Este trabalho analisa algumas das atividades desenvolvidas no âmbito da disciplina Química Integrada III, oferecida no segundo semestre de 2008 a alunos que então cursavam o sexto semestre dos cursos do IQ-USP do período noturno. As atividades desenvolvidas na disciplina tiveram como finalidade promover a reflexão dos alunos a respeito de suas concepções sobre a natureza e a organização da Química como ciência, e da natureza das relações existentes entre os conceitos (conteúdos) aprendidos nas diferentes disciplinas do curso de graduação. Com o intuito de promover tal reflexão, a disciplina em questão utilizou como ferramenta a elaboração em grupos de dois mapas conceituais. O primeiro mapa conceitual tinha como objetivo que os alunos mostrassem explicitamente as principais relações existentes entre os conceitos estudados em seu curso. Já o segundo mapa conceitual tinha como objetivo representar a visão dos estudantes a respeito da organização estrutural da Química. A análise dos conceitos utilizados e da relação expressa entre os mesmos permitiu observar que as disciplinas do curso e as cinco áreas tradicionais da Química estão presentes como elementos estruturantes da mesma. São também consideradas estruturantes as áreas de atuação profissional destes alunos (Química Ambiental e Ensino de Química). A Bioquímica é geralmente vista como dependente de outras áreas. A Química Analítica é considerada como uma \"ferramenta\" a serviço das demais. O mesmo ocorre com outras áreas do conhecimento (Matemática e Física). / This work analyzes some of the activities developed within the subject of Integrated Chemical III, offered in 2008 to sixth semester students of IQ-USP\'s undergraduate courses. The activities developed in the discipline intended to promote reflections of the students about their conceptions about the nature and organization of the chemistry science, and the nature of the relationship between the concepts (content) learned in the many classes of their undergraduate course. With the goal to promote such reflection, the students have used the conceptual maps as a tool to make two kinds it. The objective of the first kind of conceptual map has been showed by the students that exposed the main existing relations among the concepts studied in graduation\'s course. The second objective of the conceptual map intended to represent the concern of students about the structural organization of chemistry. The analysis of the used concepts and of the relationship among them, expressed by conceptual maps, shows that the course subjects and the five traditional areas of Chemistry are present as structural elements of this science. The specialization areas in the professional context (Environmental Chemistry and Teaching Training) are also considered structural elements. Biochemistry is generally seen as dependent of the other areas, like Organic Chemistry. Analytical Chemistry is considered a \"tool\" for the service of other areas. The same situation happens in other areas of knowledge (Mathematics and Physics).

Este trabalho analisa algumas das atividades desenvolvidas no âmbito da disciplina Química Integrada III, oferecida no segundo semestre de 2008 a alunos que então cursavam o sexto semestre dos cursos do IQ-USP do período noturno. As atividades desenvolvidas na disciplina tiveram como finalidade promover a reflexão dos alunos a respeito de suas concepções sobre a natureza e a organização da Química como ciência, e da natureza das relações existentes entre os conceitos (conteúdos) aprendidos nas diferentes disciplinas do curso de graduação. Com o intuito de promover tal reflexão, a disciplina em questão utilizou como ferramenta a elaboração em grupos de dois mapas conceituais. O primeiro mapa conceitual tinha como objetivo que os alunos mostrassem explicitamente as principais relações existentes entre os conceitos estudados em seu curso. Já o segundo mapa conceitual tinha como objetivo representar a visão dos estudantes a respeito da organização estrutural da Química. A análise dos conceitos utilizados e da relação expressa entre os mesmos permitiu observar que as disciplinas do curso e as cinco áreas tradicionais da Química estão presentes como elementos estruturantes da mesma. São também consideradas estruturantes as áreas de atuação profissional destes alunos (Química Ambiental e Ensino de Química). A Bioquímica é geralmente vista como dependente de outras áreas. A Química Analítica é considerada como uma \"ferramenta\" a serviço das demais. O mesmo ocorre com outras áreas do conhecimento (Matemática e Física). / This work analyzes some of the activities developed within the subject of Integrated Chemical III, offered in 2008 to sixth semester students of IQ-USP\'s undergraduate courses. The activities developed in the discipline intended to promote reflections of the students about their conceptions about the nature and organization of the chemistry science, and the nature of the relationship between the concepts (content) learned in the many classes of their undergraduate course. With the goal to promote such reflection, the students have used the conceptual maps as a tool to make two kinds it. The objective of the first kind of conceptual map has been showed by the students that exposed the main existing relations among the concepts studied in graduation\'s course. The second objective of the conceptual map intended to represent the concern of students about the structural organization of chemistry. The analysis of the used concepts and of the relationship among them, expressed by conceptual maps, shows that the course subjects and the five traditional areas of Chemistry are present as structural elements of this science. The specialization areas in the professional context (Environmental Chemistry and Teaching Training) are also considered structural elements. Biochemistry is generally seen as dependent of the other areas, like Organic Chemistry. Analytical Chemistry is considered a \"tool\" for the service of other areas. The same situation happens in other areas of knowledge (Mathematics and Physics).

Unified Modeling Language (UML) is a de-facto standard modeling language with an extensive syntax and notations that can be used to model systems of any kind. However, being a general-purpose language, its semantics are intrinsically under-specified and broad to leave a room for different interpretations. This, in general, hinders the ability to perform formal verification of models produced with a specific domain in mind. In these cases, it is usually more suitable to map the UML models to other domains, where modeling concepts have stricter semantics. Notably, Reactive Objects Language (Rebeca) is an actor-based language with a formal foundation and formal verification support. This paper aims to identify a subset of UML modeling concepts compatible with the domain of reactive and distributed systems as modeled in Rebeca. In this respect, this work proposes a conceptual mapping between a sub-portion of UML and Rebeca, with the goal of enabling formal verification early in the design process. In particular, we investigate Rebeca syntax, and for each Rebeca concept, we provide the corresponding concept in the UML, as part of an iterative process. This process ends when all Rebeca concepts are exhausted and comprehensive mapping procedure emerges. Additionally, validation is an important part of this paper as it aims to establish confidence in the developed mapping procedure (in post-conversion validation) and avoid doing the transformation if the design is not compatible with the mapping procedure (in pre-conversion validation). As part of the pre-conversion validation, in order to establish the compatibility with the mapping procedure, we provide an extensive list of correctness attributes. As part of the post-conversion validation, the mapping procedure is validated by transformation on the provided examples. The results of this transformation show the wide range applicability of the mapping procedure and serve as an assertion of its comprehensiveness.

The relationship between qualitative data analysis software (QDAS) and the development of new methods remains underexplored. While scholars argue that software tactics are used only to implement analytic strategies, some strategies are made possible only with new software developments. Aligned with the Five-Level QDA method, we aim to address the gap in the literature by thoroughly presenting the methodological aspects of an existing narrative inquiry. To be systematic in our explanation of QDAS integration, we begin by offering background information about the original project, followed by an analytical plan, which was informed by our researcher’s subjectivity and generativity theory. We then introduce our translational process that merges our subjective narrative strategy with objective ATLAS.ti tactics into a comprehensive framework for analysis. The findings, presented as a conceptual mapping of the data, informed deeper metaphorical exploration of generativity which is discussed as a life-long process of intergenerational connectedness.

No description available.

As mudanças ocorridas no Sistema Único de Saúde nos últimos anos, associadas às mudanças nas políticas educacionais, forçaram uma modificação na atuação do profissional farmacêutico. Nesse sentido, o farmacêutico necessita adquirir capacitação para atuar em conjunto com a Equipe Multiprofissional de Saúde. O objetivo deste trabalho foi avaliar se o ensino superior em Farmácia no Brasil capacita o farmacêutico a atuar em colaboração com a Equipe Multiprofissional de Saúde dentro dos preceitos do Sistema Único de Saúde. Com base em metodologia quanti-qualitativa, este trabalho analisou projetos político-pedagógicos e o cenário clínico de hospitais universitários de cinco instituições de ensino superior brasileiras, e estudou, a partir de questionários qualitativos, aplicados a diversos profissionais de saúde, as necessidades da equipe em relação à atividade do farmacêutico. Verificou-se inserção ainda modesta do farmacêutico, muitas vezes causada pela falta de conhecimento da equipe sobre sua função ou por uma sensação de falta de preparo do próprio profissional. Também, a análise dos documentos oriundos dos cursos permitiu a constatação da falta de um olhar direcionado para o Sistema Único de Saúde e para a formação clínica. Poucas iniciativas curriculares tem surgido nesse sentido. Por fim, são apresentadas propostas, por meio de mapeamento conceitual, para se pensar um currículo em que coexistam a formação técnica, já tradicional, e a formação clínica, permitindo abarcar essa última, deixada de lado a partir de meados do século XX, que retorna hoje como uma demanda social. / Recent modification in the Brazilian\'s Public Health System, associated with changes in educational policies for higher education, forced a change in the pharmacist\'s professional performance area. Accordingly, the pharmacist needs to acquire capacity to act in conjunction with the Health Multidisciplinary Team. The objective of this thesis was to evaluate whether higher education in Brazil Pharmacy Schools enables the professional to work in collaboration with the Health Multidisciplinary Team within the precepts of National Public Health System. Based on quantitative and qualitative methodology, this study analyzed political-pedagogical projects and the clinical setting of university hospitals of five Brazilian higher education institutions, and studied from qualitative questionnaires applied to various health professionals the needs of the Multidisciplinary Health Team in having as a team member the pharmacist. There was verified a still modest insertion of the pharmacist in health teams, often caused by lack of staff knowledge about their function or by a sense of lack of readiness of the professional himself. Also, the analysis of documents from Pharmacy courses led to confirmation of the lack of educational policies directed to the National Public Health System and clinical training. Few curriculum initiatives have arisen in this regard. Finally, proposals are developed through conceptual mapping, to think of a Pharmacy course curriculum that can coexist in both the technical training as clinical training, allowing embrace this professional area of actuation that was set aside from the mid-twentieth century and returns today as a social demand.

As mudanças ocorridas no Sistema Único de Saúde nos últimos anos, associadas às mudanças nas políticas educacionais, forçaram uma modificação na atuação do profissional farmacêutico. Nesse sentido, o farmacêutico necessita adquirir capacitação para atuar em conjunto com a Equipe Multiprofissional de Saúde. O objetivo deste trabalho foi avaliar se o ensino superior em Farmácia no Brasil capacita o farmacêutico a atuar em colaboração com a Equipe Multiprofissional de Saúde dentro dos preceitos do Sistema Único de Saúde. Com base em metodologia quanti-qualitativa, este trabalho analisou projetos político-pedagógicos e o cenário clínico de hospitais universitários de cinco instituições de ensino superior brasileiras, e estudou, a partir de questionários qualitativos, aplicados a diversos profissionais de saúde, as necessidades da equipe em relação à atividade do farmacêutico. Verificou-se inserção ainda modesta do farmacêutico, muitas vezes causada pela falta de conhecimento da equipe sobre sua função ou por uma sensação de falta de preparo do próprio profissional. Também, a análise dos documentos oriundos dos cursos permitiu a constatação da falta de um olhar direcionado para o Sistema Único de Saúde e para a formação clínica. Poucas iniciativas curriculares tem surgido nesse sentido. Por fim, são apresentadas propostas, por meio de mapeamento conceitual, para se pensar um currículo em que coexistam a formação técnica, já tradicional, e a formação clínica, permitindo abarcar essa última, deixada de lado a partir de meados do século XX, que retorna hoje como uma demanda social. / Recent modification in the Brazilian\'s Public Health System, associated with changes in educational policies for higher education, forced a change in the pharmacist\'s professional performance area. Accordingly, the pharmacist needs to acquire capacity to act in conjunction with the Health Multidisciplinary Team. The objective of this thesis was to evaluate whether higher education in Brazil Pharmacy Schools enables the professional to work in collaboration with the Health Multidisciplinary Team within the precepts of National Public Health System. Based on quantitative and qualitative methodology, this study analyzed political-pedagogical projects and the clinical setting of university hospitals of five Brazilian higher education institutions, and studied from qualitative questionnaires applied to various health professionals the needs of the Multidisciplinary Health Team in having as a team member the pharmacist. There was verified a still modest insertion of the pharmacist in health teams, often caused by lack of staff knowledge about their function or by a sense of lack of readiness of the professional himself. Also, the analysis of documents from Pharmacy courses led to confirmation of the lack of educational policies directed to the National Public Health System and clinical training. Few curriculum initiatives have arisen in this regard. Finally, proposals are developed through conceptual mapping, to think of a Pharmacy course curriculum that can coexist in both the technical training as clinical training, allowing embrace this professional area of actuation that was set aside from the mid-twentieth century and returns today as a social demand.

The study is a comparative analysis of conceptual metaphors in English and Shona. The objectives of this study were: to compare the metaphorical expressions of English and Shona in the same or similar domains in order to establish on the one hand whether there are similarities and/or differences cross-linguistically and cross-culturally in the metaphorical construal of reality between these two languages and on the other hand, to establish what the underlying motivation is for the similarities and the differences between these two unrelated languages. The thesis also explores the reasons for the similarities in terms of particular assumptions underlying conceptual metaphors, that is, embodiment and ecological motivations. / Linguistics / D. Litt. et Phil. (Linguistics)

The study is a comparative analysis of conceptual metaphors in English and Shona. The objectives of this study were: to compare the metaphorical expressions of English and Shona in the same or similar domains in order to establish on the one hand whether there are similarities and/or differences cross-linguistically and cross-culturally in the metaphorical construal of reality between these two languages and on the other hand, to establish what the underlying motivation is for the similarities and the differences between these two unrelated languages. The thesis also explores the reasons for the similarities in terms of particular assumptions underlying conceptual metaphors, that is, embodiment and ecological motivations. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)