Orientador: Neusa Maria Mendes de Gusmão / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-13T00:46:51Z (GMT). No. of bitstreams: 1 Pacheco_RosanaAugustaBoncompagnoRossi_M.pdf: 844344 bytes, checksum: 49aa606521e9b39e40d81ec44c127b51 (MD5) Previous issue date: 2008 / Resumo: Este estudo teve como objetivo compreender a realidade de cinco idosas nipo-brasileiras, residentes na cidade de Campinas, Estado de São Paulo, nascidas entre os anos 1923 a 1933, pertencentes a um grupo étnico relativamente fechado, no qual a maioria de seus integrantes idosos, tanto no interior das famílias, como nos centros de convivência, empenha-se na preservação dos valores, crenças e hábitos japoneses herdados de seus antepassados. Teve como embasamento teórico o processo de envelhecimento sob a perspectiva do desenvolvimento humano ao longo da vida, considerando o desenvolvimento individual dentro de contextos sociais também em desenvolvimento, levando-se em consideração que os indivíduos não evoluem isolados, mas compartilham experiências com seus semelhantes. Método: foram utilizados relatos orais, através de entrevistas individuais gravadas, baseadas em questionário semi-estruturado, solicitando-se às idosas que se lembrassem de sua infância e relacionamento com pais e avós, assim como suas experiências de vida relativas ao próprio processo de imigração e, ainda, que relatassem como são hoje, suas relações familiares e intergeracionais. É uma pesquisa qualitativa, de caráter transversal. Resultados: As análises dos relatos orais permitiram conhecer os condicionantes históricos e a imagem idealizada que as idosas têm de seu país de origem, bem como perceber como esses aspectos influenciam seu processo de envelhecimento no Brasil e a importância desse fato na convivência com seus pares e familiares, fortalecendo seus laços sociais e sentimento de pertencimento a um grupo específico. Conclusão: A preservação e a manutenção da cultura, em iniciativas dessas idosas, juntamente com a de outros idosos da mesma coorte, tem um sentido de regulação emocional na velhice, na manutenção da identidade com o grupo e na funcionalidade perante seus familiares e descendentes. / Abstract: This study had as a goal to comprehend the reality of five nipo-brazilian elderly women, residents in the city of Campinas, state of São Paulo, born within the years 1923 and 1933, belonged to a relatively closed etnical group, in which the majority of their elderly participants, as in the interior of the families, as in the living centers, strain in the preservation of japanese values, beliefs and habits inherited from their ancestors. It had as theoretical basis the process of aging under the perspective of human development throughout life, considering the individual development inside social contexts also in development, taking into consideration that the individuals do not evolve isolated, but they share experiences with their equals. Method: oral reports were used, through recorded individual interviews, based in half structured questionnaire, asking the elderly women to remember their childhood and the relationship with parents and grandparents, as well their life experiences related to the immigration process itself and yet, that they reported how are today their familiar and intergenerational relationships. It is a qualitative research, of transverse character. Results: The analysis of the oral reports allowed to know the historical restrictions and the idealistic images that the elderly women have of their origin country, as well to notice how these aspects influence their process of aging in Brazil and the importance of this fact in living with their matches and relatives, strengthening their social binds and the feeling of belonging to an specific group. Conclusion: The preservation and the maintenance of the culture, in initiatives from these elderly women, together with those from other elderly from the same cohort, they have a sense of emotinal regulation in elderliness, in the maintenance of the identity with the group and in the functionality face their relatives and descendants. / Mestrado / Mestre em Gerontologia

Abstract not available.

The Canadian Case Mix Groups or CMG(TM)* methodology groups acute care patients into clinically similar and resource homogenous groups, and further stratifies patients into three age categories (years): 0-17, 18-69 and 70+. Some healthcare practitioners believe that the 0-17 years CMG age group is too broad, and does not reflect age differences associated with hospital resources consumption. A methodological study was conducted, using linked Canadian inpatient activity and case cost data from 1997/98 to 2000/01, to examine whether or not the 0-17 years CMG age group can be further refined to better represent age differences in hospital resources consumption. The study utilized the Classification and Regression Tree (CART) algorithm and regression analyses to develop new age groups. Of the 123 CMG included in the study, CART recommended further age splits for at least 48% of the CMG. The study recommends that, subject to clinical validation, fixed age splits at 0.5 and 1.5 years of age could be applied across all CMG. *Registered Trade-mark of the Canadian Institute for Health Information.

The present study explores the discursive constructions of health, fitness and disability among eight 14-17 year old youth with variety of mobility impairments living in the Ottawa area. Located within a framework informed by feminist poststructuralist and disability theories, the study is based on a content analysis of guided conversations and individual journals in which participants were involved. Results indicate that participants discursively construct health and fitness in corporeal terms such as being active, eating right, and having a good body. Within their constructions, participants both resist and rearticulate dominant health, fitness and disability discourses. Results also highlight a variety of discursive strategies used by participants to both defy oppressive stereotypes related to gender and disability and to construct themselves as healthy and fit individuals. Insights gained from this study begin to fill an important gap in North American literature on the experiences of youth with disabilities. Such insights may be used to inform the development of programs aimed at improving the health, fitness and well-being of Canadian adolescents.

Orientador: Ademir De Marco / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-24T10:09:45Z (GMT). No. of bitstreams: 1 DouradoSilva_LucasContador_M.pdf: 1812878 bytes, checksum: 5740115b018724d524c4c1c21f25f2f1 (MD5) Previous issue date: 2013 / Resumo: A Capoeira é um patrimônio cultural brasileiro reconhecido pelos órgãos públicos do nosso país e que pode ser verificado nos diferentes níveis de ensino, inclusive na Educação Infantil. Por deter vasto conteúdo, ela pode ser desenvolvida por diversas áreas do conhecimento, entre elas a Educação Física que é responsável pela realização de atividades corporais com as crianças. Este trabalho visa compreender como a Capoeira pode ser incluída no ensino infantil tendo como princípio o corpo enquanto linguagem. Teve por objetivo elaborar um programa de atividades motoras para crianças na Educação Infantil, a partir do conteúdo da Capoeira, com base nos pressupostos da Teoria Bioecológica do Desenvolvimento Humano. (BRONFENBRENNER 2000, 2011). Esta pesquisa é caracterizada como sendo Estudo de Caso, do tipo qualitativo exploratório, no qual foram feitas observações sistemáticas pelo observador pesquisador, registradas em diário de campo. Também foram registrados por câmeras filmadoras, os momentos das atividades motoras e, aplicado um questionário aos pais dos alunos, com a finalidade de investigar se as relações das atividades realizadas pelas crianças na escola repercutiram no ambiente familiar. Participaram desta pesquisa cinquenta e seis crianças, de três a seis anos de idade, pertencentes a escola EMEI - Agostinho Páttaro, Distrito de Barão Geraldo, Campinas - SP. No período de Abril à Dezembro de 2012 foram desenvolvidas e descritas trinta sessões de atividades para a turma dos Dragões e para a turma dos Gatinhos e ainda, aplicado questionário aos pais dos alunos participantes. Obtivemos como resultado que durante o processo educativo que a maioria das crianças em ambas as turmas, se comportaram positivamente pois formaram relações interpessoais voltadas para a participação conjunta nas brincadeiras planejadas. Nas brincadeiras que as crianças possuíam equilíbrio de poder houve maior incidência de comportamentos disruptivos do que nas brincadeiras com desequilíbrio de poder. Nas brincadeiras que dirigiam as crianças a assumir papéis de evidência, obtivemos comportamentos disruptivos daquelas com propensão passiva e comportamentos engajadores daquelas com propensões ativas. Além disso, vimos que as brincadeiras se tornaram molares para a maioria das crianças pois os movimentos aprendidos durante o processo educativo foram re-significados ao longo do tempo desta pesquisa. / Abstract: Capoeira is a Brazilian cultural heritage recognized by public agencies of our country and can be seen in different levels of education, even in childhood education. How hold vast content, it can be developed through many areas of knowledge, including the Physical Education which is responsible for carrying out physical activities for the children. This project aims to understand how Capoeira can be included in early childhood education based on the principle "body as language". It aimed the elaboration of a motor activities program for children in kindergarten, from the Capoeira content, based on the Bioecological Human Development Theory. (Bronfenbrenner, 2000, 2011). This research is characterized as a Case Study, qualitative exploratory type, in which systematic observations were made by the observer researcher and recorded in the diary field. The moments of motor activities were also recorded, by video cameras. It was used a questionnaire with the children's parents to identify if the activities performed by the children at school had impact on the family environment. In this study participated fifty-six children, three to six years old, belonging to school EMEI - Agostinho Páttaro, Barão Geraldo county, Campinas - SP. From April to July 2012, six sessions of activities with "Turma dos Dragões" and seven with "Turma dos Gatinhos" were developed and described, also a questionnaire was applied to the children's parents. During the educational process was obtained as the result that majority of children had positive behaviors demonstrated by the formation of interpersonal relationships focused on joint participation in the games planned for both classes. In games that allowed balance of power for the children was greater the incidence of disruptive behaviors than in games with power imbalance. In games that drove the children to assume roles of evidence for the whole class, it was obtained disruptive behavior from those with passive propensity and engaged behavior from those with active propensity. Furthermore, we found out that the game became molar to the majority of children because the learned movements during the education process were reframed over time of this research. / Mestrado / Educação Fisica e Sociedade / Mestre em Educação Física

Orientador: Cecilia Guarnieri Batista / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-27T00:44:36Z (GMT). No. of bitstreams: 1 Souza_FernandaSantos_M.pdf: 1217797 bytes, checksum: 698c03b54c66a1fe9231660b8c240982 (MD5) Previous issue date: 2015 / Resumo: A condição atualmente designada como deficiência intelectual tem sido tratada de diferentes formas. Nesse sentido, alguns dos marcos relevantes indicam: localização do problema no organismo (SNC e sistema endócrino), distinção entre deficiência e doença mental, ênfase na educabilidade e, a partir da segunda metade do século XX, na Educação Inclusiva. Diferentes organismos internacionais definem critérios para diagnóstico, que têm, em comum, nas versões mais recentes, as seguintes exigências: limitações significativas no funcionamento intelectual e no comportamento adaptativo, e início antes dos 18 anos. Algumas das definições enfatizam a modificabilidade da condição e a importância do contexto sociocultural. Esses aspectos foram valorizados por Vygotsky, que salientou a importância da compensação sociopsicológica, nos casos de alterações de origem orgânica (deficiências). O autor também enfatizou a importância da detecção de habilidades em início de desenvolvimento ("brotos" do desenvolvimento); o que tem implicações para a avaliação de pessoas com deficiência. Tendo em vista essas considerações, o objetivo do presente estudo foi identificar habilidades sociais e cognitivas em crianças e adolescentes com dificuldades para aprender, com QI igual ou inferior a 70 no teste WISC-IV (compatível com o valor delimitado para o diagnóstico de deficiência intelectual). O estudo foi composto de duas etapas: a primeira envolveu a seleção dos participantes; a segunda, a realização de estudos de caso. Para a seleção dos participantes, a pesquisadora aplicou o teste WISC-IV em 8 crianças e adolescentes, com idade entre 6 e 16 anos, que participavam dos atendimentos no Serviço de Psicologia do Desenvolvimento (SPD) do CEPRE/Unicamp. Foram selecionados, para a segunda etapa, cinco crianças e adolescentes que, no teste WISC-IV, apresentaram QI total inferior a 70 e valores inferiores à média nas quatro escalas do teste e que frequentaram com assiduidade os atendimentos do SPD. Em relação a cada participante, foram realizadas consultas a prontuários, entrevistas com os pais ou responsáveis e com os profissionais das escolas em que eles estavam matriculados. Foram realizadas observações sistemáticas das sessões de atendimento no SPD e, para alguns participantes, foram programadas sessões adicionais de atendimento. Todas as sessões foram filmadas e analisadas. A apresentação de cada estudo de caso incluiu: histórico, quadros relativos às habilidades sociais e cognitivas relatados pela família e profissionais da escola, análise dos modos de lidar com o participante (família e escola), descrição dos modos de participação no SPD, análise microgenética de episódios significativos e síntese. A análise dos casos permitiu a identificação de várias habilidades nos participantes, bem como favoreceu a compreensão de cada caso, ao identificar exemplos de incentivo ao desempenho e ainda evidenciou situações que provavelmente representavam obstáculos a novas aquisições. Os dados sugerem que, ao se enfatizar a busca de habilidades, pode-se obter uma visão abrangente de cada caso, de forma a contemplar, para além das limitações, as potencialidades e indícios de desenvolvimento das crianças e dos adolescentes / Abstract: The condition currently designed as intellectual deficiency has been treated in different ways. On this matter, some of the relevant marks point: localization of the problem in the organism (CNS and endocrinal system), distinction between deficiency and mental disease, as well as the emphasis in the education area and, the Inclusive Education starting from the second half of the 20th century. Different international organisms define criteria for diagnosis which has in common, in the most updated version, the following demands: considerable limitations in the intellectual work as well as the adaptive behavior, and beginning before the age of 18. Some of the definitions emphasize the changeability of the condition and the importance of the socio cultural context. These aspects were valued by Vygotsky, who mentioned the importance of the socio psychological compensation, in the alterations of organic origin cases (deficiency). The author also emphasized the importance of detection of abilities in the beginning of the development (sprout of the development); which has some implications to the evaluation of people with deficiency. Having in mind these considerations, the target of this study was to identify social and cognitive abilities in children and teenagers facing learning difficulties, with the same IQ or inferior to 70 in the WISC-IV test (compatible to the delimited value for the intellectual deficiency diagnosis). This study was made of two parts: the first envolved selecting the participants; the second, studying the case. In order to select the participants, the researcher gave the WISC-IV test in eight children and teenagers, aged from six to sixteen, who were part of the Development of the Psychology Service sessions (SPD) of Cepre/ Unicamp. It was selected for the second part five children and adolescents who presented in total an IQ less than 70 and values inferior to the average in the four scales evaluated in the test and that were frequent in the attendance in the SPD sessions. Related to each participant, it was made some sessions with medical record, interview with parents or some responsible for the children and the professionals of the schools where they were enrolled. It was made systematic observations of the sessions in the SPD and, for some participants, it was programmed additional sessions. All the sessions were filmed and analyzed. The presentation of each case study included: historic, table related to social and cognitive abilities related by the family and school professionals, analysis of the way to deal with the participant (family and school), description of the ways of participation in SPD, micro genetics analysis of important episodes and synthesis. The cases analysis allowed the identification of a lot of abilities in the participants, as well as enhanced the comprehension of each case by identifying examples of performance motivation and pointed situations that probably represented to an obstacle to new acquisitions. The data suggests that, when emphasizing the search of abilities, it¿s possible to have a wide view of each case, in a way to contemplate, beyond limitations, the potentialities and indications of the children and teenagers¿ development / Mestrado / Interdisciplinaridade e Reabilitação / Mestra em Saúde, Interdisciplinaridade e Reabilitação

Systemic corruption has fierce impacts on human development. Research indicates that systemic corruption in Armenia has invaded into all the sectors of social life and has transformed society making from it a comfortable environment for existence. Human development, social structure, human resources, public way of thinking, opportunities are constrained by the limitations and restriction put by corrupt system. This paper provides a comprehensive study of the systemic nature of corruption and its consequences, the picture of socio-cultural attitude to the corruption through analysing public perceptions, and analyses the connection between corruption, corrupt behaviour and human development. Keywords Corruption, social perceptions, human development, opportunities, corrupt behaviour, social capital.

Magister Administrationis - MAdmin / The coastal zone is a highly complex and highly productive environment in which components are intimately linked and interdependent on each other. Furthermore, human pressure and poaching remains an enormous problem within coastal zones and therefore necessitates an integrated and multidisciplinary development and management effort.

Electricity access is widely recognized as a driver of development. The Brazilian government has incorporated this principle into its national rural electrification program, Luz Para Todos (LPT – Light for all), which has already benefited more than 14 million people in the country since its inception in 2003. But a different electrification model is required if remote areas in the Amazon region are to fully benefit from the program. In general, LPT has been implemented through a grid-based technology. However, the program has been less successful in providing electricity access in the Amazon region. In this region, about 24% of the rural population has no access to electricity. Key challenges are related to the exhaustion of the grid-extension model in isolated areas.  Extending the grid in these areas is neither realistic because of the local topography and natural conditions, nor cost-effective because expensive investments would be required to benefit a small number of citizens with low income and consumption rates. This study suggests an adapted LPT model for delivering electricity access in isolated areas of the Amazon region. In particular, the study offers a policy maker perspective and details the specific needs of isolated communities. It was developed in the form of a case study and included a variety of data sources, gathering techniques and analysis approaches, including an extensive literature review, the collection of in-situ evidence through direct observations and semi- structured interviews. Conclusions draw attention to the need for more local and site-specific solutions. Three issues will be decisive in achieving universal, reliable and affordable access to electricity in the Amazon region. Firstly, harmonization with the regional context is essential as the Amazon is a vast and unique environment. Secondly, there is need for adapting the existing institutional structures to appreciate the conditions and specific needs of rural populations in the Amazon region. Thirdly, securing financial resource allocation and distribution will be decisive in a LPT model aimed at universal electrification in the Amazon. / <p>QC 20120531</p>

The aim of this research project is to study the ways in which territory—particularly its socio-cultural dimension—influences the participatory decentralization (PD) initiatives of the state from a comparative and interdisciplinary perspective. To achieve this objective, this project analyzed decentralization experiences at the municipal level within the national-level context of political decentralization processes in Uruguay and Chile. Uruguayan cases were compared with the Chilean ones based on Mill’s method of difference, also known as “most-similar design,” which is considered one of the most useful qualitative approaches in terms of studying democratization in Latin America (George & Bennett, 2005). However, I used Mill’s method in two distinct ways, comparing similar municipalities between the two countries, which allowed me to vary the national-level political project while holding municipal characteristics relatively constant; and comparing municipal cases within each of the two countries, which allowed me to vary the socio-cultural dimension of territory within a single participatory decentralization model. Comparing the effect of the political project on PD outcomes to the effect of the socio-cultural dimension of territory allowed me to assess which factor proves more important to local outcomes. Although there are significant differences between Uruguay and Chile in terms of their political projects of decentralization, rural and poor municipalities with a high percentage of minority ethnic communities—in this case, Afro-descendant populations in Uruguay and indigenous Mapuche peoples in Chile—, still face deep, structural obstacles to implementing participatory decentralization, differences which are explained by the effect of the ethno-cultural dimension of territory and by the effect of geographical residence on the PD outcomes over the last decade. This alternative approach to participatory decentralization based on the socio-cultural dimension of territory highlights the structural obstacles to successful participatory decentralization, such as clientelism, caudillism, centralism and racism. It also implies that deepening participatory decentralization requires a strategy to improve civic engagement and horizontal governance of the local civil society. In also has the potential to foster accountability and to redistribute political power at the municipal level in both countries.