of a lump of malleable clay, different sizes and colours of beads and dried grass stalks of different lengths. Participants are provided with the open-ended materials and based on an open-ended prompt, they are requested to create a visual representation, which in this research was: Please use the material provided and create anything that can tell us more about how you perceive respect in relation to a person, or persons older than 60 years of age. After the exercise participants were asked to explain what they have created. A collaborative effort of co-constructed meanings took place as the visual representation of each participant became the stimulus material for group discussions. The visual representations of participants were photographed and analysed using visual analysis, while the digital recordings of the individuals’ explanations of their visual representations as well as the group discussions were transcribed verbatim and analysed using thematic analysis. Trustworthiness was ensured by applying four strategies, including: credibility, transferability, dependability and conformability of the research findings. The findings revealed that the relationship with older persons is subjectively described in terms of emotional or cognitive experiences and associated with specific relational contexts. In the familial and social context the experience of respect were linked with care and most of these relationships were described as affectionate/emotional. In the familial and social contexts, older persons were placed in a one-up position with the young adults, since the young adults want to obey and/or honour them. Some described the relationship as a relationship where they interacted as equals. In different contexts, work related, educational and familial, young adults expressed ambivalent emotions: some expressed admiration and love, while others expressed frustration and anger. In the work-related and educational relational contexts, the relationships were experienced as being formal and described in cognitive terms. In these relationships young adults expressed frustration and anger if their needs were not addressed based on how the relational context defined the relationship. For example in the educational contexts, the needs of the young adults were to get clarity on learning content, to receive support to reach their goals, and to reach emotional safety. Young female adults indicated that respect towards older persons is no longer based on the age of older persons. It rather depends on the reciprocal actions and reactions between young adults and older persons; and that it depends on how the relationship between the generational members develops over time, as well as the ability of generational members to bridge the distance between them and to adopt each other’s life worlds, whilst refraining from judgemental and stereotypical assessment of older persons. This study hence holds important implications for the creation of intergenerational programmes in order to enhance relationships between young adults and older people. A specific contribution of the findings is that when planning interventions intergenerational programmes should be designed to take into consideration the specific interpersonal context. Furthermore, the definitions of respect as held by both of the generational members should be considered in planning intergenerational interventions in specific interpersonal contexts. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

This research formed part of a broader research project that explored respect in relationships between young female adults and older people (60+ years) in a South African context. Different themes emerged from this research such as the motivation younger people have for respecting older persons; as well as different forms of giving and receiving respect. This research will specifically focus on themes that emerged inductively about the relational context in which the experiences of respect were expressed and the challenges of respect in the interpersonal experiences. It has been recorded in literature on intergenerational relationships that respect is not only an essential element in these relationships but also that it contributes to constructive relationships. Most of the research about respect has been conducted in Asian and Western countries, while some research has also been done in Ghana, Africa. The above mentioned research findings identified specific behavioural forms of respect, and attitudes and/or emotions associated with respect. Furthermore it has been found that respect can either be earned or deserved, or not, depending on whether and to what extent the person concerned is considered to have met certain requirements. Little research has been done on how people, especially young female adults in South Africa, experience respect in intergenerational relationships. Experiences of respect between people from different generations always take place in an interpersonal context and therefore the Self-Interaction Group Theory (SIGT) was used to understand young female adults’ experiences of respect in relationships with older people. Following SIGT, for the purposes of this study respect is defined as the subjective experience of the relational interactions between people. The focus in this study falls on the experience of respect in relationships with older people from young female adults’ perspective. Traditionally female gender roles have been associated with care. However, these roles changed to more flexible gendered roles and today women are not able to adopt many different roles. The past generations’ women took care of their older parents, whereas in the present women also pursue careers and this may have an influence on their interactions with older people as they may not necessarily be able to take care of the older people anymore. The research project was approved by the Ethics Committee of the North-West University. A qualitative research method informed by an exploratory and descriptive approach was used in an attempt to describe the participants’ subjective experiences of respect in the relationships they have with older people. A purposive sample was used and 26 women (between 21 and 28 years old) who are post-graduate psychology university students in the North West, South Africa, participated in the study. The study used a homogenous group of participants in order to get a detailed picture of their experiences. Young adults are in a transitory phase of their lives and research indicated that it is important to investigate their attitudes towards older people because they are likely to form new values, because their lives and behaviours are more influenced by their peers and because they have less parental supervision. Data was collected in three data-gathering sessions over the period of three days. Textual and visual data was collected through the use of the Mmogo- method®, a projective visual research method which uses a focus group approach. The Mmogo- method® material consists of a lump of malleable clay, different sizes and colours of beads and dried grass stalks of different lengths. Participants are provided with the open-ended materials and based on an open-ended prompt, they are requested to create a visual representation, which in this research was: Please use the material provided and create anything that can tell us more about how you perceive respect in relation to a person, or persons older than 60 years of age. After the exercise participants were asked to explain what they have created. A collaborative effort of co-constructed meanings took place as the visual representation of each participant became the stimulus material for group discussions. The visual representations of participants were photographed and analysed using visual analysis, while the digital recordings of the individuals’ explanations of their visual representations as well as the group discussions were transcribed verbatim and analysed using thematic analysis. Trustworthiness was ensured by applying four strategies, including: credibility, transferability, dependability and conformability of the research findings. The findings revealed that the relationship with older persons is subjectively described in terms of emotional or cognitive experiences and associated with specific relational contexts. In the familial and social context the experience of respect were linked with care and most of these relationships were described as affectionate/emotional. In the familial and social contexts, older persons were placed in a one-up position with the young adults, since the young adults want to obey and/or honour them. Some described the relationship as a relationship where they interacted as equals. In different contexts, work related, educational and familial, young adults expressed ambivalent emotions: some expressed admiration and love, while others expressed frustration and anger. In the work-related and educational relational contexts, the relationships were experienced as being formal and described in cognitive terms. In these relationships young adults expressed frustration and anger if their needs were not addressed based on how the relational context defined the relationship. For example in the educational contexts, the needs of the young adults were to get clarity on learning content, to receive support to reach their goals, and to reach emotional safety. Young female adults indicated that respect towards older persons is no longer based on the age of older persons. It rather depends on the reciprocal actions and reactions between young adults and older persons; and that it depends on how the relationship between the generational members develops over time, as well as the ability of generational members to bridge the distance between them and to adopt each other’s life worlds, whilst refraining from judgemental and stereotypical assessment of older persons. This study hence holds important implications for the creation of intergenerational programmes in order to enhance relationships between young adults and older people. A specific contribution of the findings is that when planning interventions intergenerational programmes should be designed to take into consideration the specific interpersonal context. Furthermore, the definitions of respect as held by both of the generational members should be considered in planning intergenerational interventions in specific interpersonal contexts. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-25T16:46:00Z No. of bitstreams: 1 DLLANE DE SOUZA DIAS LEAL.pdf: 2568433 bytes, checksum: 2bac80c13375167f28b2b297bd5aac8a (MD5) / Made available in DSpace on 2017-10-25T16:46:00Z (GMT). No. of bitstreams: 1 DLLANE DE SOUZA DIAS LEAL.pdf: 2568433 bytes, checksum: 2bac80c13375167f28b2b297bd5aac8a (MD5) Previous issue date: 2017-08-28 / This dissertation is linked to the research project Center of Memory, Documentation and Reference in Education of Young and Adults (EJA), Popular Education and Social Movements of the State of Goiás, denominated Living Memory Center. It intends to analyze how a group of adults and young people from Barreiras-BA feel about the period of military dictatorship within the national and local scope. It aimed to understand the historical context in Brazil and in the municipality of Barreiras, from 1964 to 1984; to identify the process of constitution of military dictatorship in Barreiras. Several authors were considered as significant in this study. About memory studies Halbwachs (2006) and Ricoeur (2007) were used, among others; about Oral History, Paul Thompson (1998) was the main author; and on the military dictatorship in Brazil, Gaspari (2014), Fausto (1995) and Germano (2011) were mainly used as reference. This study is part of a qualitative research methodology, since it seeks to privilege the history, memory and specially, the individuals’ life histories, as explanatory components of descriptions and meanings attributed to the reality and the life condition they lived. It is guided by the historic- dialectical method, by the relational perspective and in Oral History authors. Finally, it was concluded that the meaning attributed by the students about the military dictatorship in Brazil is something vague and without any historical consistency, and referring to Barreiras, it was surrounded by the collective memories built around the importance of 4º BEC. It is also observed that, in relation to the elderly, there are contradictions about the memory about this period, some referring to the military dictatorship as something positive while others demonstrate the dictatorial and repressive character of the regime. / Esta dissertação está vinculada ao projeto de pesquisa Centro de Memória, Documentação e Referência em Educação de Jovens e Adultos (EJA), Educação Popular e Movimentos Sociais do Estado de Goiás, denominado Centro Memória Viva. Busca-se analisar os sentidos atribuídos à ditadura militar por um grupo de adultos e um grupo de jovens do Município de Barreiras-BA, tanto em âmbito nacional como local. Procurou-se apreender a conjuntura histórica do Brasil e do município de Barreiras, no período de 1964 a 1984; e identificar o processo de constituição do regime militar no município de Barreiras. Recorreu-se a diversos autores considerados como centrais para este estudo. No campo de memória recorreu-se a Halbwachs (2006), Ricoeur (2007) e outros; acerca da História Oral, a Paul Thompson (1992); e no que diz respeito à ditadura militar no Brasil, especialmente a Gaspari (2014), Fausto (1995) e Germano (2011), dentre outros. Esta pesquisa se insere na metodologia de pesquisa qualitativa, pois busca privilegiar a história, a memória e, em especial, as histórias de vida dos sujeitos, como elementos explicativos das descrições e sentidos atribuídos à realidade e à condição por eles vividas. Orienta-se pelo método histórico-dialético, pela perspectiva relacional e por autores da História Oral. Concluiu-se que o sentido que os estudantes atribuem à ditadura militar no Brasil é algo vago e sem consistência histórica e, no caso de Barreiras, permeado pelas memórias coletivas construídas em torno da importância do 4º Batalhão de Engenharia de Construção (BEC). Constata-se ainda que, em relação aos adultos, há contradições em torno da memória sobre esse período, sendo que alguns se referem à ditadura militar como algo positivo enquanto outros demonstram o caráter ditatorial e repressivo do regime.

Made available in DSpace on 2016-07-27T13:54:29Z (GMT). No. of bitstreams: 1 ROSENILDA TRINDADE DA COSTA.pdf: 806051 bytes, checksum: df6b2eedfc0f8105eadc11e55e037d4e (MD5) Previous issue date: 2009-09-10 / The aim of this work was to investigate the connection between school, gender and race social relations in the constitution of young black girls in the process of schooling in young and adult education in a public school in Goiania. The dissertation named - Young black girls in the process of schooling in young and adult education- is an academic production of a research field of Education, Society and Culture of the post-graduation program of Catolica University of Goias (UCG). This work aimed to investigate young black girls, the mechanisms of insertion in the schooling process and the meanings that they attribute to school and work. For this purpose, it was carried out a bibliographic and field research. The technical instruments used in the investigation were: a questionnaire, observation and recorded interviews with six female young people who aged between 14 to 25 years old, be a Regiao Leste de Goiania ( East Region) resident, be enrolled in young and adult education program and be black. From forty-seven students who answered the questionnaire, six of them, who considered themselves being black, were interviewed. The data and the obtained information as well as researches and theoretical studies in the field of youth, gender and race, specially those focused on young and adult education, provided important aspects regarding the condition and the situation of young black girls. In the results, the research allowed us to realize the socio-cultural dynamics of African girls as well as the significance of the school and the sense that they Arbues the unionists and the family, enabled us also some issues peculiar to the female condition, which showed that young black still have little access to schooling and, mostly, are in the informal labor market, particularly in domestic activities. The school is among the expectations and concerns of young black women as the value, necessity, duty or even search for acquisition of family autonomy and ability to ensure survival. / O propósito deste trabalho foi investigar os vínculos entre escola, relações sociais de gênero e raça na constituição de jovens negras em processo de escolarização, em uma escola da Rede Municipal de Ensino de Goiânia, na modalidade de Educação de Jovens e Adultos (EJA). A dissertação de mestrado denominada Jovens negras em processo de escolarização na EJA insere-se na produção da linha de pesquisa Educação, Sociedade e Cultura do Programa de Pós-graduação em Educação da Universidade Católica de Goiás (UCG). Pretendeu-se investigar quem são as jovens negras, quais os mecanismos de inserção na educação escolarizada e os sentidos que atribuem à escola e ao trabalho. Para essa finalidade, foram realizadas pesquisa bibliográfica e de campo. Os instrumentos técnicos utilizados na investigação foram questionário, observação com registro de campo e entrevista realizada com recurso de gravação, com seis jovens do sexo feminino. Os critérios para a escolha das entrevistadas foram: faixa etária entre 15 e 24 anos, ser negra, moradora da Região Leste de Goiânia, estudante da EJA regularmente matriculada. Foram aplicados 47 questionários, e posteriormente realizadas seis entrevistas aprofundadas com as seis jovens alunas negras, considerando os critérios de autodeclaração racial indicada nos questionários. Os dados e as informações obtidas em confronto sistemático com pesquisas e estudos teóricos que têm como temática juventude, gênero e raça, particularmente aqueles com recortes no campo da EJA, possibilitaram apreender aspectos importantes das condições e situações juvenis das jovens negras. Quanto aos resultados, a pesquisa possibilitou perceber a dinâmica sócio-cultural das jovens negras, assim como o significado da escola e o sentido que elas arbuem a esola e a familia, permitiu perceber também algumas questões peculiares à condição feminina, o que revelou que as jovens negras ainda têm pouco acesso à escolarização e, em sua maioria, encontram-se no mercado informal de trabalho, particularmente em atividades domésticas. A escola figura entre as expectativas e preocupações das jovens negras como valor, necessidade, direito ou mesmo como busca de aquisição de autonomia familiar e possibilidade para garantir a sobrevivência.

Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2005.

This study investigates the individual outcomes of blind adults after completing residential post-secondary training. Their reflections on life before during and after the program provide understanding into complex personal issues. The narrative data revealed program factors that had an influence on individual outcomes. This study uses Snyder's hope theory as a conceptual framework to aid in the understanding and interpretation of these individual outcomes. Hope has been found to have significant positive impact on rehabilitation issues; it is a mediating factor in the adjustment to blindness (Snyder, Lehman, Kluck & Monsson, 2006). This study extends the work of Jackson, Taylor, Palmatier, Elliott & Elliott (1998) who investigated the relation of hope to visual impairment. Therefore, the purpose of this study was two-fold. First, the investigation seeks knowledge about how blind adults negotiated life after completing a residential post-secondary program. The second purpose was describing and understanding the role of hope in this negotiation of life. This systematic inquiry relies on a qualitative design in which case study methods are incorporated. Interviews and follow-up interviews were conducted with 7 participants over a period of 18 months. Recurring themes and sub-themes were identified through use of the constant comparative method of coding. Further reduction across the cases highlighted thematic concepts through the use of multi-case displays. The findings resulted in 4 main themes with 2 sub-themes each. Major themes include how participants establish housing and post-secondary activities such as work or training after the program, how they respond to expectations, whether or not they continue using the skills learned during their residential training and what they have done to establish goals and vocational pursuits. There is evidence of differences among the individual outcomes though each participant experienced equivalent training. Results highlight the influences on motivation such as family, blind mentors, vocational development and reliance on alternative techniques. Results indicate there are differences among participants regarding the hope construct specifically in pathway and agency thinking. Individual and programmatic recommendations and implications for future research are addressed; strategies for incorporating the emerging issues of this study into early education of blind children are presented. / text

The purpose of this study was to determine whether young black adults who participate in sport differ in psychological well-being and psychosocial development from those who do not participate actively in sport. An availability sample of 293 students between 20 and 35 years old from three tertiary institutions in South Africa completed self-report measures of psychological well-being and psychosocial development. Reliability and validity of instruments were acceptable for use in this particular group. Students who participate actively in sport had significantly lower levels of negative affect, somatic symptoms, symptoms of depression and pessimistic life orientation, and significantly higher levels of positive affect, sense of coherence and self-efficacy beliefs. They also manifested higher levels of purpose and autonomy. Educational and policy implications of findings are indicated. Key words: Sport participation, physical activity, psychological well-being, psychosocial development, students, and young black adults / Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2005.

The purpose of this study was to determine whether young black adults who participate in sport differ in psychological well-being and psychosocial development from those who do not participate actively in sport. An availability sample of 293 students between 20 and 35 years old from three tertiary institutions in South Africa completed self-report measures of psychological well-being and psychosocial development. Reliability and validity of instruments were acceptable for use in this particular group. Students who participate actively in sport had significantly lower levels of negative affect, somatic symptoms, symptoms of depression and pessimistic life orientation, and significantly higher levels of positive affect, sense of coherence and self-efficacy beliefs. They also manifested higher levels of purpose and autonomy. Educational and policy implications of findings are indicated. Key words: Sport participation, physical activity, psychological well-being, psychosocial development, students, and young black adults / Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2005.

Esta dissertação surgiu a partir do desejo de contar a minha experiência como professora de Educação de Jovens e Adultos, como eu a vivi, o que aprendi e o que ainda quero descobrir. É nesta medida que, através deste trabalho, pesquisei e ouvi os relatos dos professores, pensando em suas práticas cotidianas, suas subjetividades e suas relações com os conteúdos escolares e com os saberes dos alunos, buscando identificar práticas emancipatórias em seus processos educativos cotidianos. As vozes dos alunos, tornam-se audíveis também, através das narrativas de suas vivências, que permitem, também, identificar atividades emancipatórias em meio aos seus processos de aprendizagem. Narrativas de alunos e narrativas de professores se entrelaçam criando uma trama da memória cotidiana, sobre a qual Nilda Alves (2008) chama a atenção por ser uma narrativa não linear e sujeita a diversas interrupções e introduções de outras histórias paralelas. Dessa forma, busquei fazer um entrelaçamento entre narrativas de professores e alunos, procurando tecer uma rede a partir da narrativa da vida e da literaturização da ciência. / This thesis came from the desire to tell my experience as an Education of Young and Adults teacher, how I lived it, what i learned and what I still want to discover. To that end, I have researched and heard the testimonies od the teachers, thinking about their daily work, their subjectivities and their relationships with school contents and with the knowledge of the students, looking to identify emancipatory practices in their daily educational processes. The students' voices also become audible, through the narrative of their experiences, which allows us to identify emancipatory activities in the midst of their learning processes. The narratives of both students and teachers connect weaving a web of daily memory, highlighted by Nilda Alves (2008) for being a non-linear narrative susceptible to various interruptions and introductions od other parallel stories. This way, I tried to make an intersection between narratives of teachers and students, looking to weave a web based on the narrative of life and the literarization of science.