O Código de Processo Penal brasileiro foi alterado em 2008 em decorrência da promulgação de algumas Leis Ordinárias. Uma delas (nº 11.690) prescreveu a modificação do artigo 155, a fim de regulamentar a aceitação de provas não repetíveis (e outras produzidas durante as investigações) para o convencimento do julgador. No entanto, como o legislador não atribuiu significado às provas não repetíveis, tampouco teceu esclarecimentos a respeito do modo como tais provas seriam compatibilizadas com o princípio constitucional do contraditório, há muitas incertezas sobre a disposição, que tem sido objeto de discussão pela comunidade jurídica. O silêncio do legislador impediu o desenvolvimento de uma regulação eficiente sobre o assunto. Com o objetivo de contribuir para as atuais discussões, propomos uma análise comparativa da doutrina sobre provas não repetíveis utilizada na Itália, país que serviu de inspiração à criação da norma brasileira. Por meio deste estudo, pretendemos: (i) clarificar o conceito de provas não repetíveis; (ii) analisar a interação do conceito de provas não repetíveis com outras provas produzidas durante as investigações; (iii) alcançar a compreensão do tratamento normativo e doutrinário das provas não repetíveis nos processos penais brasileiro e italiano; e (iv) refletir, à luz da das regras estabelecidas na Constituição Brasileira, se a regulamentação italiana sobre as provas não repetíveis teria aplicação no processo penal brasileiro. Depois de realizadas tais aferições, refletiremos sobre a necessidade de reformulação do artigo 155 que, se confirmada, nos levará à porposição de um novo texto normativo. / The Brazilian Criminal Procedure Code was altered in 2008 as a result of the adoption of some Ordinary Laws. One of them (nº. 11.690) prescribed amendments in article 155, which from then on stipulates the acceptance of non-repeatable evidence (as well as other types of evidence produced during investigations), as means of conviction. Nevertheless, as the legislator neither provided a definition of non-repeatable evidence nor instructed how this evidence should be treated in regards to the adversarial system of justice guaranteed by the Brazilian Constitution, there is a lot of uncertainty on the juridical community concerning this provision. The silence of the legislator deterred the development of an efficient regulation on the matter. Aiming to contribute to the current discussions, this work is focused on the comparative analysis of the doctrine of nonrepeatable evidence as applied in Italy, cradle of this idea. This study intends to: (i) clarify the concept of non-repeatable evidence; (ii) scrutinize the interaction of the concept of non-repeatable evidence with the further evidences produced during investigation; (iii) comprehend, in light of the Italian doctrine and the rules set forth in the Brazilian Constitution, the scope of application of the non-repeatable evidence; and (iv) analyze, bearing in mind the rules contained in the Brazilian Constitution, whether the system of non-repeatable evidence prescribed in Italy could also be applied in the Brazilian Criminal Procedure. After all these considerations are made, the crux of this work will be on whether article 155 should be rephrased and, if affirmative, how the new article should be worded.

Tanto na formação de enfermeiros como na capacitação de profissionais que atuam na assistência ao pré-termo, há escassez de material didático-pedagógico sobre semiotécnica e semiologia. A revisão da literatura sugere que este tema seja ministrado aos alunos, utilizando tecnologia que permita a aproximação máxima da realidade. Desta forma, é importante elaborar estratégias e instrumentos que apresentem, gradativamente, a complexidade e a especificidade do recém-nascido prétermo. Na era da informática, vislumbra-se as inúmeras possibilidades do uso do computador na educação. Assim, o objetivo do presente estudo é desenvolver e validar um software educacional sobre a semiotécnica e semiologia do recém-nascido pré-termo. Para tal, utilizou-se o referencial pedagógico da problematização e a metodologia de desenvolvimento de software de Bernardo. O software foi desenvolvido utilizando tecnologia avançada, informatizada, interativa e com simulações. Por meio de recursos de hipertexto apresenta-se uma série de mídias integradas, como fotos, figuras, vídeos e sons. O conteúdo foi organizado em quatro partes: 1. apresentação, que inclui também a justificativa e o objetivo do software educativo e uma lista das abreviaturas utilizadas; 2. semiotécnica, contendo conceitos teóricos e práticos das técnicas de inspeção, palpação, percussão e ausculta utilizadas na avaliação clínica; 3. semiologia, contendo aspectos conceituais e históricos, o contexto da avaliação clínica na unidade neonatal (o recém-nascido pré-termo, o avaliador, o ambiente e a família) e os tipos de avaliação (ao nascimento, de transição e sistemática). A avaliação clínica sistemática foi organizada por necessidades humanas básicas (psicobiológica-oxigenação, circulação, termorregulação, alimentação e hidratação, eliminação, integridade tecidual, sono e repouso, sexualidade e percepção sensorial; psicossocial-segurança, amor e aceitação, gregária e atenção; e psicoespiritual); 4. simulações, com 143 questões de múltipla escolha e respectivos feedback de resposta certa ou errada, visando testar os conhecimentos adquiridos com o uso do software, que são apresentadas aleatoriamente, considerando-se que houve aprendizado adequado quando o estudante acertar pelo menos 70% das questões. O software apresenta também os links galeria, referências e ficha técnica. A validação de conteúdo e aparência do software foi feita com a participação de três especialistas em informática, dois técnicos em audiovisual e onze enfermeiros (docentes e enfermeiros assistenciais). A grande maioria dos itens avaliados no software recebeu conceitos bom e muito bom de mais de 70% dos avaliadores, sendo portanto validado sua aparência e seu conteúdo. Assim, consideramos que o produto desenvolvido Resumo está adequado para ser disponibilizado para uso no ensino de enfermagem sobre a semiotécnica e semiologia do recém-nascido pré-termo, inserido no referencial pedagógico da problematização. / In nursing education as well as in preterm care professional training, there is a lack of didactical-pedagogical material on physical examination. A literature review suggests that this theme be presented to students with the help of technology that permits the closest possible approximation of reality. Hence, it is important to elaborate strategies and instruments that gradually present the complexity and specificity of preterm infants. In the age of informatics, the use of computers in education offers countless possibilities. This study aims to develop and validate an educational software on physical examination of preterm infants. We used the problematizing pedagogical reference framework and Bernardo s software development methodology. The software was developed through advanced interactive computer technology and simulations. Hypertext resources were used to present a series of integrated media, such as pictures, figures, videos and sound fragments. The content was organized in four parts: 1. the presentation, which also included the justification and objective of the educational software, and a list of used abbreviations; 2. semiological techniques, containing theoretical and practical concepts of inspection, palpation, percussion and auscultation techniques used in clinical assessment; 3. semiology, discussing conceptual and historical aspects, the context of clinical assessment at the neonatal unit (preterm infant, evaluator, environment and family) and assessment types (at birth, transition and systematic assessment). Systematic clinical assessment was organized according to basic human needs (psychobiological-oxygenation, circulation, thermoregulation, feeding and hydration, elimination, tissue integrity, sleep and rest, sexuality and sensory perception; psychosocial-security, love and acceptance, gregarious and attention; and psychospiritual); 4. simulations, covering 143 multiple choice questions and the respective feedback on right or wrong answers, with a view to testing the knowledge acquired through the software, in a random presentation. Learning was considered adequate if the student answered correctly at least 70% of questions. The software also presents links to gallery, references and technical card. Content and face validation involved three informatics specialists, two audiovisual technicians and eleven nurses (faculty members and clinical nurses). More than 70% of the experts assessed a large majority of the assessed software items as good or very good, so that its face and contents were validated. Thus, we consider that the developed product is adequate for use in nursing teaching about physical examination of preterm infants, in the context of the problematizing pedagogical reference framework.

by Suk-yee Fung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 95-107). / Abstract --- p.i / Acknowledgement --- p.ii / Table of Contents --- p.iii / List of Tables --- p.v / List of Figures --- p.vii / List of Appendices --- p.viii / Chapter Chapter I - --- Introduction --- p.1 / Introduction --- p.1 / Epidemiology of Breast Cancer --- p.2 / The Aetiology of Breast Cancer --- p.4 / Prognosis --- p.4 / Effects of Breast Cancer --- p.5 / Management of Breast Cancer --- p.6 / Prevention and Early Detection of Breast Cancer --- p.8 / Theoretical Framework --- p.18 / Chapter Chapter II - --- Method --- p.39 / Research Design --- p.39 / Sample --- p.40 / Measures --- p.41 / Procedure --- p.48 / Data Analysis --- p.49 / Chapter Chapter III - --- Results --- p.50 / Chapter 1 --- Sample Characteristics --- p.50 / Chapter 1.1 --- Demographic profile --- p.50 / Chapter 1.2 --- Medical history and health practices --- p.52 / Chapter 1.3 --- Health status and health values --- p.53 / Chapter 1.4 --- Knowledge of breast cancer --- p.54 / Chapter 1.5 --- Attitudes toward breast cancer --- p.55 / Chapter 2 --- Breast Self-Examination Practices --- p.57 / Chapter 3 --- Social Influence on Breast Self-Examination Practices --- p.60 / Chapter 4 --- Health Belief Model Measures --- p.61 / Chapter 5 --- Comparison of Practicers and Non-practicers --- p.62 / Chapter 6 --- Predictors of breast self-examination practices --- p.67 / Chapter 6.1 --- Practicers vs Non-practicers --- p.67 / Chapter 6.2 --- Frequency of breast self-examination --- p.70 / Chapter 6.3 --- Breast self-examination intention --- p.75 / Chapter Chapter IV - --- Discussion & Conclusions --- p.77 / Discussion --- p.77 / Conclusions --- p.93 / References --- p.95 / Appendices --- p.108

This is a largely qualitative, part quantitative, inquiry into the effectiveness of classroom modelling in helping tertiary students prepare for their AS-level examinations. Classroom modelling, a form of peer modelling developed by the author, draws substantially upon neuro-linguistic programming (NLP), a discipline regarded as controversial in education. Classroom modelling involves students investigating each other's more successful practices and drawing out elements that might be woven into their own practice.

Pediatric obesity has reached epidemic proportions. Reducing obesity among children is expected to lower their likelihood of being obese as adults and, therefore, lower their cardiovascular and metabolic risk profile in adulthood including hypertension, dyslipidemia, type II diabetes, heart disease, and stroke. Pediatric obesity among ages 2–19 is defined as a body mass index (BMI) greater than or equal to the 95th percentile for age and gender as defined according to the CDC BMI-for-age growth charts. Risk factors for obesity are present as early as birth, suggesting exposures at different stages of the life cycle are important to study. The primary objective of this thesis was to evaluate exposures throughout childhood and evaluate their association with both weight and metabolic status. Study 1 examined the relationship between physical activity and metabolic syndrome in overweight and obese youth ages 12–19. We found that even modest amounts of moderate to vigorous physical activity were associated with a reduction in risk of metabolic syndrome, with time spent in vigorous physical activity driving the association. Study 2 explored the relationship between environmental tobacco smoke (ETS) exposure and childhood overweight and obesity in 3–6 year old children. We observed that ETS has a positive association with risk of overweight/obesity, with a dose-response effect observed. Study 3 examined the relationship between maternal antibiotic use during pregnancy and infant birthweight. We did not observe any association between maternal antibiotic use and birthweight or BW/GA-z (birthweight adjusted for gestational age z-score), but we did observe a reduction in risk of SGA (small for gestational age) for infants exposed to antibiotics during gestation. This association was most evident among third trimester users. / 2019-06-09T00:00:00Z

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-09T13:08:48Z No. of bitstreams: 1 Amauri Feres Saad.pdf: 1601081 bytes, checksum: abf2180cf9e4c77797f8a2520469af40 (MD5) / Made available in DSpace on 2016-08-09T13:08:48Z (GMT). No. of bitstreams: 1 Amauri Feres Saad.pdf: 1601081 bytes, checksum: abf2180cf9e4c77797f8a2520469af40 (MD5) Previous issue date: 2016-03-31 / This work aims at the conceptual definition of the public administration control activity in Brazilian law. Opposed to traditional formulations that confuse the control activity with other administrative activities, especially those related to the hierarchy, to the tutelage and "self-tutelage", this thesis rejects, in the concept of control of public administration, any formulations involving integration of the will on the part of the controlling entity towards the controlled entity. It defines control as verification of legality of state action. Established this basic concept, and demonstrated its difference in relation to the aforementioned activities, it passes on to the institutional control configuration in Brazil and summarization of legal criteria for control of government valid under the 1988 Constitution / Este trabalho tem por objetivo a delimitação conceitual da atividade de controle da administração pública no direito brasileiro. Opondo-se às formulações tradicionais, que confundem a atividade de controle com outras atividades administrativas, em especial aquelas relacionadas à hierarquia, à tutela e à autotutela, a presente Tese rejeita, no conceito de controle da administração pública, quaisquer formulações que impliquem uma integração da vontade por parte da entidade controladora sobre o ente controlado. Define controle assim como a atividade de verificação da juridicidade da atuação estatal. Estabelecido este conceito-base, e demonstrada a sua diferença em relação às atividades citadas, passa-se à exposição da configuração institucional do controle no Brasil e à sumarização dos critérios jurídicos de controle da administração pública vigentes sob a Constituição de 1988

Esta pesquisa observa, em três levantamentos ao longo de seis anos, as táticas de leitura e estudo de estudantes de primeiro ano da Universidade Federal do Rio Grande do Sul (UFRGS), com ênfase em sua apropriação dos títulos da lista de leituras recomendadas para a prova de Literatura do vestibular. Tem como objetivo compreen-der a dinâmica de alternância de plataformas para apropriação de conteúdo por parte dos leitores, investigando as práticas socioculturais ligadas ao livro e outros suportes paralelos, em uma perspectiva que se estabelece a partir do campo da Comunicação. Integrada à linha de pesquisa Mediações e Representações Culturais e Políticas, a tese problematiza resultados da dissertação de mestrado do autor, que havia realizado le-vantamento em 2011, com 263 alunos, prospectando usos de suportes paralelos ao livro. Foram realizadas rodadas adicionais de pesquisa em 2014, com 269 estudantes; e 2016, com 135, totalizando 667 alunos de 11 cursos, que responderam a um questio-nário autopreenchido distribuído em sala de aula; e 31 entrevistas semiestruturadas telefônicas, para triangulação. Como referências teóricas, empregam-se conceitos de Ted Striphas (2011), Henry Jenkins (2008), John B. Thompson (2008; 2012), Roger Char-tier (1998; 2001), Robert Darnton (2009) e Thomas Bredehoft (2014), entre outros au-tores. Metodologicamente, adota-se o modelo de instâncias de Maria Immacolata Vas-sallo de Lopes (2003). Entre os resultados, observa-se um aumento progressivo da su-perposição de suportes por parte dos estudantes amostrados ao longo dos três perío-dos, paralelo a um deslocamento em direção à variedade de suportes dentro das pró-prias listas de vestibular da UFRGS (que a tese analisa desde sua criação, em 1999, até o concurso de 2017). A análise de dados quantitativos e dos acertos da turma de 2014 aponta que a variedade de suportes empregada pelos alunos não foi determinante para o escore nas provas, embora possa ser indicativa de preferências individuais e, mesmo, coletivas. Após a análise categorial das entrevistas semiestruturadas, propõe-se a hipótese de que os alunos manipulam ativamente a dimensão dos suportes de conteúdo, construindo canais de comunicação personalizados e às vezes únicos, a par-tir de uma conjugação de conveniência pessoal, gosto e, também, efeitos de represen-tação indicativos de pressão coercitiva herdada da cultura do livro. / This research observes, in three surveys over six years, the reading and study tactics of first year students of the Federal University of Rio Grande do Sul (UFRGS), with emphasis on their appropriation of the titles of the recommended readings list for the Literature test of the entrance examination. Its objective is to understand the dy-namics of the alternation of platforms for the appropriation of content by the readers, investigating the sociocultural practices associated with the book and other parallel supports, in a perspective that is established from the field of Communication. Inte-grated into the research line of Mediation and Cultural Representations and Policies, the dissertation problematizes the results of the master's thesis of the author, who had carried out a survey in 2011 with 263 students, prospecting uses of supports parallel to the book. Additional rounds of research were conducted in 2014, with 269 students; and 2016, with 135, totaling 667 students from 11 courses, who answered a self-administered questionnaire distributed in the classroom; and 31 telephone semi-structured interviews for triangulation. As a theoretical reference, concepts of Ted Stri-phas (2011), Henry Jenkins (2008), John B. Thompson (2008, 2012), Roger Chartier (1998, 2001), Robert Darnton (2009) and Thomas Bredehoft 2014), among other au-thors, have been employed. Methodologically, it adopts the instances model of Maria Immacolata Vassallo de Lopes (2003). Among the results, there is a progressive in-crease in the overlap of supports by students over the three periods, parallel to a dis-placement towards the variety of supports within the UFRGS' own readings lists (which the dissertation analyzes from its creation, in 1999, until the contest of 2017). The analysis of quantitative data and the correct answers of the class of 2014 indicates that the variety of supports used by the students was not determinant for the score in the tests, although it can be indicative of individual and even collective preferences. After the categorical analysis of the semi-structured interviews, the hypothesis is proposed that the students actively manipulate the dimension of content supports, building per-sonalized and sometimes unique communication channels, from a combination of per-sonal convenience, taste and, also, representational effects indicative of coercive pres-sure inherited from the book culture.

The use of bioimpedance techniques for malignancy identification is considered novel, with challenges existing that need to be overcome. In this thesis, such bioimpedance approaches have been developed for identifying malignancies through a systematic study, ranging from the investigation of the technical challenges affecting an imaging based breast cancer detection system, to the study of electrical properties of tissue and cells. Hence, this work provides proof-of-concept for cancer diagnosis based on the electrical signatures that differentiate malignancies from normal tissue, utilising bioimpedance analysis techniques. Further, this work will contribute to the understanding of correlations between electrical properties and biological functions, which will help to explore bioimpedance techniques for wider medical and bioscience applications. Furthermore, this research will also be conducive to investigations of novel devices for cancer diagnosis in clinic. The Ph. D work was carried out in two threads. In the first thread, technical challenges of using Electrical Impedance Mammography (EIM), an imaging modality developed based on bioimpedance technique for breast cancer diagnosis, were studied on 1) effectively reducing measurement errors from electrode contact interfaces, and 2) validating systems by using novel simulation phantoms. In the second thread, bioimpedance spectroscopy (BIS) of tissues and cells was investigated to 1) reveal their electrical properties, 2) identify malignant changes, and 3) establish correlations of electrical properties with biological function changes. By carrying studies in these two threads, bioimpedance was fully investigated for its applications on cancer detection and diagnosis. This work has made significant contributions to the field of study. It comprises the first systematic study on bioimpedance for cancer identification at the tissue and cellular levels. This work has also been pioneering in linking the electrical properties of malignant tissues and cells to the relevant biological changes brought on by the aforementioned malignancies.

Student motivation is a significant concept as school teachers need to be able to mobilise students to work towards success in examinations. This thesis investigated the impact of teachers' behaviours on students' motivation and examination performance and how these behaviours could be adapted to suit the needs of students. A systematic review of the literature examined how secondary school teachers use motivational strategies in respect of student academic assessment, performance and attainment. Six studies were included in the review and showed both the positive and negative impacts of teacher behaviour on students' academic performance. The review highlighted a need for further research on teachers' knowledge of the impact of their behaviours on student motivation. An empirical study was completed which engaged high school teachers as participants, affording the opportunity to reflect on their current practice from feedback from their students. The research progressed through 3 phases: focus group of six teachers teaching high stakes examination programmes to students age 14-16 (English GCSEs); 10 interviews with students selected from each teacher's classes; and a second focus group re-convening the teachers. The research found a link between what students perceived to be motivational and the changes that teachers were able to envisage for future practice, indicating that teachers were able to learn from their students. The implications for educational psychologist practice and future research are discussed. Finally, the thesis concludes with a reflection of the dissemination of the above pieces of research. Dissemination focussed on offering the findings to schools and using methods of consultation and collaboration to integrate findings in to school practice.

This thesis explores learning in clinical practice in the cases of CT, MRI and PACS in UK hospitals. It asks the questions of how and why certain evolutionary features of technology condition learning and change in medical contexts. Using an evolutionary perspective of cognitive and social aspects of technological change, this thesis explores the relationships between technology and organisational learning processes of intuition, interpretation, integration and institutionalisation. Technological regimes are manifested in routines, skills and artefacts, and dynamically evolve with knowledge accumulation processes at the individual, group and organisational levels. Technological change increases the uncertainty and complexity of organisational learning, making organisational outcomes partially unpredictable. Systemic and emergent properties of medical devices such as CT and MRI make learning context-specific and experimental. Negotiation processes between different social groups shape the role and function of an artefact in an organisational context. Technological systems connect artefacts to other parts of society, mediating values, velocity and directionality of change. Practice communities affect how organisations deal with this complexity and learn. These views are used to explore the accumulation of knowledge in clinical practices in CT, MRI and PACS. This thesis develops contextualised theory using a case-study approach to gather novel empirical data from over 40 interviews with clinical, technical, managerial and administrative staff in five NHS hospitals. It uses clinical practice (such as processes, procedures, tasks, rules, interpretations and routines) as a unit of analysis and CT, MRI and PACS technology areas as cases. Results are generalised to evolutionary aspects of technological learning and change provided by the framework, using processes for qualitative analysis such as ordering and coding. When analysed using an evolutionary perspective of technology, the findings in this thesis suggest that learning in clinical practice is diverse, cumulative and incremental, and shaped by complex processes of mediation, by issues such as disease complexity, values, external rules and choice restrictions from different regimes, and by interdisciplinary problem-solving in operational routines.