The current study examined Truly Accomplished (TA), an intervention designed to help individuals develop personalized systems to measure and improve behavior by utilizing well-established principles and research on motivation, participation and feedback. This study focused on participation during Success Map development (an integral step in the TA process) and the impact of using experts to develop Success Maps in the TA system. Using the context of fitness, 40 female participants were randomly assigned to either complete the regular TA process, developing their own Success Maps, or the modified TA process, using expert-developed Success Maps. A repeated-measures design with one between-subjects independent variable was used to measure overall effectiveness scores, changes in fitness performance (plank, wall-sit, push-ups, curl-ups) and body composition (BMI, percent body fat), attitudes of system development, satisfaction with TA and satisfaction with life. Additionally, the similarities between expert and self-developed Success Maps were compared. Across all participants, large gains in effectiveness were found, including significant increases in all measurers of fitness performance; however, attitudes were poorer when Success Maps were developed by experts. Moreover, there were differences between expert and self-developed Success Maps. Results support TA as an effective intervention for positive behavior change. The practical and theoretical implications of the differences found between conditions are discussed.

Made available in DSpace on 2016-12-23T14:01:52Z (GMT). No. of bitstreams: 1 DJENANE SOARES ALVES 2007.pdf: 11367417 bytes, checksum: 7155345519710907cdc729e5dae5b1ae (MD5) Previous issue date: 2007-07-12 / The text brings memory fragments from the individuals which report pieces of the quotidian lived by the T.A.P.A UFES group inside the know-do needlework nets along with the accomplished curriculum at the Art Center of UFES during graduation. It defends the dimension of the curriculum that cares about the uses that individuals make out of the prescript documents and about the daily cheating to the regulamentation that resides in the academy. It shows how, in the course of the last decade, many different curriculum proposals were formulated to License at Visual Arts and Bachelor at Plastic Arts although there is a significative separation between the departments and buildings that compose the Art Center, making the space-time in to a place that separates the practices from the theories. Emphasizes the acting of the group of students which found out strategies to overcome the instituted and make art works and art studs actually happen, which as a matter of fact provoked a pluri-multi-inter-poli-disciplinarity in the classes coursed. Discusses the dimension that the individuals´ accomplishments reach when surpass the curriculum grate and propose other more creative forms of actually living the curriculum coursed in the quotidian. It considerates absolutely necessary the horizontality of relation experienced between students and teachers, expanding possibilities to the effectuation of art works. Accomplishes the investigation of quotidian and applies metodogical paths which includes memory ransom and narratives, emphasizing the accomplished curriculum as know-do nets, standing out the uses of it in the lived experiences. Emphasizes that the rebellion acts in front of the regulamentation makes the exchanges of know-do more true and legitimate by being based on life and then surpassing the writings. It believes that it is in the experience of quotidian that actually happens the accomplishments of things that prescriptions can not reach. / O texto traz fragmentos de memórias dos sujeitos que narram partes do cotidiano vivido pelo grupo T.A.P.A-UFES na tessitura de redes de saberesfazeres com o currículo realizado no Centro de Artes da UFES durante a graduação. Defende a dimensão do currículo que se importa com os usos que os sujeitos fazem dos documentos prescritos e com as burlas diárias às regulações que habitam a escola. Mostra como que ao longo da última década diversas propostas curriculares foram formuladas para os cursos de Licenciatura em Artes Visuais e Bacharelado em Artes Plásticas apesar de haver uma marcante separação entre os departamentos e prédios que compõem o Centro de Artes tornando este espaçotempo num lugar que separa as práticas das teorias. Enfatiza a atuação da turma de alunos que encontrou táticas para superar o instituído e fazer acontecer trabalhos e estudos artísticos que de fato provocavam uma pluri-multi-inter-poli-disciplinaridade nas aulas cursadas. Discute a dimensão que as realizações dos sujeitos alcançam quando extrapolam a grade curricular e propõem outras formas mais criativas de viver o currículo realizado no cotidiano. Considera imprescindível a relação de horizontalidade que foi vivida entre os estudantes e os professores, abrindo possibilidades para a efetivação de trabalhos. Realiza a investigação com o cotidiano e emprega caminhos metodológicos que passam pelo resgate da memória e pelas narrativas, enfatizando o currículo realizado como redes de saberesfazeres e destacando os usos deste no vivido. Enfatiza que os atos de rebeldia diante da regulação tornam a troca de saberesfazeres mais verdadeira e legítima porque partem da vida e superam os escritos. Acredita que é na vivência do cotidiano que se dá de fato a realização do que as prescrições não podem alcançar.

<p>In this essay I compare the notion of the accomplished woman in Jane Austen’s Pride & Prejudice and Helen Fielding’s novels about Bridget Jones. My claim is that the notion of the accomplished woman that Austen described 200 years ago is still very relevant and not much different today as reflected in Helen Fielding’s narrative in Bridget Jones, but also that both authors satirically describe the pressure that is put on women to reach the ideal of the accomplished woman. I initially discuss feminist literary theory, and then I analyze the following characteristics and ideas which make up the accomplished woman: Physical appearance, Education & Knowledge, Marriage & Having Children, Career and Skills, Status & Class and Manners & Behaviour. This essay shows that the notion of the accomplished woman is still very much present and in some cases, like physical appearance, the pressure on women to reach this ideal has actually gotten worse. Both Jane Austen and Helen Fielding use irony and satirically describe the pressure on young women as a way of actually criticizing their contemporary societies.</p>

In this essay I compare the notion of the accomplished woman in Jane Austen’s Pride &amp; Prejudice and Helen Fielding’s novels about Bridget Jones. My claim is that the notion of the accomplished woman that Austen described 200 years ago is still very relevant and not much different today as reflected in Helen Fielding’s narrative in Bridget Jones, but also that both authors satirically describe the pressure that is put on women to reach the ideal of the accomplished woman. I initially discuss feminist literary theory, and then I analyze the following characteristics and ideas which make up the accomplished woman: Physical appearance, Education &amp; Knowledge, Marriage &amp; Having Children, Career and Skills, Status &amp; Class and Manners &amp; Behaviour. This essay shows that the notion of the accomplished woman is still very much present and in some cases, like physical appearance, the pressure on women to reach this ideal has actually gotten worse. Both Jane Austen and Helen Fielding use irony and satirically describe the pressure on young women as a way of actually criticizing their contemporary societies.

Made available in DSpace on 2016-04-26T20:24:08Z (GMT). No. of bitstreams: 1 Antonio de Moura Cavalcanti Neto.pdf: 1566983 bytes, checksum: 13d32595adf825086320591e5d34cf6b (MD5) Previous issue date: 2016-02-02 / This paper aims to discuss mainly the legality of the theory of the accomplished fact. The jurisprudence always refers to such theory as an exceptional circumstance, but it is not enough to close the debate regarding the issue. On the contrary, it is important to stress that the exceptional being has nothing to do with being legal. This argument has been only used in lawsuits filed against Public authorities, which demonstrates that, in cases where the public authority is not the defendant, there would be no accomplished fact. This conception indicates clearly that the legal institutions that permeate the debate about accomplished fact have been inserted in the context of liquid modernity , in which the rigid rules of behavior give way to personal desires of each agent. The problem is more serious when the debate involves decisions issued by the Judiciary, once, in a democratic State, such decisions cannot prevail on the Legislative Power s expressions. Concerning the issue subject of this paper, the manifestations of the Legislative Power are clear and fruitful: regulate the summary injunction with depth as well as the juridical fact. If the current jurisprudence has a penchant for removal of these concepts clearly defined in the name of principles, there is no way to note something about the accomplished fact without making a foray brief about the theory of principles discussed in the works of Humberto Avila, Marcelo Neves, Robert Alexy and Ronald Dworkin. If this is essential, so is the definition of what is an accomplished fact, that is and how the natural, physical or social events are held in the legal world without any normative implications (chronological time, the practice of acts during the term the summary trust, good faith in the action of the measure applicant and so forth). After this time, the argument of the accomplished fact has to be compared with the corresponding assumptions and with those established by the jurisprudence itself, in an analytical study to allow, with some confidence, understand what effectively it comes and keeps compatibility with the juridical discourses rationality. Based on the analysis made in this paper, it is allowed a clear conclusion towards the lack of legality of the theory the accomplished fact, which it should not be relied upon in the litigations against the Public authorities for suffering from lack of normative justification and democratic argument. It is an argument of authority, subjective and uncontrollable that, without a critical perspective, can preserve the legal system situations that are remarkably strange / Questionar a juridicidade da teoria do fato consumado é o grande objetivo do presente trabalho. A referência sempre viva na jurisprudência de que se trata de situação excepcionalíssima não basta para fechar a discussão. Muito pelo contrário, o ser excepcional não tem nada a ver com ser jurídico. Esse argumento é utilizado unicamente em demandas contra o Poder Público, demonstrando que, se não fosse ele o demandado, não haveria fato consumado. Isso demonstra com clareza que os institutos jurídicos que permeiam o debate foram inseridos em um contexto de modernidade líquida, em que as rígidas regras de conduta cedem lugar aos desejos pessoais de cada agente. O problema é mais grave, entretanto, quando estão em discussão decisões do Poder Judiciário, que em um Estado Democrático de Direito, em regra, não podem anular as expressões do Poder Legislativo. Na temática, as manifestações do Legislativo são claras e férteis: regulam as tutelas sumárias com profundidade, bem como o fato jurídico. Se a jurisprudência tem se inclinado pelo afastamento desses conceitos tão bem definidos em nome de princípios, não há como constatar algo a respeito do fato consumado sem fazer uma breve incursão na teoria dos princípios, a partir das obras de Humberto Ávila, Marcelo Neves, Robert Alexy e Ronald Dworkin. Se isso é indispensável, também é a definição do que é o fato consumado, em que consiste e como os fatos naturais, físicos ou sociais são mantidos no mundo jurídico sem qualquer incidência normativa (o tempo cronológico, a prática de atos durante a vigência da tutela sumária, a boa-fé na ação do requerente da medida etc). Após esse momento, o argumento do fato consumado precisa ser cotejado com as premissas fixadas e com aquelas estabelecidas pela própria jurisprudência, em um estudo analítico que permita, com alguma segurança, compreender do que efetivamente se trata e se guarda compatibilidade com a racionalidade do discurso jurídico. Feita essa análise, é permitida uma conclusão clara no sentido da carência de juridicidade da teoria do fato consumado, que não deve ser invocada nas lides contra o Poder Público por padecer de falta de justificação normativa e argumentação democrática. É argumento de autoridade, subjetivo e incontrolável que, sem uma perspectiva crítica, pode preservar no sistema jurídico situações que lhe são notavelmente estranhas

Made available in DSpace on 2016-04-28T18:22:18Z (GMT). No. of bitstreams: 1 Arlete Alves dos Anjos.pdf: 12496567 bytes, checksum: 70ca3b66ce24a121e0667c6ffa908679 (MD5) Previous issue date: 2011-05-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at investigating the senses-and-meanings of teachers from different areas of the curriculum on the Proposta Curricular [Curricular Proposal] and the Cadernos do Professor e do Aluno [Teachers and Students Notebooks] material that is published and distributed by the São Paulo State Education Department as well as their use in the classroom. This study is based on the Socio-Cultural-Historical Theory (Vygotsky, 1934/1998-2001; 1934-1991) and discusses the following key theoretical constructs: teaching-learning and development (Vygotsky, 1934-2001, Newman and Holzman, 2002), emotions (Vygotsky, 1926/2004; 1934-1998; Aguiar, 2001), senses-and-meanings (Vygotsky, 1925-2004; 1934-2001; Aguiar, 2001/2006, Lessa, 2011), language (Vygotsky, 1934-2001, Lacoste, 1998). The study is also based on the concepts of prescribed work and accomplished work (Amigues, 2004; Souza-e-Silva, 2004); local and global knowledge (Canagarajah, 2005), practical and instituted types of knowledge (Souza-e-Silva, 2008, Schwartz, 2007) and on official documents that guide the English teachers practices in the educational context (São Paulo, 2008; Brasil, 1998). Public school teachers from different areas namely: Languages, History and Mathematics - took part in this research. The research methodology used was the interpretive methodology (Moita Lopes, 1996; Erickson, 1986, among others), and data collection was carried out by means of audio recorded interviews - the initial interview was semi-structured (Rizzini, Castro and Sartor, 1999). For data analysis and interpretation, the category of senses-and-meanings was used. Results obtained reveal that the Curricular Proposal meets the expectations of teachers in terms of the content established for all the school years. The research also revealed that teachers renormalize the methodological guidelines prescribed in the above cited Notebooks. In order to carry out these renormalizations, the teachers support their actions on their local knowledge and their professional experience. In summary, one can say that the teachers senses-and-meanings about the Notebooks Proposal are built on the dialectical relationship that is established between that which is prescribed and their own pedagogical practices / O objetivo desta pesquisa é investigar os sentidos-e-significados de professores de diferentes áreas sobre a Proposta Curricular e os Cadernos do Professor e do Aluno prescritos pela Secretaria da Educação do Estado de São Paulo e sua realização em sala. Este estudo está ancorado na Teoria Sócio-Histórico-Cultural (Vygotsky, 1934/1998-2001; 1934-1991) e discute os seguintes pressupostos teóricos centrais: ensino-aprendizagem e desenvolvimento (Vygotsky, 1934-2001, Newman e Holzman, 2002), emoções (Vygotsky, 1926/2004; 1934- 1998; Aguiar, 2001), sentidos-e-significados (Vygotsky, 1925-2004; 1934-2001; Aguiar, 2001/2006, Lessa, 2011), linguagem (Vygotsky, 1934-2001, Lacoste, 1998). Apoia-se também, nos conceitos de trabalho prescrito e trabalho realizado (Amigues, 2004; Souza-e- Silva, 2004); saber local e global (Canagarajah, 2005), saberes práticos e instituídos (Souza-e- Silva, 2008, Schwartz, 2007) e nos documentos oficiais que orientam a prática dos professores no contexto educacional (São Paulo, 2008; Brasil, 1998). Participaram desta pesquisa, professores de diferentes áreas da rede pública de ensino, a saber: Línguas, História, Matemática. A metodologia de pesquisa utilizada foi a interpretativista (Moita Lopes, 1996; Erickson, 1986, dentre outros) e a coleta dos dados foi feita por meio da áudiogravação de entrevistas, sendo a entrevista inicial semi-estruturada (Rizzini, Castro e Sartor, 1999). Para a análise e interpretação dos dados foi utilizada a categoria sentidos-esignificados Os resultados obtidos com base na análise dos dados revelaram que Proposta Curricular atende as expectativas dos professores no que se refere ao estabelecimento de conteúdos para todos os anos. A pesquisa revelou também que as professoras renormalizam as orientações metodológicas prescritas nos Cadernos do Professor e do Aluno. Para realizarem essas renormalizações, as professoras se apóiam em seus saberes locais e sua experiência profissional. Concluindo, pode-se dizer que os sentidos-e-significados dos professores sobre a Proposta e os Cadernos são construídos e reconstruídos a partir da relação dialética que se estabelece entre o que é prescrito e as suas próprias práticas pedagógicas

The diploma thesis deals with the issue of dying and death within the job of a nurse. Nurses very often see dying and death. Death rate also depends on type of the ward. A healthy person usually does not think about death, but being ill one is uncertain and starts to ask many questions, which may also include questions about dying and death. Meeting a dying person is psychically demanding for the medical staff as well as for the family, friends and the dearest. The medical workers are expected to be professional and empathic. It is a question if the nurses are prepared to face the death and if they can cope with the physical and psychical stress. Long-term excessive psychical stress may result in numerous diseases. A nurse must know how to avoid such negative impacts. The theoretic part of the thesis describes the present status, explains specificities of palliative treatment within intensive care, within care for chronically ill patients and in paediatrics, it specifies attitudes and their functions in connection with difficult life situations. Furthermore, the theoretical part deals with psychical stress imposed on nurses in connection with dying and rules of communication in a multi-disciplinary team within palliative care. There are four objectives of the thesis. The first objective is to find out whether nurses feel ready to meet death after finishing qualification studies. Another objective is to find out whether death rate in the workplace affects psychical stress imposed on the nurses and their attitude to death. The third objective is to find out whether the nurses think that the information and experience gained during studies affected their attitude to death and professional skills of care for dying patients. The research part made use of quantitative research. Data collection was made through anonymous questionnaires. Respondents answered 35 questions. Out of that, 17 questions were closed and 18 questions were semi-closed. The research survey was completed with statistical survey. Nurses, who work in wards with higher risk of death, were contacted. We have made up four hypotheses. H1: Nurses? attitude to death depends on the level of education was not confirmed. The results of research and statistic survey showed that there is no difference in attitude in connection with the level of education reached. H2: Nurses? attitude to death depends on experience with death in personal life was not confirmed either. The respondents? answer showed that their attitude to death is mostly influences by experienced acquired in practice. H3: Death rate reduces psychical stress of nurses, was confimed. The respondents said they had still the same feelings and at most they answered that they did not feel anything, or they did not think about their feelings and they consider the death to be a part of their occupation. H4: Subjective readiness of nurses to meet death does not depend on finishing of qualification studies, but it depends on exeprience acquired in practice. The last hypothesis was confirmed by research and statistic survey, as well. The research and tests of hypothesis have revealed that sufficient attention has not been paid to the issue of care for dying patients within studies. Nurses acquire their experience mostly in practice. Furthermore, the survey showed that it is an important thing to teach the nurses to communicate effectively and to feel empathy. The conclusion, that nurses are more stressed with conflicts at the workplace, bad inter-personnel relationships, low wages than with care for dying patients, is alarming . Thus the labour force is wasted unnecessarily and it is obvious that the occupation of a nurse has not been appreciated properly, yet. Such factors influence quality of the work done and may cause the burn-out syndrome.