Specifics of alternative family care institutions The Keywords: Substitute Family Care Adoption Foster care Constitutional Education Children's Home Chances for the Future Abstract: The purpose of this thesis is to describe the specifics of individual foster care institutions. The thesis consists of two parts. The theoretical part illustrates the history adoption and foster care. Moreover various forms of alternative family care will be described adoption, foster care, guardianship, institutional care or facilities for children requiring immediate assistance. The practical part deals with the children's homes. It describes Children's Home in Horšovský Týn. It also addresses the potential consequences of constitutional education and the effect of project Chances for Future on careers of children from children's homes. Powered by TCPDF (www.tcpdf.org)

Annotation This thesis deals with problematic of learning disabilities in secondary schools. The topic itself is deeply covered in foreign literature, but in Czech Republic, it has not yet been thoroughly described. The thesis offers a close look on the problematic of learning disabilities from the students' side as well as from the side of the teachers. One of the important parts of the thesis is secondary symptoms of dyslexia, which begins to appear in adolescence. These difficulties do not only affect education on secondary schools, but they also affect personal life of the dyslexic and later they are reflected at work. The thesis also includes advices how to compensate secondary symptoms. Main goal of the research was to discover, whether there is adequate care given to these dyslexic students and whether they are interested in such a specific care. On the side of the teachers, it was examined, whether they are sufficiently prepared for the work with the dyslexic students, how they perceive the students with dyslexia during the classes and how they are trying to help to these students. The conclusion of the thesis presents findings from the individual interviews with students and teachers which, together with research results, led me to draw topics for school practice. Keywords Dyslexia,...

Esta pesquisa buscou identificar e interpretar as representações de educação de bebês e crianças pequenas das profissionais docentes de creche. Os sujeitos foram as profissionais responsáveis pelas crianças de 0 a 2 anos, em uma creche empresarial no município de São Paulo, localizada no Campus de uma Universidade. Esta pesquisa se configurou como do tipo etnográfica, de caráter interpretativo envolvendo a estratégia de estudo de caso. Para a identificação das representações foram utilizados como procedimentos: entrevistas formais e informais; registros fotográficos e observações diretas da prática. Estas observações foram realizadas em três grupos e tiveram frequência semanal durante 3 meses. Além da coleta de dados junto às profissionais e o registro do caderno de campo da pesquisadora, foram analisados registros sobre o cotidiano com as crianças e também planejamentos e rotina dos grupos. Realizou-se um estudo a partir de documentos oficiais, produções acadêmicas, e a literatura produzida sobre experiências de educação de bebês em instituições educacionais com a intenção de apreender, compreender e interpretar as variáveis envolvidas nas representações identificadas. A análise das informações coletadas ao longo da pesquisa de campo teve como referencial a teoria das representações e do método genealógico proposto por Lefebvre (1983). O estudo do cotidiano da creche apontou que as práticas cotidianas nela encontradas não apenas refletem sua história, mas também a antecipam. Ao nível de suas representações as educadoras pareciam se restringir às limitações de suas próprias experiências, porém, ao nível da prática o mesmo não parecia ocorrer. O grupo de educadoras apresentou elementos de mudanças da história, construindo o potencial de um futuro com práticas transformadoras. O estudo das representações apontou que a creche é compreendida como tendo a função de socializar, favorecer a autonomia e o desenvolvimento infantil. O estudo do cotidiano aliado à análise das representações das educadoras indicou que, apesar da compreensão da função da creche como cuidar/educar crianças estar presente em suas representações ainda não aparecem incorporadas. Ao falar sobre proposta educativa, constatou-se que compreendem como educativo aquilo que devem ensinar às crianças, em uma perspectiva mais formal de ensino, passando a dar destaque não somente aos conteúdos voltados à formação pessoal e social, mas também aos conteúdos das diferentes linguagens, somando-os à função da creche e se aproximando de uma concepção mais integrada de cuidado/educação. A análise das representações também revelou contradições entre o discurso e a prática no que se refere à representação de criança, da relação com as famílias e do papel do professor. As crenças em que se originam suas representações estão pautadas em experiências profissionais e pessoais anteriores, em conhecimentos em torno da história desse segmento e carecem de escuta e reflexão em torno do que revela o cotidiano. Evidenciou-se que falta às educadoras a possibilidade de elaborar de forma crítica as experiências da prática educativa, tanto no que se refere ao cotidiano como no que se refere às suas representações, relacionando-as com as representações de outros sujeitos, com toda a história dessa instituição e com a história singular da creche em que trabalham. / This research sought to identify and interpret the representations of education of infants and toddlers from the nursery professional teachers. The subjects were the professionals responsible for children 0-2 years in a private companys nursery in São Paulo, located at the campus of a university. This research was configured as a ethnographic character interpretive strategy involving the case study. The procedures used to identify the representations were as following: formal and informal interviews, photographic records, and direct observations of practice. These observations were performed weekly during three months with three distinct groups. Besides the professionals data collection and the researcher fields notes, records on the daily routine with children, teachers planning and routine groups were also analyzed. A study based on official documents, academic productions, and produced literature on infant education experiences in educational institutions was also conducted with the intention to grasp, understand and interpret the variables involved in the representations identified. The analysis of the information collected during the field research had as a benchmark the theory of representations and the pedigree method proposed by Lefebvre (1983). The study of the everyday routine in the nursery indicated that the daily practices reflect not only its history but also anticipates it. In terms of their own representations, teachers seemed to be restricted to the limitations of their own experiences. However, when it came to analyze the practical implementation the previous statement did not seem to occur. The group of teachers provided evidence of changes in history, building a potential future with transformative practices. The study of representations indicated that the nursery is understood as having the function to socialize, promote autonomy and child development. The study of everyday life combined with the analysis of representations of the educators indicated that, despite understanding the function of the nursery as caring/educating, in their representations it not appeared yet incorporated. When exploring educational proposal, it was found that what they understand as education is what they must teach from a more formal educational perspective, highlighting not only the content focused on personal and social education, but also the contents of the different languages thus adding them to the role of the nursery and approaching a more integrated care/education paradigm. The analysis of representations also revealed contradictions between rhetoric and practice in regards to the representation of children, the relationship with the families and the role of the teacher. The beliefs that originate their representations are guided by past personal and professional experiences, present knowledge about the history of this sector and lack of listening and reflection on the foundings of the daily routine. It was proven that the teachers lack the possibility to develop in a critical method the experiences of routine educational processes, as much in regards to the daily life as its representations, relating them to the representations of other subjects, with the whole story of the institution and the unique history of the nursery where they work.

O objetivo geral desse estudo foi desenvolver um protótipo de um software para sistema web e dispositivo móvel para orientação de pacientes sobre Cateterismo Cardíaco e Angioplastia de Artéria Coronária. Tratou-se de estudo de Design Instrucional do tipo Design Centrado no Usuário, aplicado à produção tecnológica para desenvolvimento do protótipo de um software em ambiente web e tecnologia móvel, para consulta de informações sobre Cateterismo Cardíaco e Angioplastia de Artéria Coronária. O estudo foi desenvolvido em quatro etapas, cada qual permitindo o alcance dos objetivos específicos. Para tanto construiu-se o conteúdo sobre esses exames, tendo como base um levantamento bibliográfico, buscando pelas evidências científicas existentes sobre o tema. A primeira versão do conteúdo foi elaborada e apresentada a experts na área de cardiologia para refinamento. Após essa etapa, foi construída a segunda versão do protótipo do software, submetida à avaliação de 30 pacientes que estavam agendados no setor de hemodinâmica de uma instituição hospitalar pública e de ensino e pesquisa para a realização dos procedimentos de Cateterismo Cardíaco e de Angioplastia de Artéria Coronária. Esta etapa de coleta de dados foi realizada em 2018. Após esta avaliação, elaborou-se a terceira versão do protótipo do software, que posteriormente será encaminhada aos procedimentos de ilustração e informatização, para o sistema web. O estudo deixa sua contribuição para a área de cardiologia, para as ciências de saúde, em especial para a Enfermagem e para o avanço tecnológico nas ciências da saúde, por ter apresentado um conteúdo seguro e baseado em evidências científicas, direcionado aos pacientes submetidos a esses complexos exames. Sua contribuição refere-se, também, ao avanço de conhecimento sobre o tema para essa população de indivíduos. Sua aplicação indica que é um instrumento importante para a educação em saúde desses pacientes, podendo suprir as necessidades do pouco conhecimento sobre o Cateterismo Cardíaco e a Angioplastia da Artéria Coronária demonstrada por eles / The general objective of this study was to develop a software prototype to web system and mobile devices for patients orientation about Cardiac Catheterism and Coronary Artery Angioplasty. It was an Instructional Design, much like User Centered Design, applied to the technological production for the software prototype development on web environment and mobile technology, to search information about Cardiac Catheterism and Coronary Artery Angioplasty. The study was developed in four stages, each one allowing the attainment of specific objectives. In order to do that, the examination content was built based on bibliographic research, searching for existent scientific evidences related to the theme. The first content version was elaborated and presented to experts in the cardiology field to its refinement. Following after this stage, a second version of the software prototype was built, submitted to the evaluation of 30 patients scheduled at the hemodynamic sector of a public hospital institution, academics and research, in order to conduct the proceedings of Cardiac Catheterism and Coronary Artery Angioplasty. This stage of data collection was carried out in 2018. After this evaluation, a third version of the software prototype was elaborated, which subsequently will be referred to the illustration and computerisation proceedings, to the web system. The study leaves its contribution to the cardiology field, health sciences, especially to nursing and technological advancements in health sciences, for having presented a safe content, based on scientific evidences, directioned to the patients submitted to these complex examinations. Its contribution also relates to the knowledge advancements about the theme to this individual population. Its application indicates to be an important instrument for patients health education, being able to supply the needs for having little knowledge about Cardiac Catheterism and Coronary Artery Angioplasty, demonstrated by them

Esta pesquisa buscou identificar e interpretar as representações de educação de bebês e crianças pequenas das profissionais docentes de creche. Os sujeitos foram as profissionais responsáveis pelas crianças de 0 a 2 anos, em uma creche empresarial no município de São Paulo, localizada no Campus de uma Universidade. Esta pesquisa se configurou como do tipo etnográfica, de caráter interpretativo envolvendo a estratégia de estudo de caso. Para a identificação das representações foram utilizados como procedimentos: entrevistas formais e informais; registros fotográficos e observações diretas da prática. Estas observações foram realizadas em três grupos e tiveram frequência semanal durante 3 meses. Além da coleta de dados junto às profissionais e o registro do caderno de campo da pesquisadora, foram analisados registros sobre o cotidiano com as crianças e também planejamentos e rotina dos grupos. Realizou-se um estudo a partir de documentos oficiais, produções acadêmicas, e a literatura produzida sobre experiências de educação de bebês em instituições educacionais com a intenção de apreender, compreender e interpretar as variáveis envolvidas nas representações identificadas. A análise das informações coletadas ao longo da pesquisa de campo teve como referencial a teoria das representações e do método genealógico proposto por Lefebvre (1983). O estudo do cotidiano da creche apontou que as práticas cotidianas nela encontradas não apenas refletem sua história, mas também a antecipam. Ao nível de suas representações as educadoras pareciam se restringir às limitações de suas próprias experiências, porém, ao nível da prática o mesmo não parecia ocorrer. O grupo de educadoras apresentou elementos de mudanças da história, construindo o potencial de um futuro com práticas transformadoras. O estudo das representações apontou que a creche é compreendida como tendo a função de socializar, favorecer a autonomia e o desenvolvimento infantil. O estudo do cotidiano aliado à análise das representações das educadoras indicou que, apesar da compreensão da função da creche como cuidar/educar crianças estar presente em suas representações ainda não aparecem incorporadas. Ao falar sobre proposta educativa, constatou-se que compreendem como educativo aquilo que devem ensinar às crianças, em uma perspectiva mais formal de ensino, passando a dar destaque não somente aos conteúdos voltados à formação pessoal e social, mas também aos conteúdos das diferentes linguagens, somando-os à função da creche e se aproximando de uma concepção mais integrada de cuidado/educação. A análise das representações também revelou contradições entre o discurso e a prática no que se refere à representação de criança, da relação com as famílias e do papel do professor. As crenças em que se originam suas representações estão pautadas em experiências profissionais e pessoais anteriores, em conhecimentos em torno da história desse segmento e carecem de escuta e reflexão em torno do que revela o cotidiano. Evidenciou-se que falta às educadoras a possibilidade de elaborar de forma crítica as experiências da prática educativa, tanto no que se refere ao cotidiano como no que se refere às suas representações, relacionando-as com as representações de outros sujeitos, com toda a história dessa instituição e com a história singular da creche em que trabalham. / This research sought to identify and interpret the representations of education of infants and toddlers from the nursery professional teachers. The subjects were the professionals responsible for children 0-2 years in a private companys nursery in São Paulo, located at the campus of a university. This research was configured as a ethnographic character interpretive strategy involving the case study. The procedures used to identify the representations were as following: formal and informal interviews, photographic records, and direct observations of practice. These observations were performed weekly during three months with three distinct groups. Besides the professionals data collection and the researcher fields notes, records on the daily routine with children, teachers planning and routine groups were also analyzed. A study based on official documents, academic productions, and produced literature on infant education experiences in educational institutions was also conducted with the intention to grasp, understand and interpret the variables involved in the representations identified. The analysis of the information collected during the field research had as a benchmark the theory of representations and the pedigree method proposed by Lefebvre (1983). The study of the everyday routine in the nursery indicated that the daily practices reflect not only its history but also anticipates it. In terms of their own representations, teachers seemed to be restricted to the limitations of their own experiences. However, when it came to analyze the practical implementation the previous statement did not seem to occur. The group of teachers provided evidence of changes in history, building a potential future with transformative practices. The study of representations indicated that the nursery is understood as having the function to socialize, promote autonomy and child development. The study of everyday life combined with the analysis of representations of the educators indicated that, despite understanding the function of the nursery as caring/educating, in their representations it not appeared yet incorporated. When exploring educational proposal, it was found that what they understand as education is what they must teach from a more formal educational perspective, highlighting not only the content focused on personal and social education, but also the contents of the different languages thus adding them to the role of the nursery and approaching a more integrated care/education paradigm. The analysis of representations also revealed contradictions between rhetoric and practice in regards to the representation of children, the relationship with the families and the role of the teacher. The beliefs that originate their representations are guided by past personal and professional experiences, present knowledge about the history of this sector and lack of listening and reflection on the foundings of the daily routine. It was proven that the teachers lack the possibility to develop in a critical method the experiences of routine educational processes, as much in regards to the daily life as its representations, relating them to the representations of other subjects, with the whole story of the institution and the unique history of the nursery where they work.

Fibromyalgia (FMS) goes undiagnosed in as many as 3 out of 4 people who have the disease. Primary care providers (PCPs) are the first to evaluate patients; therefore, PCPs need to be able to recognize FMS, implement initial treatment, and refer for further consultation. The Fibromyalgia Diagnostic Screening Tool (FDST), a validated instrument to identify FMS, can improve the speed and accuracy of FMS diagnosis. The purpose of this project was to familiarize PCPS with the FDST, evaluate their receptiveness to the tool, and train them in its use. The Leventhal, Diefenbach, and Levanthal, common sense model of illness provided the theoretical framework to guide this quality improvement project. A 45-minute in-service and accompanying reference manual was given to 4 participating PCPs, along with a demographic questionnaire asking about their age, race, gender, marital status, and years in practice. Following the in-service, a 10-question self-completed questionnaire consisting of a combination of open-ended and nominal scale yes/no questions, was administered. A thematic analysis revealed 2 primary barriers for diagnosis without the FDST: lengthy screening time and trouble differentiating FMS from a patient's other conditions. In response to one of the yes/no questions, the participants all replied that the in-service on FDST was helpful in diagnosing FMS. Implications for social change include improved diagnosis with a diagnostic screening instrument, improved quality of health care, and cost effectiveness at the system level for chronic disease prevention and management. This project demonstrates in a localized primary care setting that the FDST may offers PCPs a reliable method to diagnose FMS.

<p>This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.</p>

<p>This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.</p>

This text invites the reader to reconsider concepts that adults—parents and teachers— have about children. Moreover, to rethink the concepts on policies for childhood and practices of care and education, which are based on generic and universal concepts or that have been imposed by hegemonic cultures.What is defined as child’s right and family, society and State duty result from the knowledge gathered by the sciences that have investigated the human development in the first years of life, among them, more recently, sociology and anthropology of the childhood, as well as from our experience in the personal andconcrete care for the children. Therefore, the look that captures the universal and generic, and the one that meets the individual and historical in the children and in childhood complement each other to help us become better educators and their closer companions in the adventure of life. Different perspectives, from distinct points of view, enhance our vision on the children, allowing us a more faithful representation of who truly are these little human beings, so alike and distinct among them / Este texto invita a repensar conceptos que los adultos —padres y profesionales— tenemos sobre los niños y niñas, al igual que sobre las políticas para la infancia y ciertas prácticas de crianza y educación que se basan en conceptos genéricos, universales o determinados por culturas hegemónicas. La forma como los vemos, las expectativas que tenemos respecto a su desarrollo y nivel de realización personal y social, la definición de qué es su derecho, de lo que necesitan, de qué la familia, la sociedad y el Estado les deben ofrecer y garantizar, las políticas públicas y la prácticas de educación infantil… todo depende, en gran medida, de lo que entendemos por infancia y de cómo ella se constituye en la cultura. La imagen que de ellos formamos con los aportes de las distintas ciencias que investigan los procesos de desarrollo en la infancia es confrontada y complementada por estudios de sociología y antropología de la infancia y por el aprendizaje que resulta del encuentro con las personas concretas que son los niños y niñas. Así, la convergencia entre la mirada que capta lo universal y genérico y la que encuentra lo subjetivo e histórico en los niños y en la infancia nos puede ayudar a ser mejores educadores y mejores compañeros en la aventura de la vida. Diferentes miradas, desde distintos puntos de observación, suman visiones sobre los niños, permitiéndonos una representación más próxima de quiénes son verdaderamente estos pequeños seres humanos, tan iguales y tan distintos entre sí.

This study is part of the Research Line Special Education Program Graduate Education. Its guiding question to understand what effects the discourse on assessment are brought into service by Care Specialized Education - AEE, in the conduct of conduct of teachers AEE in Florianópolis - SC. This undertaking investigative inserts into a post-structuralism approach, in which I use the lens Foucault, specifically addressing the concept of governmentality tool. The corpus of empirical research is composed of two groups of materials: documents related to legislation and evaluation reports of students served and followed the AEE, prepared by the teachers care. After the analysis of the laws, I could understand that the evaluation is produced as a possibility for identification, investigation and diagnostic categorization of the subjects of the deviation and as a mechanism of control and regulation of the conduct of the student by the teacher AEE, making students and ways of teaching performance. Then to understand how the assessment is operating driving conduct faculty, through the analysis of 194 evaluation reports produced by the teachers of the AEE in Florianopolis. Recurrences discursive found, indicate three analytical categories: "Need to diagnose / schedule and meet: Strategy driven to lead as a teacher of the AEE", "Need to standardize: teaching practices in front of the student AEE" and "Need convincing: The search for the family as a partner for the state government and learner control deviation in inclusive schools ". It was possible to show that the search for the diagnosis turns on the need for standardization as a strategy to regulate the discipline and control of risk on these subjects deviating from the norm. Finally, we have the embodiment of a relationship 'more government under government' for everyone to be and remain in school, in an order consistent with the neoliberal rationality and security policies related to education, brokered with the discourses of human rights in order to convince everyone in mobilizing for inclusion to happen. / Este estudo insere-se na Linha de Pesquisa de Educação Especial do Programa de Pós-Graduação em Educação. Tem como questão norteadora compreender quais efeitos dos discursos sobre avaliação são colocados em funcionamento pelo Atendimento Educacional Especializado - AEE, na condução das condutas dos professores do AEE no município de Florianópolis - SC. Tal empreendimento investigativo insere-se em uma abordagem pós-estruturalista, na qual faço uso das lentes foucaultianas, especificamente abordando o conceito ferramenta da governamentalidade. O corpus empírico da pesquisa está composto por dois grupos de materiais: documentos referentes à legislação e relatórios avaliativos dos alunos atendidos e acompanhados no AEE, elaborados pelas professoras do atendimento. Após a análise das legislações, pude compreender que a avaliação é produzida como possibilidade de identificação, investigação e categorização diagnóstica dos sujeitos do desvio e como um mecanismo de controle e regulação da conduta discente pelo professor do AEE, inventando alunos e modos de atuação docente. Em seguida, intentei compreender o modo como a avaliação está operando a condução da conduta docente, por meio da análise de 194 relatórios avaliativos produzidos pelos professores do AEE em Florianópolis. As recorrências discursivas encontradas, indicam três categorias analíticas: Necessidade de diagnosticar/marcar e conhecer: estratégia acionada para se conduzir como docente do AEE , Necessidade de normalizar: as práticas docentes frente ao aluno no AEE e Necessidade de convencimento: A busca pela família como parceira do Estado para o governamento e controle do aluno do desvio na escola inclusiva . Foi possível inferir que a busca pelo diagnóstico coloca em funcionamento a necessidade de normalização como estratégia para a regulação, o disciplinamento e o controle do risco sobre esses sujeitos desviantes da norma. Por fim, temos a materialização de uma relação de mais governo com menos governo‟ para que todos possam estar e permanecer na escola, numa ordem condizente com a racionalidade neoliberal e de seguridade das políticas voltadas à educação, agenciadas com os discursos dos direitos humanos de forma a convencer a todos na mobilização para que a inclusão aconteça.