The purpose of this study was to identify competencies which are perceived as important by Thai adapted physical educators, to determine the differences that exist in the way physical education professors and adapted physical educators judge the level of each competency, and to recommend a set of competencies for adapted physical educators in Thailand. The questionnaire, Competencies for an Adapted Physical Educator in Thailand containing 59 competencies based on 6- point Likert type scales, was used in this study. The fifty-nine competencies were translated from the Competencies for an Adapted Physical Education Specialist, modified by Dempsey (1986) from the 1981 AAHPERD Guidelines for Adapted Physical Education. The meaning equivalence of the competencies was validated by using the Delphi method along with the back translation technique. The computed reliability coefficients of the questionnaire, using the Hoyt-Stunkard's technique was .9577. The study's population consisted of 31 College and university professors who have taught adapted physical education courses to college/university students and 40 adapted physical educators who have conducted physical activities for people with disabilities in schools and institutions for the disabled in Thailand. Data collection was completed in an eight-week period. Means, standard deviations, a t-test and the Bonferroni Method of Multiple Comparisons were used to treat these data. The results showed that 1) the competencies were perceived as extremely important by professors and adapted physical educators in Thailand, 2) the perceptions of professors and physical educators on the competency statements individually and overall were similar since the null hypotheses were not rejected, and 3) the relationship of both groups on the importance of each competency and competency category was high with a Spearman rank correlation of .7842, and .8857 respectively. Based upon the findings of this study, it was recommended that this set of competencies should be used as guidelines for the preparation of adapted physical educators in Thailand. / Graduation date: 1992

Orientador: Edison Duarte / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-04T02:55:54Z (GMT). No. of bitstreams: 1 Lima_SoniaMariaToyoshima_D.pdf: 2144773 bytes, checksum: c8214e238f3c3f18c8e3232b3c5cb3c7 (MD5) Previous issue date: 2005 / Resumo: Há alguns anos, o Ensino Superior tem sido alvo de debates e estudos, sobretudo no que se refere ao relacionamento com os alunos, ao desenvolvimento do ensino, à ausência de discussão sobre questões epistemológicas subjacentes à organização do trabalho docente e de proposta de avaliação de aprendizagem mais coerentes com a realidade educacional. Embora reconhecendo que a Universidade e seus professores não sejam únicos interlocutores e referentes básicos na condição de produtores do conhecimento humano, consideramos que os mesmos projetam modelos curriculares e iniciativas pedagógicas. Esse compromisso pressupõe, via de regra, uma prática de ensino que transcende algumas concepções, reelaboração do pensar e do agir. Ao compreender que as experiências não têm uma referência somente nas razões pessoais, destacamos nessa tese, a construção e uma teorização, através da reflexão sobre a ação, de uma metodologia de ação para a formação universitária em Educação Física Adaptada. Embora seja muito particular, estamos empreendendo discutir a formação universitária com qualidade para todos os acadêmicos, bem como completar as diferentes interfaces do ensino pedagógico. Subsidiamos nossa metodologia de ação nas bases teóricas de Donald Shön e Zeichner que revisitaram as concepções em Dewey. Nas apreciações analíticas, decorrentes do método qualitativo, optamos pela utilização da entrevista. A epistemologia da prática encontra-se centrada na experiência e no saber profissional desenvolvido pelo Projeto de Ação Educacional na Educação Física Adaptada (ProEEFA), na Universidade Estadual de Maringá ¿ Departamento de Educação Física. O saber construído e manifestado a partir da experiência de uma situação vivida com cunho longitudinal, conduziu a um conjunto de informações, conhecimentos e atitudes que foram sendo desenvolvidos no período de quatro anos, com a participação efetiva de vinte discentes que estiveram nas ações entre quatro meses a quatro anos. Ao contextualizarmos a experiência vivida, constatamos através da reflexão sobre a ação que alguns indicativos educacionais se manifestaram como norteadores de uma formação universitária como: a interação nos encaminhamentos do processo pedagógico; que a questão paradigmática interfere no processo de formação educacional; que o professor é um agente social mediador que também é mediatizado por outros agentes; que o conceito de competência ultrapassa a noção comportamentalista do termo; que a motivação é o meio, freqüentemente, para atingirmos o sucesso; que as relações de cooperação devem ser regidas pela reciprocidade com relações constituintes; que a interpelação de cooperação é possível, quando se explicita a autonomia na participação irredutível e indispensável do indivíduo na elaboração de novas formas de pensar e novos conhecimentos; que a proposição dialógica evidenciada destaca a representatividade de troca e crescimento, tanto do educando, quanto do educador. Destacando, ainda, que o saber educacional se insere, a cada momento, nas vidas das pessoas, para que se tornem cidadãs. E, cidadão é aquele que se soma na vida social, e, ao fazê-lo participa, comprometendo-se com a ação político-pedagógica / Abstract: The University Teaching has been the target of debates and studies for some years, mainly concerning the relationship with the students, the development of teaching, the lack of discussion on epistemological issues that are subjacent to the teachers¿ work organization, and a proposal of learning evaluation, which is more coherent with the educational reality. Although knowing that the University and its professors are neither the only interlocutors nor the only basic references in the condition of producers of human knowledge, we consider that they project curricular models and pedagogical initiatives. Such compromise assumes, mainly, a teaching practice that transcends some conceptions, the reelaboration of thinking and acting. Understanding that the experiences have a reference not only in personal reasons, in this thesis we make evident the construction and a theorization, by the reflection-on-action, of an action methodology for the university formation in Adapted Physical Education. In spite of being very particular, we aim at discussing the university formation with quality for all academic students, as well as completing the different interfaces of the pedagogical teaching. Our methodology of action is based on Donald Shön and Zeichner¿s theories, authors who studied Dewey¿s conceptions. Considering the analytical appreciations of the qualitative method we have chosen to use the interview. The practice epistemology is centered on the experience and professional knowledge developed by the Educational Action Project in the Adapted Physical Education (ProEEFA) in the State University of Maringá city ¿ Department of Physical Education. The knowledge constructed and manifested from the experience of a situation lived with a longitudinal characteristic, led to a set of information, knowledge and attitudes that have been developed in a 4-year-period, with the effective participation of twenty professors who were engaged in the actions from four months to four years. When contextualizing the experience we had, based on the reflection-on-action, we concluded that some educational indicatives are the guiders of a university education, that is, the interaction during the performance of the guidelines of the pedagogical process, the teacher as a mediator social agent who is also mediated by other agents; the concept of competence that transcend the behaviorist notion of the term; the motivation that is the frequent way of achieving the success, the relationships of cooperation that are guided by reciprocity with constituent relations; the possibility of an interpellation of cooperation, when the autonomy in the invincible and indispensable participation of the subject concerning the elaboration of new ways of thinking and new knowledge is explained; the dialogic proposition that makes evident the representativeness of changing and growing up of both the student and the educator. The fact that the educational knowledge is increasingly inserted into people¿s life to make them citizens is also evidenced. Besides, citizen is the one who engages himself in the social life, and doing so, he is compromised with the political-pedagogical action / Doutorado / Atividade Fisica, Adaptação e Saude / Doutor em Educação Física

Made available in DSpace on 2016-04-28T20:39:54Z (GMT). No. of bitstreams: 1 Cristina Martins Torres Masiero.pdf: 5901104 bytes, checksum: 879ed9ece4a683af230a01965cc7eb29 (MD5) Previous issue date: 2008-10-24 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Introduction: Paraplegia may be caused by physical deficiency as a result of a spinal cord injury, often being necessary the use of wheelchair for locomotion by the injured person. On top of reduced mobility and other clinical consequences, people with spinal cord injury might have to deal with emotional and social impacts. Epidemiological studies show that most of spinal cord injury patients are young male adults, what makes returning to work an extremely important topic. Furthermore, the relevance of this study is justified/highlighted by the recent movement for inclusion of handicapped people in the work environment, as outlined in the quote law in Brazil. Reduced mobility, as well as some environmental barriers (physical barriers and society s atittudes) may be risk factors that could negatively affect the development of these young adults, once they could alter their roles in their families and in the society (socially and professionally). There comes the importance of studying these people s resilience which involves the ability to cope and positively adapt when dealing with adversities, and their capacity to learn from these situations. Returning to work might represent the re-start of their personal development after the spinal cord injury has occurred. Objectives: to collect social-demographics and resilience characteristics of 60 participants with spinal cord injury, to compare these characteristics between 30 worker with 30 nonworker participants, and to collect the psychological aspects of this study sample from the resilience results. Method: A Social-Demographic Questionnaire and the Questionário de Resiliência Adulto Reivich-Shatté/Barbosa were used to collect the data. The data statistical analysis showed the social-demographic and resilience characteristics of the study sample, as well as the comparison of these characteristics between the two groups. From the data analysis, it was possible to collect some psychological aspects of the study sample. Results: the study sample showed similar characteristics to the epidemiological studies done with spinal cord injury population as it relates to sex, age and how the spinal cord injury was acquired. When comparing the two groups, no significant differences were found for the resilience factors. However, the data showed that environmental factors (physical barriers and society s attitude), and the difficulty to have autonomy are factors that could make it more challenging for people with spinal cord injury to return to work. It also was possible to collect some psychological aspects of the sample based on the resilience factors results. That showed the importance of the psychologists in helping people with spinal cord injury to deal with their emotions and to better develop their resilience factors. This would allow them to return to their personal development, including their capacity to rebuild a new professional identity / Introdução: A aquisição de uma deficiência física por lesão medular, pode ocasionar o quadro de paraplegia, exigindo, muitas vezes, o uso de cadeira de rodas para locomoção. Além da mobilidade reduzida e de outras conseqüências clínicas, as pessoas com lesão medular podem ter que lidar com os impactos emocional e social da aquisição dessa deficiência. Estudos epidemiológicos apontam que a maioria das pessoas que sofrem a lesão medular são jovens adultos, do sexo masculino, fazendo com que o retorno ao trabalho seja um tema de extrema importância. Para justificar a relevância deste trabalho, soma-se à última informação, o atual movimento pela inclusão profissional de pessoas com deficiências, promovido pela lei de cotas . A mobilidade reduzida e a existência de barreiras físicas e atitudinais podem constituir-se como fatores de risco para o desenvolvimento esperado para esses adultos, uma vez que podem sofrer alterações nos seus papéis familiares, sociais e profissionais. Nessa perspectiva, torna-se importante o estudo da resiliência dessas pessoas, que envolve os recursos de enfrentamento de adversidades e a habilidade de adaptação positiva, que traduzem a capacidade de algumas pessoas de lidarem com as adversidades e aprenderem com elas. O retorno ao trabalho pode representar a retomada do processo do desenvolvimento pessoal, após a aquisição da lesão medular. Objetivos: levantar as características sócio-demográficas e de resiliência de uma amostra de 60 pessoas com lesão medular, comparar essas características entre os 30 participantes da amostra que estavam trabalhando e os 30 que não estavam e levantar os aspectos psicológicos da amostra, a partir dos resultados dos fatores de resiliência. Método: para a coleta de dados utilizamos um Questionário de Dados Sócio-demográficos e o Questionário de Resiliência Adultos Reivich-Shatté/Barbosa . Os dados foram submetidos a análise estatística permitindo a descrição das características sócio-demográficas e de resiliência da amostra, bem como a comparação dessas características nos dois grupos. A partir da análise desses dados, pudemos levantar alguns aspectos psicológicos da amostra. Resultados: A amostra apresentou características condizentes com os estudos epidemiológicos sobre a população de pessoas com lesão medular, com relação ao sexo, faixa etária e forma de aquisição da lesão. Os resultados para os fatores de resiliência permitiram levantar alguns aspectos psicológicos da amostra. Na comparação entre os grupos, não encontramos diferenças significantes para os fatores de resiliência, contudo, os dados apontaram que as barreiras físicas, as barreiras atitudinais e a dificuldade para autonomia são fatores que dificultam o retorno dessas pessoas ao trabalho. Encontramos indicativos que sugerem a importância do trabalho do psicólogo em auxiliar essas pessoas a elaborarem suas emoções para desenvolverem melhor os fatores de resiliência e conseguirem retomar seu percurso de desenvolvimento pessoal, incluindo a capacidade da construção de uma nova identidade profissional

The study is critically analysing the current legal framework in Malawi in so far as the right to equality and non-discrimination in the work place and the right to work for people with physical disabilities (PWPDs) is concerned. The paper will assess whether Malawi’s legal framework effectively protects the right to equality and non-discrimination in the work place for PWPDs in conformity with international standards. Finally, the paper will, in the event that Malawi’s legal framework does not conform to international standards, offer suggestions on how it can be reformed to comply with international standards, especially the Convention on the Rights of People With Disabilities / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2008. / A Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Prof Michelo Hansungule of the Centre of Human Rights, Faculty of Law, University of Pretoria / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

Tato práce se věnuje problematice postavení handicapovaných osob ve společnosti, která byla a je ovlivňována chápáním koncepce péče o handicapované jedince a vývojem ústavních zařízení. Práce obsahuje stručné popsání dějin handicapu, přičemž největší pozornost je věnována problematice handicapu od vzniku modernizačních proměn společnosti až po současnost. Dále tato práce obsahuje empiricko-historickou část, jejímž záměrem je analyzovat vývoj ústavních zařízení pro handicapované osoby od počátku proměny společnosti z tradičního typu k modernímu až po současnost. Pro tento výzkum byla použita analýza dokumentů jako výzkumná metoda. Toto výzkumné šetření potvrdilo dvě výzkumné hypotézy. Zaprvé bylo potvrzeno, že šířením osvícenských ideálů v kontextu modernizačních procesů ve společnosti došlo k proměně koncepce péče o handicapované osoby. Zadruhé bylo potvrzeno, že modernizační proměny, které proběhli ve společnosti ve 20. století, ovlivnili především v pozitivním smyslu institucionální uspořádání i formy organizace péče o handicapované osoby. Klíčová slova: handicap, handicapované osoby, postavení ve společnosti, vývoj, modernizace, ústavní zařízení, vývoj ústavních zařízení.

Orientador: Pedro Jose Winterstein / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-04T22:37:18Z (GMT). No. of bitstreams: 1 VendittiJunior_Rubens_M.pdf: 1628545 bytes, checksum: 9b2361dac66c04b5499c6a3ce5297081 (MD5) Previous issue date: 2005 / Resumo: A auto-eficácia se caracteriza como as crenças nas capacidades individuais de organizar e executar cursos de ação, necessários à realização de determinadas tarefas ou feitos dirigidos a uma meta. Engloba processos auto-perceptivos e avaliativos, que relacionam fatores ambientais, pessoais e comportamentais. Neste trabalho, a auto-eficácia é aplicada na compreensão do controle interno das crenças e percepções que envolvem a prática docente em Educação Física (EF), especificamente para a área de EF adaptada (EFA), caracterizada por atender pessoas com necessidades especiais. O fato da EF se configurar repleta de conteúdos e atividades práticas e corporais, reforça a necessidade em se compreender o fenômeno da auto-eficácia de maneira singular e sistematizada. Além disso, os critérios disciplinares e métodos avaliativos; espaço das aulas e seus conteúdos práticos; realçam a necessidade de atenção especial a detalhes diferenciais da EF. A problemática se encontra na análise das possíveis contribuições da auto-eficácia e suas associações com: satisfação, preferência de atuação profissional e disposição para continuidade docente em EF. Além disso, surgem associações na percepção de competências, segurança, engajamento e domínio de conteúdos para atuação docente no ambiente da EF inclusiva. Por meio de dois instrumentos aplicados em 44 profissionais atuantes na área, destacam-se alguns fatores e aspectos relacionados à auto-eficácia docente. Os resultados obtidos evidenciam as associações da auto-eficácia com a questão motivacional do professor, através de sua satisfação pessoal e disposição para continuar na carreira docente, bem como os níveis de esforço e persistência. Também aparecem relações a respeito da influência da formação profissional e a configuração da auto-eficácia para o profissional de EF, que valoriza sobremaneira as expectativas de resultados, os desempenhos e a avaliação direta das atividades corporais de seus alunos, como parâmetros a respeito de suas capacidades de ensinar. Verificou-se que outras fontes são também importantes na formação da eficácia docente e existem inúmeras possibilidades para desenvolver estas crenças ainda precocemente. Dentre os profissionais entrevistados, os maiores níveis de auto-eficácia docente estavam entre os professores com preferências de atuação em treinamento esportivo, seguidos por aqueles com escolha na atuação em EFA. A perspectiva social cognitiva e as propostas de ensino reflexivo configuraram-se excelentes referenciais, comuns para as discussões sobre as crenças docentes, formação profissional e atuação em EF e EFA / Abstract: Analysis of the teacher self-efficacy of Physical Education Instructors The self-efficacy is characterized as the beliefs on the individual capacities of organizing and executing courses of action, which are necessary to the achievement of certain tasks directed to a goal setted. Includes self-perceptive and evaluation effects that relate environmental, personal and behavioral factors. In this study, the self-efficacy is applied on the comprehension of the internal control of belief perception which involves the teaching in Physical Education (PE), specifically for the Adapted Physical Education (APE) area, characterized for attending handicapped people with special necessities. The fact of the PE configures itself full of contends and practical body activities strenghns the need of understanding the phenomenon of the self-efficacy in a singular and sistemized way. Besides, the discipline criteria and evaluate methods, space of the classes and its practical contends, show the need of special atention to differencial details of the PE. The question is the analysis of the possible contributions of the self-efficacy and its association with the satisfaction, professional acting preferences and avalability for the PE teaching continuity. Moreover, associations to the perception of competence arise, as well the security, engagement and contend mastery for the PE teaching in the inclusive PE environment. Through 3 instruments applied on 44 acting professionals of the field, we can highlight some factors and aspects related to teacher self efficacy. The results show the associations of the self-efficacy with the motivational questions of the teacher through their personal satisfaction and avalability to continue with the teacher PE career, as well the levels of efforts and persistance. There are also relations related to the professional career influence and the self-efficacy configuration to the PE professional, which really worships the outcome expectations, the performance and the direct evaluation of the body activities of its students as parameters related to the teaching skills. We also verify that other sources are important for the construction of the teaching efficacy, and there are uncountable possibilities for early developing of these beliefs. Among the interviewed professionals the highest levels of teacher self-efficacy were the teachers with preferences of acting on the sportive trainning area, followed by those who chose the APE. The social cognitive perspective and the proposals of the reflexive teaching showed themselves as excellent referencials, and complement the discussion about the teaching beliefs, professional career and PE or APE educational acting / Mestrado / Pedagogia do Movimento / Mestre em Educação Física

My dissertation Alternatives of Home Violence Settling deals with various alternatives of how the home violence problems can be settled. The introductory chapter goes through the professional interpretation of the home violence term as well as causes, forms and specific signs of this violence type, being followed by description of its consequences and the myths which have gained a foothold in the general public. The home violence is characterized as a long-term, repeated and escalating physical, mental, or sexual cruelty to persons living in the common household; it takes place between close persons, adult family members, or also life partners. The victims, being exposed to long-term violence, lost their self-confidence, however, their fear and confusion increase; they also suffer from a good many various symptoms as depression, shame, decline of general state of health, or increased suicidal behavior. Chapter two focuses on the characterization of the home violence victims and delinquests as well. As to the victims, these can be everybody, irrespective of their education, age, social position or economic situation - women, seniors and handicapped persons as well as men. The home violence occurs between adult partners, spouses, parents and their children, but also between young and aged persons. Chapter...

The diploma thesis considered to research problem new way of financing of social services from public resources as a source of financial uncertainity of social services providers. The thesis is a case study of the district of administration of municipality with extendent competency Jindřichův Hradec and also the results are for this territory only. Most of the dates have been gathered with validity to 31.12.2009. The goal of this study was to evaluate three years of validity of the Social services law in financing of social services sphere, whereas the partial goal of this study was to find out, which changes bringed the new equal rights system of social services financing to providers of social services for seniors and handicapped persons. To recieve the goals, five reserch questions have been determinated. These questions have been managed to answered. To recieve answers for these questions was used combination of qualitative and quantitative methods and primary and secundary dates. Regarding the theoretical resources, the study is based on the public service theory, the nonprofit sector concept, the economic social services concept with their economy, and the autonomy of seniors and handicapped persons concept. Next si used the legislation of human rights sphere, non-governmental oganizations, self...