In Loretta Lees's study of a new public library in Vancouver in the late 1990's, she began to explore the ideals of non-representational theories, or those everyday practices that provide evidence not just of what symbolic meaning one may assign to a space, but rather what that space does—how it is enacted through everyday practice. This exploration provided Lees with another way to think about the built environment, one that she believed could open up a new direction for architectural geographers. Lees, building on the work of Jon Goss and other contemporary scholars in the field, described this new direction as a move towards a critical geography of architecture. This dissertation explores the use of a non-representational framework to study everyday practices through a single case study in the Avenue of Fashion in Detroit, Michigan. This research considers the historical evolution of Detroit through bankruptcy to present day using two common narratives of the city, one of rise/rebirth and one of Two Detroits, to offer a critical lens through which to consider performances of everyday life in this recently redeveloped area of the city. Within a non-representational framework, this study pulls in direct observational methods such as counting, mapping/tracing, photo documentation, trace observation, and field notes derived primarily from public life studies to observe and consider how the built environment is shaped through these embodied practices. This study contributes both an example of alternative methods that may be used in non-representational research, as well as new way to think about spaces that complements findings from more representational research. The findings from this study inspire a curiosity about the unfolding of everyday life and contribute to the work of Lees and others in advancing a critical geography of architecture. / Doctor of Philosophy / Using methods from the field of public life studies, such as counting, mapping/tracing, photo documentation, trace observation, and field notes, this dissertation study everyday practices, the bodily performances of everyday life, through a single case study in the Avenue of Fashion in Detroit, Michigan. This research considers the historical evolution of Detroit through bankruptcy to present day using two common narratives of the city, one of rise/rebirth and one of Two Detroits, to offer a critical lens through which to consider performances of everyday life in this recently redeveloped area of the city.

Doctor of Philosophy / Department of Diagnostic Medicine/Pathobiology / Douglas Powell / Randall Phebus / Not-ready-to-eat entrées purchased at retail and prepared in the home have been identified as a risk factor for salmonellosis. From 1998 to 2010, ten outbreaks implicated undercooked not-ready-to-eat entrées. In each outbreak, affected individuals prepared entrées in a microwave oven, did not follow recommended cooking instructions, and failed to take the internal temperature of the cooked product. This dissertation surveyed grocery stores for product availability, evaluated consumers’ preparation practices of raw, breaded, frozen chicken entrées, and validated on-package label instructions. The survey of retail revealed that several manufacturers fail to provide consumers clear preparation instructions. A video capture system was used to observe food preparation practices of 41 consumers–21 primary meal preparers and 20 adolescents–in a mock domestic kitchen using uncooked, frozen, breaded chicken products, and determined if differences exist between consumers’ reported safe food handling practices and actual food handling behavior as prescribed on product labels. Differences between self-report and observed food safety behaviors were identified between groups. Many participants reported owning a food thermometer (73 percent) and reported using one when cooking raw, breaded chicken entrées (19.5 percent); however, only five participants (12.2 percent) were observed measuring the final internal temperature with a food thermometer despite instructions on the product packaging to do so. Food handling errors identified during the meal preparation sessions were then mimicked in a controlled laboratory setting to determine the impact of such deviations on end-product temperature. For all products, highly variable internal temperatures were recorded across entrées when prepared in a 600W microwave oven. Microwave cooking of raw breaded poultry products is unpredictable in achieving uniform target end-point temperatures; however, a 1000W microwave oven consistently produced a safe end product. Data collected through direct observation more accurately reflected consumer food handling behaviors than data collected through self-reported surveys. Low wattage microwave ovens failed to produce a safe end product. Processors should validate instructions for not-ready-eat entrées using a range of microwave ovens rather than a single wattage, develop a unique set of instructions for entrées, and provide consumers clear cooking instructions that result in a safe end product.

Made available in DSpace on 2016-07-27T14:22:09Z (GMT). No. of bitstreams: 1 Graziela Freire Vieira.pdf: 538835 bytes, checksum: abd6f0b40af6e005390b2a7a6872fcec (MD5) Previous issue date: 2009-03-27 / This paper has as its objective the study of the clinical context, identifying vocal verbal behaviors categories of the verbal narratives in a therapeutic section. It also analyses the behaviors emitted by the therapist and client discussion s themes during each therapeutic relationship. For that matter, it was chosen the use of direct observation of the behavior as a method to obtain trustworthy data and construction of verbal behavior categories. A behavioral therapist and a 22 years old female patient were participants in this study. The client presented complaints related to her suffering after a relationship breakup, difficulty engaging in other relationships, timidity, and depression. The session were video tapped. All videos were watched and transcribed, making possible the thematic analysis worked in each session and the development of the verbal behavior categories. The selection of these categories was built utilizing: five vocal verbal behavior categories described by B.F. Skinner in his book Verbal Behavior and, six vocal verbal behavior categories taken from observations of this study. The data shows that the therapist s verbalizations were more often than the client s verbalization. Categories, such as autoclitic , tact and mand , had the most frequent occurrence when compared to the other categories. The data shows that the therapist emitted more verbalizations in the theme variable explanations and the client in the theme other subjects . Moreover, the data leads to the development of possible functional relationships between the behaviors emitted by the therapist and the behaviors emitted by the client. It also suggests that therapists trained to utilize verbal behavior as an incentive to promote changes can amplify their interventions effect. In general, this study demonstrates the importance of the verbal behavior study in the therapeutic interaction in order to enhance its efficiency and, therefore, to promote behavior changes in the client s behavior repertory. / O presente trabalho teve como objetivo estudar o contexto clínico identificando categorias de comportamento verbais vocais funcionais dos relatos verbais de uma díade terapêutica. Procurou-se também estudar os comportamentos emitidos pela terapeuta e pela cliente nos conteúdos temáticos trabalhados em cada sessão terapêutica. Para isso, optou-se pelo uso da observação direta do comportamento como método para obtenção de dados fidedignos e construção de categorias de comportamento verbal. Participaram deste estudo uma terapeuta da área comportamental e uma cliente de 22 anos, sexo feminino, e que apresentava queixas relacionadas com o sofrimento devido ao término de um namoro, dificuldade de se envolver em outros relacionamentos, timidez e depressão. As sessões foram registradas em vídeo. Os vídeos foram assistidos e transcritos, o que possibilitou a análise dos conteúdos temáticos trabalhados em cada sessão e o levantamento de categorias de comportamento verbal. A seleção das categorias foi feita utilizando: cinco categorias de comportamentos verbais vocais descritas por Skinner em sua obra O comportamento verbal de B. F. Skinner e seis categorias de comportamento verbais vocais retiradas do próprio estudo. Os dados nos mostram que as verbalizações da terapeuta ocorreram com maior freqüência que as verbalizações da cliente. As categorias de comportamento autoclítico , tato e mando obtiveram as maiores freqüências de ocorrência em relação ás outras categorias. Os dados também mostram que a terapeuta emitiu mais verbalizações no tema Explicações diversas e a cliente no tema Outros assuntos . Além disso, os dados nos indicam para o levantamento de possíveis relações funcionais entre os comportamentos emitidos pela terapeuta e os comportamentos emitidos pela cliente. Sugere-se também que terapeutas treinados a utilizar o comportamento verbal como estímulo promotor de mudanças pode ampliar o alcance de suas intervenções. De um modo geral, este estudo ressalta a importância de estudarmos o comportamento verbal dentro do contexto clínico para ampliar a eficácia das intervenções terapêuticas e, assim, produzir mudanças de comportamento no repertório comportamental do cliente.

No description available.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-12T13:19:53Z No. of bitstreams: 1 Fernanda dos Santos Cerqueira.pdf: 3002404 bytes, checksum: 83ab6cfee792c4e48e732af6b40373ae (MD5) / Made available in DSpace on 2016-09-12T13:19:53Z (GMT). No. of bitstreams: 1 Fernanda dos Santos Cerqueira.pdf: 3002404 bytes, checksum: 83ab6cfee792c4e48e732af6b40373ae (MD5) Previous issue date: 2016-04-29 / The present study had the objective of conducting a functional evaluation using different methodologies to identify and describe violent episodes in a municipal school in Goiania, Brazil. This study was divided into three phases: 1) Document Analysis; 2) Questionnaires and 3) Direct Observation. In phase 1, we analyzed the school’s incident book to identify, classify, and describe violent and non-violent behaviors (nondisciplinary), and identified their frequency of occurrence as well as antecedents and consequences. In total, 126 incidents were recorded, 67 of which were considered nonviolent and 69 that were considered violent. Among the violent recorded behaviors, “physical aggression” was the most frequent with 31 occurrences; among nonviolent behaviors, highest occurrence was “not doing homework”, with 20 recorded episodes. The most frequent antecedent was “disagreement with a classmate” (4 incidents) and consequence was “sent to principal’s office” (7 incidents). Questionnaires in phase 2 had the goal of identifying what the school’s students, teachers and staff report about certain aspects of school violence. Fourteen teachers, 15 staff members and 270 students participated in this phase. Results show that most students (93%), teachers (100%) and staff (80 %) have observed some kind of violence at the school. The type of violence most reported by students was “bullying” (68%); teachers and staff reported “verbal aggression” (93% and 67%, respectively). About 50% of students, teachers, and staff reported some violence-related activities in school and stated they felt safe in the school. Regarding interpersonal relationships in the school, teachers have a negative perception in terms of relationship between students (67%), and between teachers and students (44%). In phase 2, we conducted Direct Observations with audiovisual recordings of 6 students and 10 teacher which had the following objectives: producing behavioral categories of teachers and students with appropriate and inappropriate behaviors to verify whether there is a difference between two groups of students in terms of number of appropriate and inappropriate behaviors; identifying whether there is a difference in the types of consequent behavioral categories of teachers in the student-teacher relationship and calculating the frequency of different behavioral categories of teachers that appear as antecedent stimulus and/or context for the categories of appropriate and inappropriate students’ behaviors; and identifying the frequency of different types of teachers’ behavioral categories that occur after students’ behaviors, pointing out the most frequent ones. Concerning inappropriate behaviors, they were more frequent by “problem students” (196), than “well-behaved students” (112). Regarding consequences emitted by teachers, we observed a high rate of “No Consequence" In all three phases of this research, we observed that teachers do not produce consequences for appropriate or inappropriate behaviors emitted by students. Thus, we identified a need for interventions based on data obtained from functional evaluations that may produce effective change on violent behaviors. / Este estudo teve como objetivo realizar avaliação funcional por meio de diferentes metodologias visando identificar e descrever episódios de violência em uma Escola Municipal de Goiânia- GO. O estudo foi divido em três fases: 1) Análise Documental; 2) Aplicação de Questionários e 3) Observação Direta. Na fase 1 o livro de ocorrências foi analisado afim de identificar, classificar e descrever os comportamentos violentos e não violentos (indisciplinares), além de identificar a frequência de ocorrência dos mesmos, e seus antecedentes e consequentes. O total de 136 ocorrências foram registradas sendo 67 episódios considerados não violentos e 69 violentos. Dentre os comportamentos violentos registrados, “agredir fisicamente” obteve maior frequência com 31 ocorrências e entre os comportamentos não violentos a maior ocorrência foi de “não realizar tarefas” com 20 episódios. O antecedente mais frequente foi “desentendimento com o colega” (4 registros), e o consequente foi “encaminhado à coordenação” (7 registros cada). A fase 2 de Aplicação dos Questionários, teve como objetivo identificar o que alunos, professores e funcionários da escola relatam sobre alguns aspectos da violência escolar. Participaram dessa fase 270 alunos, 14 professores e 15 funcionários. Como resultados podemos verificar que a maioria dos alunos (93%), professores (100%) e funcionários (80 %) já observaram algum tipo de violência na escola; o tipo de violência mais relatadas pelos alunos foi o “bullying” (68%), e a “agressão verbal” foi relatada pelos professores (93%) e funcionários (67%). Cerca de 50% dos alunos, professores e funcionários afirmam haver alguma atividade sobre violência na escola e também afirmaram sentirem-se seguros na escola. Sobre as relações interpessoais na escola, os professores percebem-nas como ruins, tanto a relação entre alunos (67%), como a relação entre professores e alunos (44%). Na fase 3 utilizou-se a Observação Direta com gravações áudio visuais de 6 alunos e 10 professores objetivando: elaborar categorias comportamentais dos professores e dos alunos com comportamentos apropriados e inapropriados para verificar se há diferença entre os dois grupos de alunos quanto ao número de comportamentos apropriados e inapropriados, identificar se há diferença nos tipos de categorias comportamentais consequentes dos professores na relação professor aluno e calcular a frequência das diferentes categorias comportamentais dos professores que aparecem como estímulos antecedentes e/ou contexto dado as categorias dos comportamentos apropriados e inapropriados dos alunos, além de identificar a frequência de diferentes tipos de categorias comportamentais dos professores que ocorrem após os comportamentos dos alunos, apontando as mais frequentes. No que se refere aos comportamentos inapropriados, observou-se maior frequência nos alunos problema (196) comparativamente aos alunos comportados (112). Quanto às consequências emitidas pelos professores, observamos grande índice de “Nenhuma Consequência” e o antecedente com maior frequência foi o “Explicar”. O comportamento mais emitido pelos alunos foi a “Interação com o Colega/inapropriada”, e os consequentes emitidos pelos professores foi “Responder” no grupo de alunos comportados e o “Advertir”, no grupo de alunos problema. Nas três fases da pesquisa foi possível observar que os professores para a maioria das ocorrências não liberam consequências dado os comportamentos emitidos pelos alunos, tanto para comportamentos apropriados como inapropriados, identificando assim a necessidade de intervenção que se pautada nos dados obtidos através da avaliação funcional pode produzir mudanças eficazes no comportamento violento.

The thesis describes the development and testing of a new computer based systematic observation instrument designed to facilitate the recording and measurement of the quantity and quality of midwifery intrapartum support. The content of the systematic observation instrument, the ‘SMILI’ (Supportive Midwifery in Labour Instrument), was based on a comprehensive review of the literature. The instrument was found to be valid and reliable in a series of studies. The feasibility and usability of the SMILI was extensively tested in the clinical setting in four maternity units in Scotland, UK. One hundred and five hours of direct observation of forty nine labour episodes were undertaken by four trained midwife observers. The clinical study demonstrated that the study and the instrument were feasible, usable and successful in measuring the quantity and quality of midwifery intrapartum support. The data collected has provided significant new information about the support given by midwives in the National Health Service of Scotland, UK. Continuous one to one support was the norm, with 92% of the observed midwives in the room for more than 80% of the observation period. Emotional support, including rapport building, encouragement and praise, was the most frequently recorded category of support.

Nous avons peu d’informations sur les interactions sociales des personnes démentes en institution et sur les effets des interventions psychosociales sur leurs interactions sociales, qui sont favorables à une bonne qualité de vie et à un bon fonctionnement cognitif. 56 résidents d’une maison de retraite vivant avec une démence ont été observés par vidéo, afin d’analyser leurs comportements sociaux et de valider une grille d’observation des interactions sociales : le Social Observation Residents Index (SOBRI). 36 résidents ont bénéficié d’une séance de stimulation psychosociale. Leurs scores au SOBRI ont été comparés à ceux d’un groupe contrôle. La validation du SOBRI met en évidence deux profils de comportements : interactions sociales avec les résidents et avec les soignants. Une séance de stimulation psychosociale favorise significativement les interactions sociales avec les soignants. Des tendances positives sont observées dans les deux groupes sur les interactions sociales entre les résidents. Les résidents vivant avec une démence interagissent spontanément entre eux et avec les soignants. La stimulation psychosociale favorise les interactions avec les soignants. Une stimulation, quelle que soit son intensité, stimule les interactions entre les résidents. Ces résultats doivent être confirmés dans l'objectif de développer des programmes favorisant l’inclusion sociale en institution. / We have little information about the nature of social interactions of people with dementia living in nursing homes and about effectiveness of psychosocial intervention on social interactions. We know that social interactions promote a good quality of life and a good cognitive functioning. 56 residents with dementia living in a nursing home were observed by video to analyse their social behaviours and to validate an observation grid of social interactions, the Social Observation Residents Index (SOBRI). 36 residents received a session of psychosocial stimulation. Their scores on the SOBRI were compared to those of a control group. The validation of the SOBRI highlighted two profiles of behaviours: social interactions with other residents and with care staff. One session of psychosocial stimulation promotes significantly social interactions with care staff. Positives trends are observed in both groups in terms of increase of social interactions with other residents. Residents with dementia interact spontaneously with other residents and with care staff. Psychosocial stimulation promotes social interactions with care staff. A stimulation, regardless its intensity, seems to stimulate social interactions between residents. Future studies are needed to confirm these trends and to develop programs promoting social inclusion in nursing homes.

Há praticamente consenso de que o processo de trabalho de prevenção e controle de infecção relacionada à assistência à saúde (IrAS), pautado em indicadores de resultados, são limitados para reconhecer as condições reais em que as práticas assistenciais são realizadas. Para tanto, avaliações processuais vêm sendo utilizadas, para conhecer o grau de conformidade dessas ocorrências de acordo com as recomendações dadas por evidências científicas atualmente disponíveis. Este estudo teve a finalidade de avaliar a conformidade de práticas de prevenção e controle de infecção da corrente sanguínea associada ao cateter venoso central (ICS-ACVC), por meio de indicadores clínicos processuais especificamente elaborados. Tais práticas corresponderam a: a) Avaliação das práticas de registro de indicação e tempo de permanência do cateter venoso central de curta permanência; b) Avaliação das práticas de inserção do cateter venoso central de curta permanência: inserção percutânea, paramentação completa para inserção de CVC, campo estéril ampliado no momento da instalação do cateter, uso de anti-séptico de veículo alcoólico para preparo da pele do paciente, presença de curativo oclusivo; c) Avaliação da prática de adesão aos cuidados e manutenção do curativo da inserção do CVC e seus dispositivos: registro de troca do curativo, periodicidade da troca do curativo, desinfecção de hubs e conectores com clorexidina alcoólica 0,5% antes da manipulação, troca de equipos e transdutores conforme orientação institucional; d) Avaliação da adesão à higiene das mãos em procedimentos de troca do sistema de infusão, administração de medicamentos, coleta de sangue, troca e realização de curativo. Tratou-se de uma pesquisa aplicada envolvendo achados sobre o desempenho de práticas e procedimentos, buscando acessar sua qualidade, com delineamentos prospectivo, transversal e analítico. O cenário foi a UTI cirúrgica-Adulto de um Hospital Público de Ensino. A casuística correspondeu às oportunidades de avaliação das práticas selecionadas, realizadas por médicos, enfermeiros, auxiliares e técnicos de enfermagem, nos três turnos de trabalho, quando pertinente, em pacientes que teriam um CVC inserido e/ou que já possuíam CVC. A amostra baseou-se na conformidade esperada de 80%, com 5877 avaliações distribuídas entre as práticas selecionadas, realizadas por meio de observação direta ou registros em prontuários. Instrumentos e avaliadores foram submetidos a testes de aferição de concordância. A conformidade geral das práticas de registro de indicação e tempo de permanência do cateter venoso central de curta permanência foi de 91,6%. A conformidade geral obtido na avaliação das práticas de inserção do cateter venoso central de curta permanência foi nula (0,0%), que ocorreu devido à ausência do curativo oclusivo na inserção do CVC (0,0%), quanto às demais práticas avaliadas, todas obtiveram conformidade total (100,0%). A conformidade da prática de adesão aos cuidados e manutenção do curativo da inserção do CVC e seus dispositivos: registro de troca do curativo, periodicidade da troca do curativo, desinfecção de hubs e conectores com clorexidina alcoólica 0,5% antes da manipulação foi de 51,5%, com a manhã o período que apresentou a maior taxa de conformidade (69,3%) e a tarde a menor (31,1%). A conformidade geral da prática de higiene das mãos na realização dos procedimentos selecionados foi apenas 10,7%, sendo que a Troca e realização de curativo (21,1%), seguindo-se Coleta de Sangue (10,2%) e administração de medicamentos (9,6%). O turno da manhã obteve maior adesão (12,7%) e o noturno a menor (8,4%). Nesta prática, o maior índice de conformidade foi obtido entre os enfermeiros em todas as práticas avaliadas (troca do sistema de infusão-18%, coleta de sangue-21,4%, administração de medicamento-20,4%, troca e realização do curativo 21,7%). Concluiu-se que, embora a avaliação das práticas de registro de indicação e tempo de permanência do cateter venoso central de curta permanência tenha atingido a conformidade esperada de 80%, as demais práticas necessitam de uma nova elaboração de estratégias que assegurem a adesão duradoura das práticas de controle e prevenção de ICS-ACVC, associado à análise contínua de infra-estrutura, disponibilidade de material e carga de trabalho. / There is a consensus that the process of prevention and control healthcare associated infection (HAI), based on result indicators is limited to recognize the real conditions in which assistance practices are performed. So, processual evaluations have been required to know the conformity level of these events in relation to recommendations given by the scientific evidence now available. The aim of this study was to evaluation the conformity of practices for prevention and bloodstream infection control associated with central venous catheter (BSI ACVC) by means of specifically elaborated processual clinical indicators. These practices corresponded to: a) Evaluation the practices of registration statement evaluation and central venous catheter for short stay evaluation; b) Evaluation the practices of the insertion of central venous catheter for short stay, percutaneous insertion, complete items for insertion of CVC, enlarged sterile field at the time of catheter insertion, use of antiseptic alcohol vehicle for the patient skin cleaning and occlusive dressing presence; c) Evaluation of the adherence to care practice and maintenance of CVC insertion healing and it devices: report of dressing and frequency changes, the hubs and connectors disinfection with chlorhexidine 0,5% before handling, exchange of catheters and transducers as institutional orientation; d) Evaluation of compliance to hand hygiene procedures in trading system for infusion, medication administration, blood collection, exchange an healing completion. This was an applied research involving findings about practices performance and procedures, aiming to access its quality, through a prospective transversal and analytical design. It took place in an surgical Adult ICU of a Public School Hospital. The casuistic corresponded to opportunities of selected practices evaluation , performed by physicians, nurses, nursing assistants and technicians, in three work shift, where relevant, in patients who had a CVC inserted and / or who had CVC. The sample was based on the expected conformity of 80 %, with 5,877 evaluations distributed among the selected practices, performed by means of direct observation or registers in patient records. Instruments and evaluators were submitted to tests for measuring compliance. The general conformity practices registration statement and permanence of central venous catheter for short stay was 91,6%. The overall conformity achieved in the evaluation of central venous catheter insertion a short stay was zero (0,0%), which was due to the absence of occlusive dressings on CVC insertion (0,0%), and the other evaluated practices all achieved full compliance(100,0%). The conformity adherence to care practice and maintenance of healing of the CVC insertion and their devices: dressing change report, dressing change frequency, the disinfection of hubs and connectors with chlorhexidine 0.5% before the manipulation was 51,5%, being that morning shift has the highest compliance rate (69,3%) and the afternoon shift the smallest (31,1%). The overall conformity of hand hygiene practice in the performance of selected procedures was only 10,7%, and the exchange and completion of healing (21,1%), followed by blood collection (10,2%) and administration drugs (9,6%). The morning shift had better adherence (12,7%) and the lowest night shift (8,4%). In the practice, the highest rate of compliance among nurses was obtained in all evaluated practices (exchange of the infusion system 18%, blood collection 21,4 %, drug delivery 20, 4%, exchange and completion of dressing 21, 7%). We have concluded that although the registration statement evaluation and permanence of central venous catheter for short stay has reached 80% as expected, other practices have needed a new formulation of strategies that ensure lasting adhesion of control practices and prevention of ICS-ACVC, associated to a continuum analysis of infra-structure and work conditions.

Made available in DSpace on 2016-04-27T14:31:51Z (GMT). No. of bitstreams: 1 Maria Veronica Francisco Mapatse.pdf: 396286 bytes, checksum: 3d624ce8f8cda83709b3ec04043e8ac5 (MD5) Previous issue date: 2006-07-31 / This present research aims to contribute with information that allow to bring back geographic excursions for everyday learning, once its absence is recognised its important as well I hereby intend to revise the theories about geography teaching methodologies with focus on direct observation and more concretely on geography excursions, so as to sustain and find alternatives for its attainment. Due to the nature of objectives and study object, the research is based on a qualitative study by developing a case study. A grade 10 rural in Sofala province was the research target. In this present study, I seek to identify the potentialities that teachers and students present, diagnosing the component excursion of geography in the Teaching and Learning Process. It also establishes the relationship between the regional geographic conditions and the geography teaching contexts. The research revealed that the geographic excursions do not take part in the everyday learning, its absence is related to difficulties of conceptualisation of excursion found in teachers and not working conditions due to large numbers of students as supposed before. This research findings motivate the feasibility of excursions in the national conditions, by doing so it could be a contribution in bringing back direct observation through school excursion, in this case elevating teachers and students activities in Teaching and learning Process in this subject, with the ultimate intention of improving the quality of education in Mozambique / A presente pesquisa perspectiva contribuir com subsídios que permitam retornar as excursões geográficas ao quotidiano escolar, uma vez ter reconhecido a sua ausência e, ao mesmo tempo a sua importância Para o efeito, faço uma revisão teórica sobre as metodologias de ensino da Geografia, sobretudo no que concerne à observação directa e mais concretamente as excursões geográficas, para encontrar sustento e alternativas para a sua consecução. Pela natureza dos objectivos e do objecto de estudo, baseio-me na pesquisa qualitativa, desenvolvendo um estudo de caso. Foi alvo de pesquisa a 10ª classe de uma escola rural da província de Sofala. Neste estudo, procuro identificar as potencialidades e constragimentos que os professores e alunos apresentam, diagnosticando a componente excursões no PEA da Geografia. Estabeleço a relação entre as condições geográficas da região e os conteúdos de ensino da Geografia. A pesquisa revelou que as excursões geográficas não fazem parte do quotidiano escolar, e esta ausência está relacionada com dificuldades de conceituação de excursões por parte dos professores, e não propriamente com as condições de trabalho, devido ao elevado número de alunos como era suposto. Estas constatações motivaram a pesquisa de excursões viáveis para as condições nacionais, de modo que esta fosse um contributo para retornar a observação directa por meio da excursão à escola, elevando deste modo as actividades dos alunos e professores no PEA desta disciplina, com intenção última de melhorar a qualidade em Moçambique .

Made available in DSpace on 2016-06-02T20:30:49Z (GMT). No. of bitstreams: 1 2925.pdf: 1402072 bytes, checksum: 71ea0b75cf31d0721a95106db282b473 (MD5) Previous issue date: 2010-03-08 / Universidade Federal de Minas Gerais / The literature has produced evidence that: (a) the early assessment and intervention in social skills can prevent and overcome problematic behaviors; (b) in the case of assessment, there are limits and advantages to different procedures generally used as well as a consensus about the importance of the multimodal design; (c) studies that investigate the relation among data obtained using different procedures, such as observation and informants reports are still scarce, mainly, with preschoolers; (d) analyzes of convergences and divergences between informants reports and between different procedures can produce important information to plan intervention to promote social skills and reduce problem behaviors in the childhood. In this way, the present study had as objectives: (1) To verify similarities and differences in the assessment of social competence with comparisons among four groups of children (with good social skills repertoire - SSB; with internalizing problematic behaviors - IPB, externalizing - EPB e mixed - MPB) in each kind of assessment (mother s report, teacher s report and observation) and comparing the three kinds of assessment to each group; (2) To characterize convergences and divergences between different informants and procedures, with comparisons among groups and intragroups. Based on a sample of 152 children evaluated by Preschool Kindergarten Behaviors Scales (PKBS), 26 children were selected and distributed to each one of the groups. These children participated in five structured situations that were recorded and analyzed by judges previously trained. In the interviews, mothers and teachers reported how the children s performance in each structured situation would have been. The data were analyzed by descriptive and non-parametric inferential statistics. The results indicated that: (1) to each group, the evaluation of social competence by mother s and teacher s reports and by observation were consistent; (2) only the teacher s evaluation differentiated the groups - the children of CHS group presented the best scores of social skills and the CPI group, the worst scores; (3) the convergences between report s data and of observation, in general, were the highest in the CHS group and the lowest in CPI group, except to comparison between mother report and observation, with the most convergence to CPE group. Possible reasons to explain the lowest convergence in the group CPI are highlighted, and methodological, clinical and educational implications are discussed, suggesting plans of intervention based on these results. / A literatura tem produzido evidências de que: (a) a avaliação e a intervenção precoces em habilidades sociais podem constituir caminho para prevenção ou superação de comportamentos problemáticos; (b) no caso da avaliação, há limites e vantagens para os diferentes procedimentos geralmente utilizados e um consenso quanto à importância de um delineamento multimodal (c) ainda são escassos os estudos que investigam a relação entre dados obtidos a partir de diferentes procedimentos, como observação e relato de informantes, especialmente junto a pré-escolares; (d) análises de convergências e divergências entre relatos de informantes e entre procedimentos podem produzir resultados relevantes para o planejamento de intervenções voltadas para a promoção de habilidades sociais e a redução de comportamentos problemáticos na infância. Nesse sentido, o presente estudo teve por objetivos: (1) Verificar semelhanças e diferenças quanto à avaliação de competência social comparando-se quatro grupos de crianças (com bom repertório de comportamentos das classes de habilidades sociais CHS; com comportamentos problemáticos internalizantes CPI; extenalizantes CPE; e mistos - CPM) em cada tipo de avaliação (relato da mãe, relato da professora e observação) e comparando-se os três tipos de avaliação em cada grupo; (2) Caracterizar convergências e divergências entre diferentes informantes e procedimento, com comparações entre grupos e intragrupos. Com base em uma amostra de 152 crianças avaliadas por meio da Escala de Comportamentos Sociais para Pré-Escolares (PKBS-Br), 26 crianças foram selecionadas e alocadas para cada um desses quatro grupos. As crianças participaram de cinco situações estruturadas que foram filmadas e analisadas por juízes previamente treinados. Em entrevista, mães e professoras relataram como teria sido o desempenho das crianças em cada situação estruturada. Os dados foram analisados por meio de estatística descritiva e inferencial não paramétrica. Os resultados indicaram que: (1) para cada grupo, as avaliações de competência social por observação, por relato de mães e de professoras foram consistentes; (2) somente a avaliação por relato das professoras diferenciou os grupos, sendo que as crianças do grupo CHS apresentaram melhores escores de competência social e as do CPI, os piores escores; (3) as convergências entre dados de relato e de observação, no geral, foram maiores no grupo CHS e menores no CPI, exceto para a comparação entre relato de mães e observação, com maior convergência no grupo CPE. Destacam-se possíveis razões para a menor convergência no grupo CPI e são discutidas implicações metodológicas, clínicas e educacionais desses resultados, sugerindo-se planejamentos de intervenção neles embasados.