Thesis (Ph.D.)--Fairleigh Dickinson University, 1998. / Source: Dissertation Abstracts International, Volume: 59-08, Section: A, page: 2874. Chair: Cynthia Radnitz.

Made available in DSpace on 2018-06-18T13:12:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2016 / Introdução: A complexidade do mundo contemporâneo e as exigências do mundo do trabalho demandam uma formação qualificada do profissional da área de saúde que envolve o aprimoramento de novas competências. A Universidade Federal da Integração Latino-americana (UNILA), na tríplice fronteira recebe discentes brasileiros e de outros países da América Latina, inclusive de Países caribenhos não latinos. Esta universidade tem como características a multiculturalidade e o bilinguismo e tem como princípio a cooperação solidária. Sendo assim a UNILA, vivencia uma experiência única em um cenário rico quanto à diversidade cultural, onde discentes e docentes de diversos países compõem esse contexto, proporcionando novas possibilidades e desafios na Educação Superior. Uma educação ampliada dentro da multiculturalidade instiga ao conhecimento de novos saberes e novas práticas no processo de formação profissional. Objetivo: Descrever as contribuições para o processo de ensino/aprendizagem na perspectiva advinda da multiculturalidade e do bilinguismo no contexto da tríplice fronteira do Curso de Medicina da UNILA. Especificamente propõe-se: Analisar a percepção dos docentes e discentes sobre a formação médica frente à DCN e o PPC, analisar a percepção docente e discente sobre o processo de ensino/aprendizagem desenvolvido, no contexto da multiculturalidade e do Bilinguismo no cenário de tríplice fronteira e construir e validar o instrumento atitudinal do tipo Likert. Metodo: Com abordagem quali-quantitativa, de característica descritiva e exploratória, o estudo foi realizado na Universidade Federal de Integração Latino Americana – UNILA. O estudo em consonância com os preceitos éticos de pesquisa teve a coleta de dados dividida em duas etapas. Na primeira, foi aplicado o instrumento Atitudinal Likert, com 111 discentes, distribuídos nos 1º e 2º ano e 7 docentes integrantes do referido Curso. Foram construídas 4 dimensões à luz dos objetivos da pesquisa, buscando identificar a percepção dos respondentes sobre o objeto pesquisado. Na segunda etapa, foram realizadas entrevistas com 11 docentes. As entrevistas foram gravadas, transcritas e os dados analisados por meio da técnica de análise de conteúdo, modalidade temática. Resultados: Os participantes valorizam a perspectiva multicultural e bilinguista no processo de formação médica na UNILA e expressão uma adequada correlação com o conteúdo das DCN e do PPP do curso. Contudo os dados obtidos apontam desafios relacionados Preponderância da língua nativa em relação á hispana e necessidade de ampliar a legislação sobre mobilidade de estudantes e profissionais e sobre a prescrição médica em diferentes países. Conclusões: A formação médica em construção pela UNILA na tríplice fronteira se constitui numa perspectiva relevante para uma compreensão ampliada e qualificada de atenção à saúde dos países que a compõem. Contudo, aspectos de infraestrutura como a oferta de bibliografia em espanhol, o uso desta língua no processo de formação, o aumento de cenários de prática nos países fronteiriços, entre outros devem ser potencializados em curto prazo para a criação de condições satisfatórias de implantação do referido Curso de Medicina. / Introduction: The complexity of the contemporary world and the demands of the labor market require a qualified professional training of health that involves the improvement of new skills. The Federal University of Latin American Integration (UNILA) in the triple border receives Brazilian and other Latin American countries, including non-Latin Caribbean countries students. This university has the characteristics multiculturalism and bilingualism and its principle the partnership. Therefore UNILA, experiences a unique experience in a rich scenario as cultural diversity, where students and teachers from different countries make up this context, providing new opportunities and challenges in higher education. An expanded education within multiculturalism instigates knowledge of new knowledge and new practices in the training process. Objective: To describe the contributions to the teaching / learning process in arising perspective of multiculturalism and bilingualism in the context of the triple border of Medicine Course UNILA. Specifically it is proposed to analyze the perception of teachers and students about medical training against DCN and PPC, analyze teaching and student perception of the teaching / learning process developed in the context of multiculturalism and bilingualism in the tri-border scenario and Build and validate the likert type instrument. Method: With qualitative and quantitative approach, descriptive and exploratory character, the study was conducted at the Federal University of Latin American Integration - UNILA. The study in line with the research ethical principles had to collect data divided into two stages. At first, the instrument Attitudinal Likert was applied, with 111 students, distributed in 1st and 2nd year and 7 members teachers of that course. 4 dimensions in the light of the research objectives were constructed in order to identify the perceptions of respondents about the researched object. In the second phase, interviews were conducted with 11 teachers. Interviews were recorded, transcribed and analyzed using content analysis technique, thematic modality. Results: Participants value the multicultural perspective and bilinguista the medical training process in UNILA and express a proper correlation with the content of DCN and of course PPP. However the data suggest challenges preponderance of native language regarding Hispanic and will need to expand the legislation on mobility of students and professionals and on medical prescription in different countries. Conclusions: Medical training in construction by UNILA in the triple border constitutes a relevant perspective for a larger and qualified understanding of health care in the countries that comprise it. However, aspects of infrastructure such as the provision of bibliography in Spanish, the use of this language in the training process, the increase of practice scenarios in border countries, among others, should be potentiated in the short term to create satisfactory conditions of implantation Of the said Course of Medicine.

Proposed teaching materials suitable for the second level of elementary school are put forward in the diploma theses. The materials deal with the topic of health, illnesses, accidents and prevention in the teaching of natural science in line with the Framework Educational Programme for Elementary Education. The proposed teaching materials include teaching texts, didactic games, activation and motivation means which aim to strengthen pupils´ knowledge and skills in a fun way and make them feel responsible for their own health. The theoretical starting points of the diploma paper include an analysis of the Framework Educational Programme for Elementary Education and an analysis of the most widely used natural science textbooks.

Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2018-08-22T17:35:23Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_MartaInesAlmeidaDeJesus.pdf: 2259119 bytes, checksum: 6c88846779d9c6d0e39e7442621d788e (MD5) / Made available in DSpace on 2018-08-22T17:35:23Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_MartaInesAlmeidaDeJesus.pdf: 2259119 bytes, checksum: 6c88846779d9c6d0e39e7442621d788e (MD5) Previous issue date: 2018-01-05 / From the stages of human life, adolescence is highlighted by the period of difficult adaptations to physiological and psychoemotional changes and requiring confrontations and unprecedented decisions to lead life to maturity. Care in this period has required the presentation of health professionals, especially in relation to sexuality and other preventive guidelines. The general objective of the proposal was to solidify and motivate a group of high school adolescent students in Bossoroca/RS to meet and point out their anguish and desires so that a meaningful platform of data and profiles could be developed for the elaboration of an educational primer, addressing their experiences in the field of sexuality, homoafetividade, interpersonal relations and good health practices. Twenty-four participants, aged between 15 and 19 years, participated in workshops between August-October/2017. This action research was divided into four moments: socialization of the project with the management team and the teachers of the municipal school; workshops with four meetings; elaboration of didactic material on the topics discussed; socialization of the work built with all participants. From the results emerged three specific categories: "fear experienced by adolescents and taboos and prejudices manifested by family and society", "lack of dialogue between parents and children" and "adolescents should be assertive in good practices", whose conclusion was that health professionals, as well as family members and other social actors must not only interact and promote openness to dialogue, but also give voice to adolescents who work anguish and values, often inverse and detrimental to their destinies, that the health professional does not is only a human resource to the social disposition, it is specialized human capital that can act and interact in any space that demands health care in the physiological and psychoemotional scope. It was noticed that adolescents manifested discomfort in some aspects, which affects their lives and closed family relationships, the search for an identity not yet stable, psychic suffering that leads to illness, early pregnancy, issues of accountability, homosexual relationships still veiled and suffocated by values and taboos traditionally cultivated by parents and society, strengthening distances, prejudices and discrimination. Finally, it was a revealing framework that marks the relationship of trust and knowledge from the nursing professional. / Das fases da vida humana, destaca-se a adolescência pelo período de difíceis adaptações às mudanças fisiológicas e psicoemocionais e que exigem enfrentamentos e decisões inéditas à condução da vida até a maturidade. Os cuidados nesse período têm exigida a presenta dos profissionais de saúde, principalmente em relação à sexualidade e demais orientações preventivas. O objetivo geral da proposta foi de solidarizar e motivar um grupo de alunos adolescentes do Ensino Médio em Bossoroca/RS, a se reunirem e apontarem suas angústias e desejos, para que se tivesse uma plataforma significativa de dados e perfis à elaboração de uma cartilha educativa, abordando suas vivências no campo da sexualidade, homoafetividade, relações interpessoais e das boas práticas de saúde. Foram 24 (vinte e quatro) participantes, na faixa etária entre os 15 aos 19 anos, participando de oficinas entre os meses de agosto-outubro/ 2017. Esta pesquisa-ação foi dividida em quatro momentos: socialização do projeto com a equipe diretiva e os professores da escola do município; dinamização das oficinas com quatro encontros; elaboração do material didático sobre os temas discutidos; socialização do trabalho construído com todos os participantes. Dos resultados emergiram três categorias pontuais: “medo vivenciado pelos adolescentes e os tabus e preconceitos manifestados pela família e sociedade”, “falta de diálogo entre pais e filhos” e “o adolescente deve ser assertivo nas boas práticas”, cuja conclusão foi de que os profissionais da saúde, assim como os familiares e demais atores sociais devem não somente interagir e promover a abertura ao diálogo, mas dar voz aos adolescentes que trabalham angústias e valores, muitas vezes inversos e que prejudicam seus destinos, que o profissional da saúde não é somente um recurso humano à disposição social, trata-se de capital humano especializado que pode atuar e interagir em qualquer espaço que exija cuidados de saúde em âmbito fisiológico e psicoemocional. Percebeu-se que os adolescentes manifestaram desconforto em alguns aspectos, o que afeta suas vidas e relações familiares fechadas, a busca de uma identidade ainda não estável, sofrimento psíquico que leva ao adoecimento, a gravidez precoce, questões de responsabilização, as relações homoafetivas ainda veladas e sufocadas por valores e tabus tradicionalmente cultivados pelos pais e sociedade, fortalecendo distanciamentos, preconceitos e discriminações. Enfim, foi um quadro revelador que pontua a relação de confiança e conhecimento a partir do profissional da Enfermagem.

Studies have found substantial differences in health-related behavior and health care usage between educational groups, which may explain part of the well-documented educational gradient in health. The allocative efficiency hypothesis offers a behavioral explanation for these reported differences. According to this theory, the educated possess more health knowledge and information, allowing them to make better health choices. We perform a mediation analysis to study this mechanism using original survey data from the Philippines, a lower-middle-income country. As an extension of previous empirical research, we construct a comprehensive index that captures different dimensions of health knowledge. Using generalized propensity scores, we find strong support for the allocative efficiency argument. Schooling is significantly associated with health knowledge levels, which explain up to 69% of the education effect on health lifestyle. This corresponds to twice the mediation strength of economic resources, suggesting an important role of this factor in explaining education effects on health decisions.

Master of Science / Department of Hotel, Restaurant, Institutional Management & Dietetics / Elizabeth Barrett / This research created an interactive, multimedia, food safety education program on CD/ROM for fourth through sixth grade school children. The project was divided into three stages: 1) a survey to assess children's needs, 2) program development, and 3) Beta-testing the program with content experts and the targeted audience. A needs assessment survey was administered to children, 9 to 12 years of age, who were members of a 4-H, Boys and Girls Clubs, or after school program. The survey collected demographic data, food handling frequencies/practices, handwashing habits, and computer usage/media preferences. Children were found to be active in food handling/preparation and stated they knew the definition of food safety. Many, however, were unsure of the meaning of cross-contamination, how to use a thermometer, and were inconsistent with safe handwashing practices. Almost 92% of respondents reported using the computer daily, weekly, or monthly and 91% liked using the computer for learning. To facilitate design of the food safety education program, current food safety education programs were reviewed. At the time, there were limited numbers of programs directed at children and even fewer computer-based. A multimedia specialist assisted in the creation of the food safety education program on CD/ROM titled, "Kid Chef and the Clean Kitchen Crew." The program was divided into four chapters: 1) food safety and foodborne illness, 2) handwashing importance and handwashing techniques, 3) foodborne pathogens, and 4) food safety practices from purchase to cooking to serving. Interactive and multimedia components were used throughout the program. Beta-testing with experts from food safety, multimedia, education, extension, and technology ensured that the program was factual and appropriate for fourth through sixth grade students. Additional Beta-testing with ten children in the targeted age group illustrated acceptance, ease of understanding, and navigation. Changes were made prior to each subsequent critique. The reviewers and target audience indicated the CD format was acceptable for presenting food safety education. Recommendations included increasing the amount of animation, video clips, questions, and translation into Spanish. It is further suggested that the program be tested for effectiveness via a pre/post test design.

Doctor of Philosophy / Department of Economics / Dong Li / The dissertation examines empirical issues related to health and labor economics. It has long been debated whether breastfeeding leads to a higher intelligence quotient (IQ) and greater scholastic achievement. The first study empirically examines the issue. Many past studies fail to take into account the possible endogeneity of the breastfeeding decision and thus falsely identify the correlation between breastfeeding and IQ as a causal relationship. We attempt to distinguish the causation and correlation between the two variables. Our results show that, after controlling for possible endogeneity, breastfeeding has no significant impact on IQ or scholastic achievement. The second essay examines the link between breastfeeding and childhood obesity. Heath economics researchers view breastfeeding as a determining factor as to whether a child becomes obese. There are many theories, involving both biological and psychological factors, as to why breastfeeding is negatively linked to childhood obesity. This essay argues that the breastfeeding decision is not an exogenous one, so estimation technique such as ordinary least squares is not the correct way to estimate the relationship between breastfeeding and childhood obesity. Instruments are used to generate exogenous variations in the breastfeeding variable. After correcting for any estimation bias due to the breastfeeding variable being endogenous, this study documents the benefits of breastfeeding. The third essay analyzes 19 semesters of student evaluations at Kansas State University. Faculty fixed effects are sizable and indicate that, as assessed by students, the best principles teachers also tend to be the best non-principles teachers. OLS estimates are biased because principles teachers are drawn from the top of the distribution and because unmeasured faculty characteristics are correlated with such variables as the response rate and student effort. Student ratings are lowest for new faculty but stabilize quickly. Expected GPA of the class is not an important determinant of student ratings, but equitable grading is; and the rewards for equitable grading appear larger for principles classes. The lower ratings in principles classes are fully accounted for by greater class size.

The purpose of this study was to develop a better understanding of the body image, eating habits, and health perceptions of girls in a rural Ontarian elementary school using the Comprehensive School Health program. A case-study design was used for this project. Two interviews were conducted with the principal and with the 6th grade teacher. In addition, two focus groups were held with the girls of the 6th grade. The focus groups consisted of group discussions with the girls, the administration of the Collins Body Figures Scale (Collins, 1991), as well as a shortened version of the Children's Eating Attitude Test-26 questionnaire (ChEAT-26) (Maloney, McGuire, & Daniels, 1988). The results showed that there were very few health education initiatives related to body image and nutrition for the grade 6 class of the school, and suggested that the girls had healthy eating habits and low levels of body dissatisfaction.

The goal of this dissertation is to investigate the extent of difference in effectiveness of three non-formal education approaches in helping women acquire literacy skills and/or health knowledge in Nepal, and to propose hypotheses about factors or "influences" that might explain these differences. This exploratory study provides insights that program planners, researchers and policy makers can use for focusing further research on which non-formal education program designs for women will bring about the greatest increase in literacy skills and health knowledge. Four sample groups of women were compared: (1) 74 women in three different sites who attended monthly Mothers' Group health education meetings (with no literacy instruction); (2) 38 women in two different classes who completed a 6-month basic literacy course (with no health instruction); (3) 65 women in three different classes who completed a 6-month health/literacy course and 38 of these women who completed a 3-month post-literacy/health course; and (4) 50 women in two different sites who attended neither literacy course nor Mother's Group meetings. Data related to "acquisition" included literacy test scores and health knowledge oral interview scores; data related to possible "influences" included demographic data, and information about community and classroom context. Data were coded and analyzed by standard statistical procedures. The findings indicate that non-formal education of any kind is effective in helping women acquire some degree of both literacy skills and health knowledge. Type of non-formal education approach was not significantly related to greater literacy skills acquisition but it was related to greater health knowledge acquisition. Participation in the integrated health/literacy course was related to higher levels of health knowledge than was participation in health only or literacy only non-formal education approaches. Participation in the post-literacy course was associated with greater literacy skill and health knowledge acquisition than participation in either schooling or other types of non-formal education at a basic level. In addition, literacy skill acquisition appeared to be influenced by class or community factors (hours of instruction, facilitator characteristics, economic status of the community) and health knowledge acquisition was influenced by individual factors (marital status, age, radio ownership, number of children).

Two important health issues that can develop during young adulthood are related to mental health (e.g., depression) and physical health (e.g., cardiovascular disease). A common characteristic for both of these diseases is low-grade and chronic inflammation, but inflammation is negatively associated with physical activity (PA) and physical fitness. Thus, the purpose of this study was to investigate how PA and physical fitness were associated with biomarkers for depression and cardiovascular disease. Participants included 41 undergraduates who were considered to be "physical fit" (n = 21, Males = 15) or "physically unfit" (n = 20, Males = 17). They completed a battery of physical fitness assessments (e.g., 20m shuttle run, body fat percentage, handgrip strength, push-ups, blood pressure, and waist circumference), a self-report measure for depression and stress, and wore an accelerometer for one week. Afterwards, blood was drawn to estimate CVD risk using biomarkers for metabolic syndrome (i.e., triglycerides, glucose, and HDL) and inflammation (i.e., C-reactive protein [CRP], interleukin-6, interleukin-1b, and tumor necrosis factor alpha). The physically fit group had more moderate and vigorous PA, lower body fat percentage and handgrip strength scores, and performed better on the VO2max, curl-up, and plank tests compared to the physically unfit group. They also had a healthier profile for CVD (i.e., smaller waist circumference, lower triglycerides and glucose concentrations, higher HDL, and lower CRP) and lower self-reported depression and stress scores compared to the physically unfit group.