The intention of this dissertation is a special investigation of a new innovative approach to reduce the weight of pubescent and adolescent people with overweight and fatness by creating positive changes in self-control and self-respect using an interventional active programme. The goal is to determine a method to reduce the overweight and describe the correlations of psychic conditions and social risks of the overweight and fatness of pubescent and adolescent people. The basis of the programme is several techniques of yoga and yoga configuration. The investigation observed 224 participants and the interventional programme was undertaken by 133 participant of the age of pubescence and adolescence. The programme was applied for twelve weeks. After finishing the interventional active programme, the body weight and BMI were reduced and positive significant changes were reached in shortage of hypodermic fat and decrease in depressive states and anxiety of the participants of the programme. Generally, the anthropometric measurements were implemented in case of 1136 participants. The established hypothesises have confirmed the right supposition of the effect of the interventional active programme. The ascertained data were processed statically and evaluated in collaboration with the Gartner{\crq}s Biomedical Laboratory of CTU Prague.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-05T14:46:46Z No. of bitstreams: 1 eloisaelenanoe.pdf: 1720624 bytes, checksum: d1d97f9c41154e82675297c3f47df894 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-05T15:30:25Z (GMT) No. of bitstreams: 1 eloisaelenanoe.pdf: 1720624 bytes, checksum: d1d97f9c41154e82675297c3f47df894 (MD5) / Made available in DSpace on 2016-02-05T15:30:25Z (GMT). No. of bitstreams: 1 eloisaelenanoe.pdf: 1720624 bytes, checksum: d1d97f9c41154e82675297c3f47df894 (MD5) Previous issue date: 2014-08-21 / Esta pesquisa tem por objetivo investigar o processo de ampliação do Programa de Intervenção Pedagógica (PIP) da Secretaria de Estado de Educação de Minas Gerais para os Anos Finais do Ensino Fundamental (PIP/CBC) nas Escolas Estaduais da Superintendência Regional de Ensino de Ubá (SRE/Ubá), a partir da atuação dos Analistas Regionais. A investigação busca articular os planos macro e micro, sob o viés da abordagem do ciclo de políticas, formulada pelo autor Stephen Ball, partindo do Programa de Governo “Choque de Gestão (contexto de influência); da análise de principais documentos legais que subsidiam o PIP (contexto de produção de texto); de como os educadores se apropriaram das diretrizes do PIP (contexto da prática) e quais foram seus resultados (contexto de resultados/efeitos). A pesquisa abrangeu o período de agosto de 2011 a dezembro de 2013. No processo de ampliação do PIP, interessa saber se os resultados dos escolares melhoraram em decorrência de uma prática de intervenção pedagógica adequada e se os Conteúdos Básicos Comuns se materializaram no contexto da prática. Os resultados apontaram para a importância da reestruturação do trabalho dos analistas regionais, em vista de se promover a melhoria do acompanhamento às escolas e das ações relacionadas à Gestão Pedagógica. No último capítulo é proposto uma formação continuada para estes stakeholders com objetivo de desenvolver competências na área de implementação e na área de organização. / This research aims to ascertain the enlargement process of the State Department of Education of Pedagogical Intervention Program (PIP) for the last period of basic education (PIP/CBC) in public schools engaged with Ubá Educational Management (SRE), based on the performance Regional Analysts. This investigation demands to articulate macro and micro spheres, by the bias of the policy cycle approach, such as proposed by Stephen Ball, from the Government Program "Management Shock", of the Minas Gerais State (influency context); analysis of key legal documents that support the PIP (text production context); how educators understood the PIP/CBC (practice context) and what your results (results/effects context). The research covered the period in August, 2011 to December 2013. In the enlargement process of the PIP, need to know whether the results of the students improved as a result of a practice of appropriate educational intervention and the curriculum model (CBC) materialized in the context of practice. The results point the importance to restructuration in the work of the regional analysis, that promote improved the advice to schools and that actions related to educational management. In the last chapter, is presented an idea of intervention to these stakeholders continuing training for the purpose of developing implementing skills and organization skills.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2016-08-03T14:42:15Z No. of bitstreams: 1 dulcymardemellogonçalvespimenta.pdf: 1148076 bytes, checksum: 0458d71e89c1589b8492b0fce1ab30e7 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-08-04T11:15:38Z (GMT) No. of bitstreams: 1 dulcymardemellogonçalvespimenta.pdf: 1148076 bytes, checksum: 0458d71e89c1589b8492b0fce1ab30e7 (MD5) / Made available in DSpace on 2016-08-04T11:15:38Z (GMT). No. of bitstreams: 1 dulcymardemellogonçalvespimenta.pdf: 1148076 bytes, checksum: 0458d71e89c1589b8492b0fce1ab30e7 (MD5) Previous issue date: 2015-07-13 / Este trabalho, um Plano de Ação Educacional (PAE), tem por objetivo analisar as ações gestoras que contribuem para a implementação do Programa de Intervenção Pedagógica- PIP/CBC e impactam positivamente no desempenho dos alunos em três escolas públicas do Estado de Minas Gerais/Brasil. Para tanto, buscou-se conhecer as fases de implementação dessa política pública, analisar os gráficos de resultados das avaliações externas do SIMAVE das escolas pesquisadas e compreender até que ponto as ações gestoras contribuem para a melhoria dos resultados e implementação do PIP/CBC. Desta forma, no primeiro capítulo realizase uma descrição das escolas pesquisadas, apresentando as características gerais das instituições e os resultados educacionais das avaliações do PROEB e IDEB. No segundo capítulo, embasa-se o estudo nas obras de Luck referentes a gestão escolar e suas dimensões, no texto perfis de Liderança de Polon. Foi realizado, ainda, uma análise das ações gestoras a luz dessas autoras e de Eduardo Condé. A metodologia utilizada foi qualitativa através de instrumentos diversificados como observação do cotidiano dos gestores, análise de relatórios, revistas pedagógicas e entrevistas semiestruturadas. O estudo aponta a existência de boas práticas desenvolvidas pelas equipes gestoras das instituições pesquisadas que impactaram positivamente a elevação dos resultados e a implementação do PIP, mas, também identificou ações que precisam ser melhoradas para a obtenção de melhores resultados e eficácia da política. Sendo assim, o terceiro capítulo destina-se à proposição de um Plano de Ação tendo como objetivo central a elaboração de um Guia de Boas Práticas dos Gestores escolares e proposições para solucionar as fragilidades evidenciadas por este estudo, disseminando-as para todas as escolas da jurisdição. / This work, an Educational Action Plan (PAE), aims to analyze the management actions that contribute to the implementation of the intervention program Pedagógica- PIP / CBC and positively impact the performance of students in three public schools in the state of Minas Gerais / Brazil. Therefore, we sought to know the stages of implementation of this public policy, analyze the graphs of results of SIMAVE the external evaluations of the surveyed schools and comprehending to what extent management actions has contributed for the improved of the results and implementation of the PIP / CBC. Thus, in the first chapter, we conducted a description of the surveyed schools, presenting the general characteristics of the institutions and the educational results of the evaluations of PROEB and IDEB. On the second chapter, the study was based on Luck’s works related to school management and its dimensions and on Leadership profiles researched by Polon. It was also conducted an analysis of management actions under the perspective of such authors and Eduardo Conde. The methodology used was the qualitative through several instruments such as observation of the daily life of managers, report analysis, educational magazines and semi-structured interviews. The study shows the existence of good practices developed by the management who was surveyed in this study which positively impacted the evolution of the results and the implementation of the PIP, but, for the other hand, we found actions that need to be improved to achieve better results and effectiveness of the policy. Thus, the third chapter was dedicated to proposing an Action Plan with the main goal the create a Guide with good practices for school managers and proposals to solve the fragile points highlighted in this study, disseminating them to another schools of this jurisdiction.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-04-07T19:36:02Z No. of bitstreams: 1 rozaniadefatimasantos.pdf: 1204449 bytes, checksum: 049555efb24808d04a04295b47d50161 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-04-11T11:34:14Z (GMT) No. of bitstreams: 1 rozaniadefatimasantos.pdf: 1204449 bytes, checksum: 049555efb24808d04a04295b47d50161 (MD5) / Made available in DSpace on 2017-04-11T11:34:14Z (GMT). No. of bitstreams: 1 rozaniadefatimasantos.pdf: 1204449 bytes, checksum: 049555efb24808d04a04295b47d50161 (MD5) Previous issue date: 2014-08-18 / O presente trabalho tem como objetivo descrever as fases de implementação, monitoramento e avaliação do Programa de Intervenção Pedagógica (PIP) na Superintendência Regional de Ensino de Diamantina/MG, com o foco na Escola Estadual Professora Júlia Kubitschek, da mesma cidade, e em como esta se apropriou do Programa para alcançar bons resultados na aprendizagem dos alunos e melhorar os resultados de suas avaliações internas e externas. A metodologia de pesquisa utilizada foi a análise de documentos relativos ao referido programa, levantamento de dados feito por meio de questionários aplicados aos analistas que trabalham com o Programa na SRE, entrevistas semiestruturadas com a analista que atende a escola pesquisada, com a diretora, professoras alfabetizadoras e especialistas em Educação Básica envolvidos no desenvolvimento do PIP desta escola e, ainda, observação do cotidiano escolar por meio de visitas in loco, em que foram levantados dados e informações sobre a relação do analista com a diretora escolar, professores e especialista para o desenvolvimento do PIP. A partir dos dados levantados, construiu-se um panorama do Programa, dos atores envolvidos e do ambiente de trabalho na escola pesquisada. Com base, principalmente, na literatura sobre intervenção pedagógica, gestão eficaz e avaliação externa, constatou-se fatores de várias dimensões que definem o sucesso ou insucesso do programa na SRE-Diamantina/MG. Os dados encontrados demonstram que há relevância na implementação do Programa, no monitoramento eficaz e eficiente de uma política pública e nos bons resultados da aprendizagem dos alunos. Sendo assim, apresenta-se os resultados positivos traduzidos em “boas práticas” identificadas nesta pesquisa para divulgação, por meio de um Plano de Ação Educacional (PAE), às escolas estaduais de anos iniciais pertencentes à Superintendência Regional de Diamantina/MG, com o intuito de aprimorar, adaptar e disseminar as ações bem sucedidas. / This paper aims to describe the implementation, monitoring and evaluation phases of the Programa de Intervenção Pedagógica/PIP (Pedagogical Intervention Program/PIP) in Diamantina´s Superintendência Regional de Ensino/SRE (Regional Superintendence of Education/SRE) in Minas Gerais state, on the Escola Estadual Professora Júlia Kubitschek in the same city, as it has appropriated of the Program to achieve good results in learning skills and thus improve the results of its internal and external evaluation tests. The research methodology used was the analysis of documents related to that program, data collection done through questionnaires applied for pedagogical analyst who work for the Program on SRE Diamantina, semistructured interviews with this pedagogical analyst who supports the school, with the school Director, literacy teachers and the Basic Education Specialists involved in the development of this school Pedagogical Program, and, finally, daily observations through local visits, in which were raised data and information about their relationship in the school. Through the data collected, it will be possible to construct an overview about this program, the actors involved, and the work environment as well. Grounded primarily in the literature about pedagogical intervention, effective management and external evaluations, you can find the several dimensions factors that define the success or failure of the program in the SRE Diamantina MG. Our data show that efficient and effective implementation besides monitoring public policy is relevant for good learning outcomes of the students. Thus, we present the positive results in terms of "best practices" identified in this research for dissemination through a Plano de Ação Educacional/PAE (Plan of Educational Action/PEA), to the public first years schools that belong to the Superintendência Regional de Diamantina/MG (Regional Superintendence of Education) in Diamantina/MG, in order to enhance, adapt and disseminate successful actions.

The purpose of this study was (1) to review programs directed towards students defined "at risk" in the literature, (2) to construct a profile of the at-risk population served by the Gang Risk Intervention Program (GRIP) in Riverside County, and (3) to make future recommendations towards enhanced service delivery to the same.

No description available.

Introducción: El incremento de esperanza de vida no se encuentra relacionado con la calidad de vida de las personas adultas mayores. Se implementaron programas para mejorar la calidad de vida; no obstante, algunas investigaciones sugieren que la intervención debe de incluir los múltiples componentes de la variable en estudio. Objetivos: Determinar el efecto de un programa sobre la calidad de vida en una muestra de mujeres adultas mayores de Perú. Métodos: Estudio pre-experimental con diseño de pre-post test de un solo grupo conformado por 14 mujeres con edades comprendidas entre los 60 a 85 años. El programa estuvo compuesto por 8 sesiones de 2 horas de duración cada una. La calidad de vida fue evaluada antes y después del periodo de la intervención con el cuestionario World Health Organization Quality of Life Bref (WHOQOL-BREF). Resultados: Se obtuvo que los puntajes promedios de cada dimensión del cuestionario WHOQOL-BREF fueron mayores después de la aplicación del programa. Asimismo, hubo una magnitud del efecto grande para las dimensiones de Relaciones Sociales (d = 0.53), Salud Psicológica (d = 0.70) y Ambiente (d = 0.76); y una magnitud mediana para la dimensión Salud Física (d = 0.44). Conclusión: El programa genera efectos positivos en la calidad de vida de las mujeres adultas mayores, con mayor impacto en la dimensión Ambiente. Por tanto, la ejecución de este programa en futuros estudios podría favorecer sus resultados y ampliar los conocimientos para el diseño de intervenciones integrales. / Introduction: The increase in life expectancy is not directly related to the quality of life of elderly people. Some programs were implemented to aim to improve the quality of life; however, some research recommend that an intervention should include multiple variable components under study. Objective: To determine the effect of a quality of life program in a sample of older women in Peru. Methods: Pre-experimental study with pretest-posttest design of a single group composed of 14 women aged between 60 and 85 years old. The intervention program was formed from 8 sessions that lasted 2 hours each. The elderly’s quality of life was evaluated with the questionnaire World Health Organization of Quality of Life Bref (WHOQOL-BREF), before and after the intervention period. Results: The mean scores for each dimension of the WHOQOL-BREF were higher after the application of the program. There was a large effect magnitude for the Social Relations (d = 0.53), Psychological Health (d = 0.70) and Environment (d = 0.76) dimensions; and a medium magnitude for the Physical Health dimension (d = 0.44). Conclusions: The intervention program has a positive impact on the quality of life of elderly women, mainly in the Environment dimension; therefore, the implementation of this program in future studies could benefit their results and contribute to the design of future interventions. / Tesis

Background: Circle of Security - Parenting (COS-P) is a parenting support program that´s has establish all over the world. COS-P is an intervention program that is based on the attachment theory and focuses on strengthening the connection between parent and child.   Aim: The aim of this study is to examine leaders’ experiences of the parenting support program, Circle of Security in a medium-sized municipality in Sweden. Method: A descriptive qualitative study was performed. A Semi-structured interview were conducted by an independent interviewer. Intensity sampling was used as a selection method. There were five participants in total, three from Social services and two from the Swedish Church. A qualitative content analysis was used to analyze the collected data. Results: Two main categories are presented (1) The efficacy of Circle of Security (2) Circle of Security as a method. Under each main category there are subcategories that have emerged in the analysis process. The leaders found COS-P to be effective, easily understandable, adaptable to different client groups and emotionally challenging. The leaders considered that there were development opportunities regarding the COS-P material and had shared opinions in explaining the program's adaptability.   Conclusion: This qualitative study has shown that the leaders experiences of the parenting support program COS-P were largely positive, but there were also some development opportunities. / Bakgrund: Trygghetscirkeln (COS-P) är ett föräldraskapsstödsprogram som etablerats runt om i hela världen. Trygghetscirkeln är ett interventionsprogram som grundar sig i anknytningsteorin och fokuserar på att stärka anknytningen mellan förälder och barn.   Syfte: Syftet med studien är att undersöka utbildade ledares uppfattningar och erfarenheter av föräldraskapsstödsprogrammet Trygghetscirkeln i en medelstor kommun i Sverige.   Metod: En deskriptiv kvalitativ studie genomfördes. Semi-strukturerad intervju genomfördes av en intervjuare. Intensity sampling användes som urvalsmetod. Det var totalt fem respondenter, tre från Socialtjänsten och två från Svenska kyrkan. En kvalitativ innehållsanalys användes för att analysera insamlade data.   Resultat: I resultatet presenteras två huvudkategorier (1) Trygghetscirkelns verkan (2) Trygghetscirkeln som metod. Under varje huvudkategori tillkommer underkategorier som framkommit i analysprocessen. I resultatet beskrevs Trygghetscirkeln av ledare som effektivt, lättförståeligt, anpassningsbar till olika klientgrupper och känslomässigt utmanande. Ledarna ansåg att det fanns utvecklingsmöjligheter gällande Trygghetscirkelns material och hade delade meningar i förklarningen av programmets anpassningsbarhet.   Slutsats: Denna kvalitativa undersökning har visat att upplevelser och erfarenheter från ledare av föräldraskapsstödsprogrammet Trygghetscirkeln var till största del positiv men det framkom även vissa utvecklingsmöjligheter.

This study was intended to evaluate the impact of socioeconomically disadvantaged children's participation in the Texas Home Instruction for Parents of Preschool Youngsters (TX HIPPY) Program on their school readiness and academic achievement. The study used a quasi-experimental design and applied full and optimal propensity score matching (PSM) to address the evaluation concern of the impact of the TX HIPPY program on HIPPY participants' academic achievement compared to non-HIPPY participants. This evaluation targeted former HIPPY participants and tracked them in the Dallas ISD database through Grade Levels K-8. Data were obtained by administering Istation's Indicators of Progress (ISIP) for kindergarten, TerraNova/SUPERA for Grades K-2, and State of Texas Assessments of Academic Readiness for math and reading (STAAR) for Grades 3-8. HIPPY and non-HIPPY groups were matched using propensity score analysis procedures. The evaluation findings show that the TX HIPPY program positively influences kindergarten students to start school ready to learn. The findings of math and reading achievements suggest that HIPPY children scored at the same level or higher than non-HIPPY children did on math and reading achievement, indicating that TX HIPPY program has achieved its goal of helping children maintain long-term academic success. However, the evaluation findings also indicated that the impact evaluation framework must be designed with attention to higher-level factors beyond academic achievement that influence children's academic success.

The No Child Left Behind Act of 2001 demanded that public schools demonstrate adequate yearly progress by increasing student educational achievements. In 2014, the local high school at this study enrolled 62.7% socioeconomically disadvantaged students and implemented a precollege intervention program; however, little is known about its efficacy due to a lack of a formal evaluation, prohibiting an informed approach to continual improvement. The purpose of this program evaluation was to determine if program participation resulted in the higher academic outcomes. Guided by the theory of change, the program evaluation was used to assess the efficacy of the local high school's year-long precollege intervention program in a convenience sample of 112 Grade 9 students. The research questions examined the difference between the program participants and non-participants' academic outcomes including grade point average and semester course grades in math, English, science, and social science from Semester 1 to Semester 2 in the 2014-2015 school year. Independent samples t tests were used to identify whether there was a significance difference between the mean-scores of the intervention and control groups. The results indicated that the program did not significantly impact the participants' academic outcomes, and the program goals were not met. The evaluation report included the results, provided recommendations to increase understanding of the intervention program and students' needs, inform and engage stakeholders, redesign program goals, allocate resources, and streamline program activities. The improved program model could enhance students' academic outcomes and lead to higher high school graduation and college enrollment rates for students.