The thesis, as the title suggests, is devoted to education in Geography. More specifically, the work analyzes teaching Geography at Prague grammar schools. The work objective is to assess the effects of the ongoing curriculum amendments on teaching Geography and to assess, analyze and review: a) The differences in the approach towards education in Geography at individual Prague high schools. b) The ideas of Geography teachers themselves on how much time should be devoted to particular geographical topics or topics otherwise related to Geography. Next, the work assesses the homogeneity of opinions in this respect. It also studies the homogeneity of particular Geography theme plans at individual schools also with respect to the planned change in school leaving exams. The work is based on a critical assessment of expert materials concerning the school reform. The empirical part itself is grounded in survey results and the assessment of directed interviews with 11 respondents, who are Geography teachers at 9 Prague grammar schools.

Naturopathic medical schools are concerned with low first-time pass rates on the Naturopathic Physicians Licensing Exam Part I (NPLEX I) that may impact schools' accreditation with the Council on Naturopathic Medical Education (CNME). At a North American school of naturopathic medicine first-time pass rates have been a concern for 3 of the last 5 years. The purpose of this quantitative study was to determine whether students' naturopathic basic science content area scores predict NPLEX I scores at this this school. Grounded in general systems theory, a predictive correlational research design utilizing multiple logistic regression analyses was used. Archival data were obtained from the school for students who completed NPLEX I and all basic science courses. For the first model, microbiology, pathologyplus (including pathology and other content), and disease/dysfunction scores were obtained for N = 208 students. For the second model, anatomy, physiology, biochemistry, and structure/function scores were obtained for N = 256 students. For each model, students' groups of basic science content area final exam scores were analyzed against NPLEX I scores to determine predictive relationships. Results indicated pathologyplus, anatomy, and physiology scores were significant predictors of NPLEX I performance, microbiology and biochemistry were not significant predictors, and students who completed NPLEX I during the August 2015 administration were most likely to earn passing scores on NPLEX I. Based on the findings a position paper was developed recommending curriculum mapping to examine alignment and make all content areas predictive of NPLEX I performance. Positive social change may ensue by increasing the reputation of the schools and profession of naturopathic medicine.

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Introduction: Diabetic retinopathy (a diabetes complication that affects eyes) is one of the leading causes of blindness and low vision in the US. More than 90% of vision loss caused by diabetes can be prevented by a routine annual eye examination and early treatment. However, data shows that about half of people with diabetes in the US do not receive the recommended annual eye screening exams, and there is a scarcity of literature assessing the specific role of health insurance. This study aimed to assess if having health insurance had an impact on eye screening. Methods: The nationally representative 2021 Behavioral Risk Factor Surveillance System (BRFSS) was used to examine having an eye exam within the past year among individuals 18 years of age and older who self-reported living with diabetes. Those who reported having some form of health insurance were considered as having access to health insurance and those who reported no, or don’t know or refused or missing responses were considered as having no access to insurance. Meeting the national recommendations of having a dilated eye exam within the past year was the primary outcome of interest. Those who reported having an eye exam within the past year were considered as meeting the recommendations and who reported no, or don’t know or more than one year ago were considered as not having the recommended service. Other independent variables were defined according to the Andersen Model of Healthcare Services Utilization (predisposing factors, enabling factors, need factors, environment, and health behavior. Chi-square analysis and multivariable logistic regression with OR and 95% CI were used to determine the association between eye screening and health insurance adjusting for other covariates. Results and conclusions: Ninety-one percent (91.3%, 53,919) of the adults reported having some form of health insurance, as compared to 8.7%(3,697) who reported having no form of insurance coverage. Approximately 66.2% of the study population had an eye exam at least once within the past year. A higher proportion of adults who had health insurance reported having an eye exam compared to those with no health insurance (68.6 vs. 44.8%; p=0.000). Among those older than 65 years, 73.9% had eye exam as compared to 42.7% among those younger than 35 years (p=$50,000, 71% had eye exam as compared to 59.9% in those earning

The focus of this research was on the effect of school schedules on student achievement for ninth-grade students in a Florida school district. Data were collected from two central Florida high schools from the 2011-2012 and 2012-2013 school years. Five one-way analyses of covariance (ANCOVA) were performed to ascertain if there was any interaction between school schedules and student achievement. Examined were the interactions (a) between schedule and schools, (b) schedule and male students, (c) schedule and female students, (d) schedule and Black students, and (e) schedule and Hispanic students. The independent variable, school schedule, consisted of two levels: traditional schedule and A/B block schedule. The dependent variable was the spring Algebra 1 End- of-Course Examination (EOC), and the covariate was the Florida Comprehensive Assessment Test (FCAT) Mathematics Eighth-grade Development Scale Score. School schedule was not significantly related to students' spring Algebra 1 EOC scores, F(1,788) p = .932. School schedule was not significantly related to male students' spring Algebra 1 EOC scores, F(1,392) p = .698. School schedule was not significantly related to female students' spring Algebra 1 EOC scores, F(1,393) p = .579. School schedule was not significantly related to Black students' spring Algebra 1 EOC scores, F(1,186) p = .545. School schedule was not significantly related to Hispanic students' spring Algebra 1 EOC scores, F (1,184) p = .700.

Student participation in online courses has been growing steadily for the past decade, and the trend appears to continue the growth in this form of instructional delivery method for the foreseeable future (iNACOL, 2012). To date, little research exploring student success rates exists in the social studies. This particular study was conducted to examine what differences, if any, existed in the End-Of-Course (EOC) scores of 11th grade United States history students who took the course in a traditional, face-to-face format versus students who took the same course online through Florida Virtual School. For this study, proper permission was received from all interested parties, and a sample of 9,339 End of Course (EOC) examinations were taken from 36 high schools in a large, urban school district in Central Florida. All identifiable data were scrubbed from the sample. Due to the extremely small sampling of online students, the One-Sample Wilcoxon test was used on four research questions to compare students in the traditional, face-to-face versus online format and based on ethnicity, gender, and free-and-reduced lunch status. Overall, none of the One-Sample Wilcoxon tests indicated the presence of a significant difference among any subgroup-overall, White, non-White, female, male, high socioeconomic status, or low socioeconomic status. Therefore, none of the null hypotheses presented were rejected. Recommendations included replicating the study on a broader scale and conducting a qualitative study to examine the characteristics of online students, their similarities and differences, to those of students who attend class in a face-to-face format.

This essay is about how thinking skills are requested in examinations in the course religion 1 in Swedish upper secondary schools. To investigate this an analysis template has been created which is constructed from Göran Svanelids theory the big five, who explains which abilities the Swedish curriculum demands. The main question for this study is How clear and to what extent are the abilities who Göran Svanelids theory the big five points out in exams within the course religion 1? To answer this, three support questions has been made. The First is about how these abilities change between the program they are used. The second one is how the form of examination affects the possibilities to show the abilities and lastly how the kind of question affects the possibility to show the abilities. The analysis template and theory derive from the Swedish curriculum and the lecturer Göran Svaneldis analysis of the curriculum. He found five thinking skills or abilities which all subjects value and who the pupils are supposed to learn. These are; concept skills, the skill to analyse, communicative skills, the ability to perform a procedure and metacognition. These abilities have been operationalized to become a theory to inspect how well and to what extent they are asked for in an examination. Therefore, this study is based on text interpretation of the examinations, with an aim of being both qualitative and quantitative. Out of the total amount of 106 emails sent to principals, teachers and administrative personnel at upper secondary school’s total of 38 examinations were collected1. 14 out of these were written tests, 16 were written essays and eight were oral examinations. The result displays that all examinations ask for the abilities but not all types of questions in the examinations ask for all abilities. The closed type of question only gives the opportunity to show concept skills. The concept skill is the most visible ability in all exams, the secondly most visible skill is the communicative skill, thirdly the analysis skill, fourthly is the skill of procedure and fifth and lastly, the metacognitive skill. The conclusion is that programs who aim to ensue further studies ask for all abilities to a larger extent and with a higher level of clarity. While the vocational program who aim to ensure a working career after upper secondary school ask for the abilities with a lesser clarity. Written essays are the best form of examination to ask for the abilities to a larger extent and with a higher clarity than oral examinations or written tests.

O exame de palpação é um procedimento no qual um profissional da saúde pressiona uma região específica do corpo de um paciente com os dedos a fim de detectar a presença ou ausência de características e anormalidades sob a pele. Um simulador que forneça subsídios para o treinamento deste procedimento pode contribuir para o aprendizado da técnica e o aprimoramento de sua execução em pacientes, além de, dentre outras vantagens, eliminar a necessidade de exposição de pacientes aos riscos das situações reais, minimizar o uso de objetos físicos e tornar possível a simulação de diferentes casos e ações. O objetivo principal deste trabalho consiste em desenvolver um simulador de palpação mamária com retorno háptico realista. No contexto do exame de palpação, existe uma lacuna no que concerne a definição de técnicas e parâmetros de retorno de força que ofereçam uma experiência mais realista de interação para o usuário. Após uma revisão sistemática da literatura foi feito o mapeamento dos principais parâmetros para representar diferentes nódulos durante o treinamento virtual visando ao diagnóstico de anomalias mamárias. Tais parâmetros foram equacionados com a finalidade de obter uma representação realista em um dispositivo háptico. Além disso, interfaces foram implementadas para permitir a geração de casos com a variação desses parâmetros referentes aos nódulos (tamanho, consistência, localização e contorno). Os resultados obtidos a partir de uma avaliação com uma profissional da medicina mostraram que o retorno de força aplicado a cada uma das características foi realista para todos os parâmetros, com limitação na representação de nódulos espiculados, que deve ser melhorada. Além de contribuir com a área de Computação no sentido de ter definido técnicas e parâmetros de retorno de força importantes para a simulação de exames de palpação, o trabalho disponibiliza uma ferramenta que pode contribuir para a aquisição efetiva da habilidade necessária para a execução do procedimento em questão / Palpation exam is a procedure in which a health care professional presses a specific region of a patient\'s body with the fingers in order to detect the presence of features and abnormalities under the skin. A simulator that aids the training this procedure may contribute to the learning of the technique and the improvement of its implementation in real patients. The main objective of the Master\'s degree work proposed in this paper is to develop a breast palpation simulator with haptic feedback. The results of a Systematic Review conducted in order to assess the state-of-art of the simulation of the palpation procedure showed that despite being a new area, there are already many innovative works that received positive reviews. However, in the context of palpation examination, a gap exists regarding the definition of techniques and force feedback parameters to provide a more realistic experience to the user. After a Systematic Review from the literature the mapping of the main parameters was done to represent different nodules during the virtual training for the diagnosis of breast abnormalities. These parameters were transformed into equations with the goal of obtaining a realistic representation on a haptic device. Besides, user interfaces were implemented to allow the creation of cases with the variation of the parameters relative to the nodules (size, consistency, localization and contour). The results obtained from an assessment done with a medical professional showed that the force feedback applied to each one of the characteristics was realistic to all the parameters, with limitations on the representation of spiculated nodules, which must be improved. Aside from the contribution to the Computing area in the sense that force feedback techniques and parameters important to the simulation of palpation exams were defined, this work offers a tool that can contribute to the effective acquisition of the necessary skills to the execution of the procedure in question

O amplo emprego do exame de DNA em ações de investigação de paternidade levou à divulgação maciça de sua eficácia pelos meios de comunicação que acabou por lhe dar uma aura de infalibilidade, colocando em descrédito os métodos analíticos mais antigos. Enfocado pela mídia como técnica suprema, foram omitidas do grande público as limitações existentes quando aplicada à Criminalística, seu alto custo e a complexidade dos processos técnicos exigidos para que sejam auferidos resultados confiáveis. No meio jurídico brasileiro, o tema é ainda discutido de forma superficial, marginalizando os operadores do direito dos conhecimentos técnico-científicos necessários para a interpretação dos resultados probabilísticos oferecidos pelos exames de DNA. Este trabalho procura, de certa forma, diminuir esta lacuna técnico-científica e esclarecer os reais alcances e limitações da aplicação desta técnica nas investigações forenses como auxiliar na elucidação de crimes e na identificação de pessoas. Inicia-se pelo estudo da evolução das técnicas empregadas na Medicina Forense para a identificação humana, discutindo-se a propalada sobrepujança da análise de DNA em relação aos tradicionais exames periciais. É feita uma abordagem sobre o desenvolvimento da Biologia Molecular, principiando-se pelo estudo da estrutura do DNA e pela forma de transmissão da informação genética, para, em seguida, tratar da detecção de polimorfismos presentes nesta molécula propiciadores, em última instância, da obtenção de padrões genéticos indivíduo-específicos que vêm sendo empregados na identificação de suspeitos em casos de crimes sexuais; na identificação de cadáveres de vítimas de crimes ou de grandes catástrofes; e no estabelecimento de vínculo entre suspeitos e locais de crime, entre um local de crime e outro, e entre instrumento lesivo e vítima. Dá-se também grande ênfase à coleta de materiais e as precauções para garantir a cadeia de custódia das amostras que serão estudadas, ressaltando-se ainda aspectos éticos e jurídicos que envolvem a questão da coleta de materiais biológicos de suspeitos à luz do direito brasileiro. São também abordados os procedimentos laboratoriais utilizados para a extração, quantificação, amplificação e detecção do DNA dos materiais analisados, bem como os métodos estatísticos empregados para a correta interpretação dos resultados auferidos e as recomendações existentes para elaboração do laudo pericial e para o necessário controle de qualidade das análises de DNA. São discutidos aspectos atinentes ao uso das informações sobre o DNA, quer em suas repercussões sociais quer como prova na justiça penal, pela abordagem de características de seu contraditório e de seu real valor para a formação da culpabilidade. É ainda apresentado o trabalho pericial realizado no Laboratório de DNA do Instituto de Criminalística de São Paulo e também exposto um estudo estatístico sobre a eficácia técnica das análises realizadas neste laboratório. Conclui-se que a análise de DNA, mesmo sendo uma poderosa ferramenta, está longe de ser uma condição sine qua non em estudos forenses. A prova de DNA deve ser sempre considerada dentro de um conjunto de variadas evidências e o papel do geneticista forense não é o de fazer presunções de culpabilidade ou de inocência, mas o de fornecer informações exatas para melhor aplicação da justiça. / The wide application of the DNA exam in paternity investigation led to the massive divulgation of its efficiency through the communication channels, earning it a reputation of infallible result, and jeopardizing the credit of older analytical methods. While focused by the media as the most supreme technique, several limitations were omitted regarding its use in criminal matters, such as its high cost and the complexity of technical processes demanded for trustworthy results. The theme is still discussed in a superficial way among the Brazilian juridical scenario, which leaves the law related individuals with a lack of technical and scientific knowledge required to the interpretation of results offered by DNA exams. The goal of this report is to, in a way, diminish this technical and scientific gap and clarify the real accomplishments and limitations of this technique, while applied to forensic investigations as an auxiliary alternative to crime solving and people identifying. We begin with the study on the evolution of the techniques applied in Legal Medicine to human identification, discussing the surpass of DNA analysis in relation to other traditional exams. The development of Molecular Biology is featured with basis on the DNA structure and the way the genetic information is transmitted, followed by the polymorphisms detection in this molecule and obtainment of specific genetic patterns which have been used for identifying suspects of sexual crimes; identification of crime and catastrophe victims, and in the establishment of a link between suspects and crime scenes, one crime scene and another, and a wound object and a victim. Great emphasis is given to the collecting of material and precaution used to ensure the custody of samples to be analysed, enhancing the ethic and legal aspects involving the collection of biological material of suspects brought to light as per the Brazilian Law. Laboratory procedures utilized to the extraction, amplifying and detection of DNA analysed material are outlined, and statistics methods applied to the correct interpretation of results and existing recommendations to elaborate the expert report, and to the necessary quality control of DNA analysis. Several aspects referent to the use of information about DNA are discussed, as whether in relation to its social repercussions or as a penal proof, through the characteristics of its contradictory and real value to elaborate culpability. An expert essay formulated at the São Paulo Criminal Institute DNA Laboratory is presented along with a statistics study on the technical efficacy of samples analysis made in that lab. The conclusion is that the DNA analysis, despite being a powerful tool, is far from being a sine qua non condition in forensic studies. The DNA proof must always be considered within an ensemble of various evidences, and the role of the legal genetic expert is not to make presumptions of culpability of innocence, but to provide accurate information to help the applicable law.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-13T11:44:02Z No. of bitstreams: 1 Marcelo Aparecido de Araujo.pdf: 1727976 bytes, checksum: 57f211d3d15a5185ec09108366336d53 (MD5) / Made available in DSpace on 2018-12-13T11:44:02Z (GMT). No. of bitstreams: 1 Marcelo Aparecido de Araujo.pdf: 1727976 bytes, checksum: 57f211d3d15a5185ec09108366336d53 (MD5) Previous issue date: 2018-10-25 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The objective of this study is to analyze the history exams for admission to public secondary education in São Paulo in the 1950s and 1960s, a period marked by struggles to expand access to free secondary education, while legal determinations imposed the obligation of admission examinations as a single means of entering junior high school. It analyzes which historical knowledge was selected so that part of the students had the right to enter the gymnasium sand how the evaluation system was constituted and its power to determine the primary level curriculum regarding contents and teaching methods. It uses as sources curricular and didactic manuals used as preparatory to the exams, published and commercialized by several publishers of the period for the 4th and 5th year of primary education, besides the own exams of History elaborated by several official institutions of the state for entrance to these condary education, especially the São Paulo State College, known as the State's first public high school. The procedures of analysis of the documentation have as the oretica references works by André Chervel, Gimeno Sacristán, David Hamilton and Ivor Goodson who discuss questions about curriculum and school subjects, by Circe Bittencourt about the teaching of the discipline of History and especially of text books, as well Alain Choppin / O objetivo deste trabalho é analisar os exames de História para a admissão ao curso secundário público em São Paulo nas décadas de 1950 e 1960, época marcada por lutas pela ampliação do acesso ao ensino secundário gratuito, ao mesmo tempo em que determinações legais impunham a obrigatoriedade da aprovação nos exames admissionais como um único meio de ingresso aos cursos ginasiais. Entender como os conhecimentos históricos eram selecionados para que parte dos alunos tivesse o direito de ingresso aos ginásios; e como se constituiu o sistema avaliativo e seu poder de determinar o currículo do nível primário, no que diz respeito aos conteúdos e métodos de ensino. Foram utilizados, como fontes de pesquisa, programas curriculares e livros didáticos utilizados como preparatórios para os exames, publicados e comercializados por diversas editoras do período para os 4º e 5º anos do ensino primário, além dos próprios exames de História elaborados por diversas instituições oficiais do estado para ingresso ao ensino secundário, em especial o Colégio Estadual São Paulo, conhecido como a primeira instituição de ensino secundário público do Estado. Os procedimentos de análise da documentação têm como referenciais teóricos trabalhos de André Chervel, Gimeno Sacristán e David Hamilton, que discutem questões acerca do currículo e das disciplinas escolares; e de Circe Bittencourt a respeito do ensino da disciplina de História, e especialmente dos livros didáticos, assim como Alain Choppin