Σε αυτή την εργασία μελετώνται οι διαφορές μεταξύ της δια ζώσης και της εξ αποστάσεως συνεργασίας στα πλαίσια μιας υπολογιστικά υποστηριζόμενης άσκησης μοντελοποίησης. Ένα μαθηματικό πρόβλημα σχεδιάστηκε και δόθηκε στους συμμετέχοντες. Εξετάστηκε σε βάθος η διαδικασία μοντελοποίησης στο ModellingSpace, ένα υπολογιστικά υποστηριζόμενο και συνεργατικό περιβάλλον μάθησης. Δεκαέξι μαθητές γ’ Γυμνασίου συμμετείχαν στην έρευνα και δούλεψαν σε δυάδες. Οι μισές δυάδες εργάστηκαν δια ζώσης, ενώ οι υπόλοιπες δούλεψαν εξ αποστάσεως. Η ανάλυση δεδομένων εστίασε στην αναγνώριση γνωστικών στρατηγικών μοντελοποίησης. Τα αποτελέσματα προτείνουν ότι οι δυάδες που εργάστηκαν εξ αποστάσεως έδωσαν έμφαση στην ανάλυση και στη σύνθεση, καθώς παρουσίασαν υψηλότερη μαθησιακή απόδοση (διαφορά προτεστ και μετατεστ), ενώ οι δια ζώσης δυάδες χρειάστηκαν την υποστήριξη του δασκάλου και παρουσίασαν ισχυρότερες κοινωνικές αλληλεπιδράσεις. Παρόλο το γεγονός ότι οι ενέργειες των δυάδων δια ζώσης ήταν περισσότερες σε αριθμό, οι δυάδες που εργάστηκαν εξ αποστάσεως φαίνεται ότι εστίασαν περισσότερο στη δραστηριότητα. Σχετικά με τις αλληλεπιδράσεις και στις δύο ομάδες παρουσιάστηκε διερευνητική ομιλία προς την επίλυση του προβλήματος. Επιπλέον λιγότερες φάνηκαν να είναι οι διαφωνίες μεταξύ των συνεργατών. Τα αποτελέσματα μπορούν να δώσουν ερμηνείες για τη σχεδίαση μαθησιακών προγραμμάτων και για τη διευκόλυνση των συνεργατικών δραστηριοτήτων. / In this study, the differences between online and face-to-face collaboration in the context of a computer-supported modeling task are examined. A mathematical problem was designed and given to the participants. Their modeling process using ModellingSpace, a collaborative computer-supported educational environment, was closely monitored. Sixteen ninth grade students participated in the study, who worked in groups of two. Half of the groups worked face-to-face, whereas the rest collaborated online. The data analysis focused on the identification of cognitive modeling strategies. The obtained results suggest that pairs who worked online emphasized on analysis and synthesis and demonstrated a higher learning gain, whereas face-to-face pairs needed the teacher’s support and demonstrated stronger social interaction. Despite the fact that the actions of face-to-face dyads were more in number, the dyads that worked online seemed to present more task oriented actions. Regarding the interactions, in both groups a mutual exploration of the problem is depicted. Moreover, few disagreements were observed. The findings, which are discussed extensively, may have a number of implications for the design of learning programs and the facilitation of collaborative tasks.

[pt] Os sistemas colaborativos presenciais para pessoas com Transtorno do Espectro Autista (SiCoP-TEA) possuem diferentes tipos de estratégias para motivar ou forçar a colaboração entre os usuários. Porém, mesmo os sistemas desenvolvidos para esse público, não consideram noções de suporte à percepção para esses usuários, que apresentam dificuldades no entendimento dos conceitos mais básicos de uma atividade colaborativa. Os usuários com TEA apresentam dificuldade para reconhecer e interpretar gestos e estados mentais dos outros, o que limita a sua capacidade de entender os sinais e informações implícitas que são essenciais para a percepção do que ocorre ao seu redor e, consequentemente, para a realização de atividades colaborativas. Nesta tese são investigadas algumas questões sobre como oferecer suporte à percepção, principalmente para usuários com níveis mais severos de TEA, com o intuito de formular e avaliar um conjunto de estratégias de colaboração para apoiar a concepção de SiCoP-TEA com características mais apropriadas para eles. Para tal fim, e utilizando a Pesquisa-Ação como método de pesquisa, foram realizados quatro ciclos de pesquisa de ação e reflexão sobre soluções propostas, levando à concepção das estratégias de colaboração pretendidas. Nesse processo cíclico, verificou-se que, para melhor apoiar o processo de colaboração, os SiCoP-TEA devem oferecer para os usuários elementos de percepção (baseados em determinados requisitos) em diferentes níveis de aproximação da colaboração, bem como atividades que incentivem gradativamente o conhecimento das dimensões que formam a colaboração. Esses aspectos compõem o conjunto das estratégias de colaboração concebido nesta tese. / [en] Face-to-Face collaborative systems for people with autism spectrum disorders use strategies to motivate/force the collaboration among users. However, even the collaborative applications developed for this public, still do not consider notions of awareness for these users that present difficulties to understand the most basic concepts of a collaborative activity. Users with autism present difficulties to recognize and to interpret gestures and mental states of others, which restricts their capacity to understand implicit information that are essential to being aware of what is happening around them, and consequently, to perform the collaborative activities. In this work, we investigate some questions about how to offer awareness support, especially for users with low-functioning autism, in order to formulate and evaluate a set of collaborative strategies to support the design of more appropriate collaborative systems. For this purpose, we used the research-action methodology. Following this methodology, we perform four research cycles of action and reflection about proposed solutions, so that we could conceive the set of collaborative strategies proposed. In this cyclic process, we verified that collaborative systems shall offer awareness mechanisms in the interface (based on certain requirements) in different levels of approximation of the collaboration as well as activities to get users to know each dimension of collaboration, and gradually understanding it as a whole. These aspects compose the set of collaborative strategies conceived in this work.

abstract: With the rapid growth of mobile computing and sensor technology, it is now possible to access data from a variety of sources. A big challenge lies in linking sensor based data with social and cognitive variables in humans in real world context. This dissertation explores the relationship between creativity in teamwork, and team members' movement and face-to-face interaction strength in the wild. Using sociometric badges (wearable sensors), electronic Experience Sampling Methods (ESM), the KEYS team creativity assessment instrument, and qualitative methods, three research studies were conducted in academic and industry R&D; labs. Sociometric badges captured movement of team members and face-to-face interaction between team members. KEYS scale was implemented using ESM for self-rated creativity and expert-coded creativity assessment. Activities (movement and face-to-face interaction) and creativity of one five member and two seven member teams were tracked for twenty five days, eleven days, and fifteen days respectively. Day wise values of movement and face-to-face interaction for participants were mean split categorized as creative and non-creative using self- rated creativity measure and expert-coded creativity measure. Paired-samples t-tests [t(36) = 3.132, p < 0.005; t(23) = 6.49 , p < 0.001] confirmed that average daily movement energy during creative days (M = 1.31, SD = 0.04; M = 1.37, SD = 0.07) was significantly greater than the average daily movement of non-creative days (M = 1.29, SD = 0.03; M = 1.24, SD = 0.09). The eta squared statistic (0.21; 0.36) indicated a large effect size. A paired-samples t-test also confirmed that face-to-face interaction tie strength of team members during creative days (M = 2.69, SD = 4.01) is significantly greater [t(41) = 2.36, p < 0.01] than the average face-to-face interaction tie strength of team members for non-creative days (M = 0.9, SD = 2.1). The eta squared statistic (0.11) indicated a large effect size. The combined approach of principal component analysis (PCA) and linear discriminant analysis (LDA) conducted on movement and face-to-face interaction data predicted creativity with 87.5% and 91% accuracy respectively. This work advances creativity research and provides a foundation for sensor based real-time creativity support tools for teams. / Dissertation/Thesis / Ph.D. Computer Science 2011

As identidades sociais não podem ser estabelecidas a priori, mas são negociadas pelos participantes a cada momento na interação. As pessoas trazem atributos potenciais para a interação face a face que podem ser ressaltados em um encontro particular (ERICKSON, 2001). Partindo dessa perspectiva, este estudo investiga a interação face a face nas aulas de alemão padrão, verificando como as identidades são tornadas relevantes nesse contexto, observando especificamente as ações que envolvem os alunos falantes de dialetos do alemão. Para isso foi feito um trabalho de cunho etnográfico com base na Análise Microetnográfica, (ERICKSON, 1992, 1996) em três turmas de alemão, duas de um Centro de Línguas e de uma turma de uma Universidade em Porto Alegre (RS). Alguns conceitos da Análise da Conversa Etnometodológica (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) e da Sociolingüística Interacional (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribuem para a análise das identidades ressaltadas nesse contexto. Os resultados da pesquisa sugerem que o conhecimento prévio demonstrado pelos alunos consiste em um atributo de identidade relevante nesse contexto, o que não garante, no entanto, que, em alguns momentos, esses alunos não negociem atributos que demonstrem insegurança e baixa auto-estima em relação à língua que dominam. Apesar disso, parece que as construções identitárias negativas não são reforçadas pelos outros participantes da interação em sala de aula, visto que os alunos falantes de dialeto demonstram ampla participação nas aulas e são reconhecidos como bons alunos pelo professor e por seus colegas. / The social identities in talk can not be estabilisched a priori but are negociated by the participants during the course of interaction. People bring to interaction potencial attributes that can become relevant in any particular encounter (Erickson, 2001). From this perspective, this research investigates the face-to-face interaction in German Language Classes, observing how identities become relevant and analyzing the data from three German Language Classes based on the principles of microethnographic research (ERICKSON, 1992, 1996). Two classes took place in a Language School and one at a University in Porto Alegre (RS). Some concepts derived from Conversational Analysis (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) and Interactional Sociolinguistics (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribute to the analysis. The results of this research suggest that the previous knowledge displayed by the students is a relevant identity attribute in this context; however, it does not garantee that those students would not negociate insecurity features in their own language. Even though, it seems that the negative identity attributes are not reinforced by the other participants of interaction in the classroom, once the dialect speakers display active participation in the classroom tasks and they are seen as diligent students by teachers and classmates.

This thesis examines how a new media technology becomes entrenched into the fabric of society – in particular how the mobile phone was incorporated into the existing communications landscape of a local voluntary community group: an Irish sports club. In the past, face-to-face interaction formed the basis of all social relations and strong local collectives were seen to provide a positive and supportive social environment, generating strong social capital. Today’s mediated communication enables the ‘networked individual’ who can choose when, where and with whom they share their lives. This has implications for the persistence and strength of local associations. Writers like Putnam (2000) have expressed concerns about the attenuation of local communities. However, others propose that communications technologies can provide new additional ways for individuals to link with each other in a ‘glocalised’ society (Hampton and Wellman, 2003) and this has the potential to overcome some of the limitations of the communicators not being in the same physical space. This thesis critically examines the applicability of these partly competing theses in the period in which mobile telephony became widely embedded in Irish society. Through 21 detailed interviews and a survey of 57 players, administrators and supporters, the study examines the choices made by club members in adopting and using the mobile phone. It further explores the changes they have made in their communication patterns and considers the implications of these for the cohesion and persistence of the community group as an entity and also the social capital it engenders. The study draws upon existing theories of human-technology interaction, in particular the Social Shaping of Technology perspective (Williams and Edge, 1996), to examine how club members weave their phone use into their everyday practices. Silverstone and Haddon’s (1996) Domestication approach, with its steps of appropriation, objectification and incorporation provide the detailed framework in mapping out this process. The study findings reveal that community members have all adopted the mobile phone and are heavy users of both text and voice calls. Membership of the sports club has eased the adoption process by providing examples of the artefact in use and a supporting environment when problems arise. Although use is now universal and intensive, there was a differential appropriation of the phone, with male club members being the first purchasers and females often being brought into the circle of users through a gifted or handed-down model. Users have devised strategies to manage their multiple overlapping sets of social relationship. They report that their use of technology has enabled a widening of their social circle while also bringing it closer, literally at the touch of a button. Contrary to the expectations of those analysts and policymakers who have foreseen technology causing local engagement to diminish, the clubs in my study have endured and are thriving; the social capital of their members is still strong and growing. This informs a critical reappraisal of such theories of community attenuation and the policies they have engendered.

As identidades sociais não podem ser estabelecidas a priori, mas são negociadas pelos participantes a cada momento na interação. As pessoas trazem atributos potenciais para a interação face a face que podem ser ressaltados em um encontro particular (ERICKSON, 2001). Partindo dessa perspectiva, este estudo investiga a interação face a face nas aulas de alemão padrão, verificando como as identidades são tornadas relevantes nesse contexto, observando especificamente as ações que envolvem os alunos falantes de dialetos do alemão. Para isso foi feito um trabalho de cunho etnográfico com base na Análise Microetnográfica, (ERICKSON, 1992, 1996) em três turmas de alemão, duas de um Centro de Línguas e de uma turma de uma Universidade em Porto Alegre (RS). Alguns conceitos da Análise da Conversa Etnometodológica (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) e da Sociolingüística Interacional (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribuem para a análise das identidades ressaltadas nesse contexto. Os resultados da pesquisa sugerem que o conhecimento prévio demonstrado pelos alunos consiste em um atributo de identidade relevante nesse contexto, o que não garante, no entanto, que, em alguns momentos, esses alunos não negociem atributos que demonstrem insegurança e baixa auto-estima em relação à língua que dominam. Apesar disso, parece que as construções identitárias negativas não são reforçadas pelos outros participantes da interação em sala de aula, visto que os alunos falantes de dialeto demonstram ampla participação nas aulas e são reconhecidos como bons alunos pelo professor e por seus colegas. / The social identities in talk can not be estabilisched a priori but are negociated by the participants during the course of interaction. People bring to interaction potencial attributes that can become relevant in any particular encounter (Erickson, 2001). From this perspective, this research investigates the face-to-face interaction in German Language Classes, observing how identities become relevant and analyzing the data from three German Language Classes based on the principles of microethnographic research (ERICKSON, 1992, 1996). Two classes took place in a Language School and one at a University in Porto Alegre (RS). Some concepts derived from Conversational Analysis (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) and Interactional Sociolinguistics (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribute to the analysis. The results of this research suggest that the previous knowledge displayed by the students is a relevant identity attribute in this context; however, it does not garantee that those students would not negociate insecurity features in their own language. Even though, it seems that the negative identity attributes are not reinforced by the other participants of interaction in the classroom, once the dialect speakers display active participation in the classroom tasks and they are seen as diligent students by teachers and classmates.

This research is guided from the perspective of Pragmatics, and it is situated in the theoretical and methodological field of Interactional Sociolinguistics and Conversation Analysis. The objective is to analyze the conversation between participants in a specific type of interaction, that is TV news interviews, conducted in the news of state of Alagoas local TV channels, in order to investigate the saving face process on the run. The theoretical framework is based on studies developed by Goffman (1967) and research work on politeness as an element of saving face developed further by Brown & Levinson (1987). For the research methodology I adopted the proposal of ethnographic microanalysis to analyze in detail each of the interactions recorded in audio and video, through observation and transcription of the conversation, to investigate through the accuracy required, the saving face discursive practice of the interlocutors. The corpus consisted of six interviews that were collected during the initial period of the survey. The results reveal a broad and diverse discursive practice of saving face in the discourse of the interaction in focus. The topic being discussed in every interaction is an element that influences the practice of face saving, especially when taking into account certain contextual components, such as personal/professional identity of the person who is speaking on the topic and its relation with it. The distance from the speech is a resource used repeatedly by both interviewer and interviewee, and there is evidence that a party perceives the occurrence of this practice in the speech of the other. The reaction to cooperate or try to disprove this intention will also vary depending on the contextual elements, not only on who is talking, but mainly from what is being said. In this regard, it was noticed that when the disclosure happens it is not always a threat to face. Finally, it was noticed that politeness is a discursive practice widely used by both parties in the saving face process, and by making use of this practice the interviewer, as one who directs the interaction at first, can achieve the goal of their work as well as mantaining a harmonious interaction with their interviwees. / Esta pesquisa é orientada sob a perspectiva dos estudos da Pragmática, e situa-se no campo teórico-metodológico da Sociolinguística Interacional (SI) e da Análise da Conversação (AC). O objetivo é analisar a conversa que ocorre entre os participantes de um tipo específico de interação, as entrevistas jornalísticas de TV, realizadas e veiculadas em noticiários de emissoras locais - do estado de Alagoas -, com o propósito de investigar como se dá o processo de negociação das faces em jogo. A fundamentação teórica tem como base os estudos sobre a negociação da face desenvolvidos por Goffman (1967) e o trabalho de pesquisa sobre a polidez como um elemento de negociação da face, realizado posteriormente por Brown & Levinson (1987). Como procedimento metodológico, adotei a proposta da microanálise etnográfica, e analisei detalhadamente cada uma das interações orais gravadas em áudio e vídeo, através da observação e transcrição da conversa, para investigar com a acuidade necessária, a prática discursiva de negociação da imagem dos interlocutores na interação. O corpus constituiu-se da transcrição de seis entrevistas, e foi coletado durante o período inicial de realização da pesquisa. Os resultados revelam uma ampla e diversificada prática discursiva de negociar a imagem no discurso da interação em foco. O tema que se discute em cada interação é um dos elementos que influencia na prática da negociação da imagem, principalmente ao considerar certos componentes contextuais, como a identidade pessoal/profissional da pessoa que está falando sobre o tema e em que sentido, a ele, a pessoa está relacionada. O afastamento dos interlocutores do discurso é um recurso recorrentemente usado na fala de ambos, entrevistador e entrevistado, e há evidências de que um interlocutor percebe a ocorrência dessa prática no discurso do outro. A reação de colaborar com o afastamento ou de tentar desmascarar essa intenção também vai variar a depender dos elementos contextuais, não só de quem está falando, mas, principalmente, do quê se está falando. A esse respeito, percebeu-se também que quando há o desvelamento, esse nem sempre se constitui em um ato ameaçador das faces. Por fim, percebeu-se que a polidez é uma prática discursiva muito usada pelos dois interlocutores no processo da negociação da imagem, e que o entrevistador, como aquele que a princípio dirige a interação, ao fazer uso dessa prática, consegue atingir o objetivo do seu trabalho sem abrir mão de manter um contato harmonioso na interação com o entrevistado.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A AIDS deixou de ser uma doença aguda, tendo como desfecho morte imediata. Com o advento da terapia antirretroviral potente, controlou-se o vírus da imunodeficiência humana, tornando a AIDS uma doença crônica. Entretanto, a terapia antirretroviral potente possui reações adversas, sendo uma delas a síndrome lipodistrófica do HIV. Uma das manifestações desta síndrome é a lipoatrofia facial: perda de gordura na face. O Ministério da Saúde do Brasil normatizou a aplicação de polimetilmetacrilato para reabilitação da face. Porém, crianças e adolescentes não podem realizar tal procedimento. Para esta população, o presente trabalho propõe a terapia miofuncional. Objetivo: Verificar os efeitos da terapia fonoaudiológica miofuncional em adolescentes vivendo com HIV/AIDS, contraído por transmisão vertical, com lipoatrofia facial. Métodos: Realizou-se avaliação fonoaudiológica antes e depois de 12 sessões de terapia fonoaudiológica, utilizando avaliação estrutural, medidas antropométricas da face, registro fotográfico, peso e altura, índice de lipoatrofia facial (ILA) e índice de incapacidade facial índice de bem-estar social (IIF-IBES). Na terapia fonoaudiológica, utilizou-se exercícios isotônicos e isométricos para face, bochechas e língua. Foram coletados os últimos dados, como a contagem de CD4, a carga viral, e o histórico da terapia antirretroviral utilizada. Resultados: Dos 15 pacientes estudados, 10 tinham lipoatrofia facial, mensurada através do ILA. Quatro completaram as todas as sessões de terapia fonoaudiológica. Nestes pacientes, as medidas antropométricas da face ficaram mais harmônicas, corroborando com os achados do registro fotográfico e da avaliação estrutural. Aumentou-se sutilmente o ILA em três pacientes. Conclusão: A terapia fonoaudiológica mostrou-se eficaz no tratamento da lipoatrofia facial leve. Considera-se importante a readequação das funções estomatognáticas quando necessário. Outras demandas fonoaudiológicas surgiram na população estudada. / Nowadays, AIDS is no longer an acute disease that leads to immediate death. Since the discovery of a highly active antiretroviral therapy, the human immunodeficiency virus is likely to be controlled, so that AIDS became a chronic state. Nevertheless, such a treatment gave rise to adverse reactions such as, for instance, HIV-associated lipodystrophy. Among the signs resulting from this syndrome, patients may present facial lipoatrophy, namely a loss of fat in the face. In these cases, Brazilian Ministry of Health determined the mandatory application of polymethyl metacrylate for the reconstitution of the face. However, considering that neither children nor teenagers are able to undergo such a procedure, the present work proposes a myofunctional therapy to this specific population. Objective: To assess the effects of myofunctional therapy on teenagers living with HIV/AIDS, who were infected through vertical transmission and present facial lipoatrophy. Methods: A speech language pathology assessment was performed before and after 12 speech-language pathology therapeutic sessions, by using structural evaluation, anthropometic measurements of the face, photographic registration, weight and height, as well as facial lipoatrophy index (ILA), and both facial disability - social well-being indexes (IIF-IBES). During the speech-language pathology treatment, patients were submitted to isotonic and isometric exercises for the face, cheeks and tongue. Then, we obtained the last data, such as CD4 count, viral load, and also checked the history of antiretroviral therapy that was administrated. Results: Among 15 patients studied, 10 presented facial lipoatrophy, as measured through ILA. Four of them completed all the speech language pathology therapeutic sessions. In these patients, the anthropometric measures of the face became more harmonious, thus corroborating the findings obtained from photographical registration and from structural evaluation. In three patients, ILA showed a subtle increase. Conclusion: Speech-language pathology therapy was found to be efficient to treat mild cases of facial lipoatrophy. Whenever necessary, a readaptation of stomatognathic functions is considered to be quite relevant. Besides, the studied population presented other speech language pathology requirements.

Made available in DSpace on 2016-06-02T20:25:22Z (GMT). No. of bitstreams: 1 6169.pdf: 5332169 bytes, checksum: 7a7230aa4b419f579632ebf91f7e5603 (MD5) Previous issue date: 2014-02-14 / Financiadora de Estudos e Projetos / This work aims at investigating interviewer s role in Celpe-Bras second term 2012 edition. We consider that the role of the interviewer can affect positively or negatively the examinee s performance as well as the examinee s proficiency. Studies have focused on the impact of the interviewer s role in performance. Important researches investigate interviewer s attitudes can benefit or harm examinee s performance. It is of main relevance to identify possible variables in the interviewer-examinee relation when they are interacting. This research aims at analyzing interviewer roles regarding reliability and validity exam. In addition, the main objective is to investigate features involved in interviewer attitudes which can cause an impact on the interaction and on examinee´s performance. Based on results, this study collects some evidences related to validity and reliability of oral proficiency exams focusing interviewer s role, in order to provide some referrals for reflecting on training interviewers and examiners. / O presente trabalho busca investigar as interações face a face constitutivas da Parte Oral do exame Celpe-Bras (Certificado de Proficiência em Língua Portuguesa para Estrangeiros). O objetivo desta pesquisa foi o de analisar atuação, atitudes e papéis desempenhados por entrevistadores em interações face a face referentes à aplicação do segundo semestre de 2012 de um Posto Aplicador brasileiro. Assim, a partir da investigação descritiva sobre a atuação do entrevistador no Celpe-Bras, perguntamo-nos acerca de qual é a relação que se estabelece na interação, uma vez que a atuação do entrevistador como interlocutor implica no resultado do desempenho e também da proficiência do examinando. Estudos têm focado na questão da atuação do entrevistador e qual impacto esta possui no desempenho do entrevistado. Pesquisas seminais da área ressaltam a maneira como as atitudes e papéis desempenhados pelos entrevistadores possuem um impacto no desempenho do examinando, podendo auxiliá-lo, prejudicá-lo e, por conseguinte, comprometer a validade do exame; e, ainda, apontam para lacunas significativas a serem estudadas evidenciando a necessidade de se investigar variáveis determinantes na relação entrevistador-examinando, sobretudo dando enfoque ao papel do entrevistador. Com este trabalho, pretende-se colher evidências sobre validade e confiabilidade em exames de proficiência oral, tendo em vista a influência do papel dos entrevistadores no desempenho dos examinandos, e que sirvam de encaminhamentos para refletir acerca da formação entrevistadores e examinadores.

Made available in DSpace on 2014-06-11T19:22:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-12-19Bitstream added on 2014-06-13T19:49:04Z : No. of bitstreams: 1 brock_rs_me_botfm.pdf: 602525 bytes, checksum: bd2115da27f5dda49225e5afda53918e (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Defeitos ósseos decorrentes de traumas, ressecções de tumores ou mesmo malformações congênitas, são encontrados com freqüência na prática médica. O tratamento destas deformidades é feito mediante reconstruções cirúrgicas, principalmente na cirurgia plástica, proporcionando aos pacientes melhor qualidade de vida. Os defeitos ósseos são corrigidos preferencialmente com enxertos ósseos autológos por não causarem rejeição, mas estes apresentam como desvantagens a morbidade das áreas doadoras e a grande porcentagem de absorção dos enxertos, com diminuição ou perda do resultado final. Outros métodos de reconstrução, como o uso de materiais aloplásticos, são utilizados mas, muitas vezes, evoluem com rejeição e extrusão ou infecção, e necessitam ser retirados. Retalhos livres, compostos de osso com músculo ou derme e subcutâneo, em casos graves, representam a melhor opção. Entretanto, este método requer preparo específico da equipe cirúrgica, maior tempo de cirurgia e, muitas vezes, apresenta trombose vascular e perda do retalho. Avaliar a viabilidade e a formação óssea em retalho gáleoperiostal preenchido com pó de osso em calota craniana de coelhos. Foram estudados 40 coelhos divididos em dois grupos, o primeiro com retalho gáleo-periostal e o segundo com o mesmo retalho, porém preenchido com pó de osso. Os resultados demonstraram neoformação óssea em ambos, mas com diferenças na estrutura e conformação óssea. O retalho gáleo-periosteal preenchido com pó de osso em calota craniana de coelhos é viável. A formação óssea ocorreu em ambos os grupos, preenchido ou não com pó de osso. A maturidade do tecido ósseo foi maior nos retalhos preenchidos com pó de osso / Osseus defects from traumas, tumor ressections or congenital malformations are usual in medical practice. The treatment of these deformities has been made with reconstructive surgeries, specially in plastic surgery, to give the patients better quality of life. The osseus defects are usually corrected with autologous bone grafts. These grafts are used because they do not cause rejection. However, they have disadvantages like the donnor site morbidity, the high number of absorption of these grafts and the final result partial or total lost. Other reconstruction methods like alloplastic materials are used, but they have high percentage of rejection and extrusion or even infection of these materials, which need to be taken off. Flaps of bone and muscle or dermis and subcutaneous are considered the best choice in difficult cases. However, this method needs specific training of the medical group, longer surgeries and, sometimes, presents the flap necrosis after vascular thrombosis. To study the viability and bone neoformation in a vascularized galea and periosteum flap filled with bone fragments. Fourty rabbits were studied, and divided into two groups. One had a simple galea and periosteum flap done and the other had the same flap done but filled with bone fragments of the calvaria. The results demonstrated bone formation in both groups, but with differences in the bone form and structure. The galea-periosteum flap filled with bone dust at rabbit’s calvaria is viable. The bone formation happened in both groups, with or without bone dust. Bone maturity was higher in the flaps filled with bone dust