Abstract SEA is currently becoming an important tool for sustainable development. The main principles of SEA are to incorporate environmental considerations to the process of development of strategic documents and to make the process of the decision-making more transparent. Over the past years, there have been an increasing number of countries especially transitional and developing countries such as Belarus that consider joining the international conventions for SEA such as EU Directive 2001/42/EC (the SEA Directive) and UNECE SEA Protocol. This research focuses on the capacity assessment for SEA implementation in Belarus. The benchmarks for SEA capacity assessment were defined. For identifying the approaches for SEA implementation in the countries in transition, the experience of the countries of Central and Eastern Europe was analyzed. The capacity assessment for Belarus was made involved three levels, namely, system level, as well as organizational and individual levels. The paper analyses strengths, weaknesses, opportunities and threats for SEA implementation in Belarus. The study concludes with some suggestions that might help to improve capacity for SEA implementation.

Das Working Paper Nr. 1 basiert auf der Studie „Ergebnisse der Situationsanalyse“, welche von der Technischen Universität Dresden, Fakultät für Erziehungswissenschaften, Institut für Berufspädagogik, Professur für Didaktik des beruflichen Lernens (Prof. Dr. paed. habil. Hanno Hortsch, Dipl.-Berufspäd. Marcel Köhler, Lars Leidl M.A., M.Sc.) im Auftrag der Staatlichen Studienakademie Breitenbrunn durchgeführt wurde. Die vollständige Studie, die für den vorliegenden Bericht durch die Herausgeberin gekürzt und redaktionell weiterverarbeitet wurde, wird nicht als eigene Publikation der Öffentlichkeit zugänglich gemacht. Diese Studie und das Working Paper sind Bestandteil des Projektes „Zusatzqualifikation zur Förderung der interkulturellen Kompetenz von Studierenden der Berufsakademie Sachsen“, welches aus Mitteln des Europäischen Sozialfonds (ESF) und des Freistaates Sachsen gefördert wird.

The thesis research aims to further the study of human-robot interaction (HRI) issues, especially regarding the development of an assistive robot designed to help individuals possessing motor impairments. In particular, individuals with amyotrophic lateral sclerosis (ALS), represent a potential user population that possess an array of motor impairment due to the progressive nature of the disease. Through review of the literature, an initial target for robotic assistance was determined to be object retrieval and delivery tasks to aid with dropped or otherwise unreachable objects, which represent a common and significant difficulty for individuals with limited motor capabilities. This thesis research has been conducted as part of a larger, collaborative project between the Georgia Institute of Technology and Emory University. To this end, we developed and evaluated a semi-autonomous mobile healthcare service robot named EL-E. I conducted four human studies involving patients with ALS with the following objectives: 1) to investigate and better understand the practical, everyday needs and limitations of people with severe motor impairments; 2) to translate these needs into pragmatic tasks or goals to be achieved through an assistive robot and reflect these needs and limitations into the robot's design; 3) to develop practical, usable, and effective interaction mechanisms by which the impaired users can control the robot; and 4) and to evaluate the performance of the robot and improve its usability. I anticipate that the findings from this research will contribute to the ongoing research in the development and evaluation of effective and affordable assistive manipulation robots, which can help to mitigate the difficulties, frustration, and lost independence experienced by individuals with significant motor impairments and improve their quality of life.

The present study attempted to assess the effectiveness of the Zimbabwean secondary school guidance and counselling services from school counsellors' and students' perspective. Available literature shows that students worldwide, including Zimbabwe, experience problems which schools should solve through the provision of guidance and counselling. It was therefore, important to the researcher to assess the effectiveness of the school guidance and counselling services in meeting students' concerns. The research design consisted of a literature and an empirical study. The survey method was used in the empirical study. A self constructed questionnaire was used. Three hundred and fourteen school counsellors and 636 students participated in this study. The SAS/STAT version 9.1 was used to analyse the data. One way and combined two way frequency tables were calculated. Ratios were calculated to establish the relative rating of each item. Chi-square tests were also calculated. The study revealed that there were differences between the level of the school guidance and counselling services in Zimbabwean secondary schools and the international arena. For example, school guidance and counselling services policy in Zimbabwe was not mandatory as compared to the international policies. The Zimbabwean school guidance and counselling services were not always planned for at the beginning of each year, Students and parents were not frequently involved in needs assessment while the services were not frequently evaluated in comparison with those in the international arena. The study also revealed that some biographical variables significantly influenced the way the respondents responded to given items while others did not. The study revealed that the majority of both school counsellors and students viewed the school guidance and counselling services as beneficial and school counsellors as effectively playing their role. The study further revealed that the effectiveness of the Zimbabwean secondary school guidance and counselling services was negatively affected by lack of resources and training in guidance and counselling and non-counselling duties performed by school counsellors. Recommendations for future approaches and strategies in secondary school guidance and counselling services in Zimbabwe are made. Areas for further research are proposed. / Educational Studies / D.Ed. (Psychology of Education)

The abstract on the file is incorrect, use the the one in the system as it summerizes the full text. / This attempted to describe factors contributing to sleep deprivation in the a multidisciplinary intensive care unit in KwaZulu-Natal Province. A quantitative, descriptive research design was adopted and structured interviews were conducted with 34 adult patients. Most factors contributing to these patients' sleep deprivation are basic physiological needs. Much can be done to enhance patients' abilities to sleep if noise (from alarms, monitors, televisions, telephones and footsteps) could be controlled, patients' pain would be managed effectively, doctors would visit the patients regularly, doctors and nurses use lay terms when talking to patients. Visible clocks and windows will help patients to maintain time orientation. Friendly, approachable and respectful nurses who introduce themselves to the patients help' to reduce patients' stress levels and improve their abilities to sleep. / Health Sciences / M.A. (Health Studies)

MHealth is an upcoming area promising to contribute benefits to health service delivery. The purpose of this study was to identify and describe the rate of mHealth utilisation as well as opportunities for mHealth and the barriers to use at one central hospital in Zimbabwe. A quantitative, descriptive, cross-sectional study was undertaken at the central hospital. Data collection was done using structured questionnaires. The entire population of medical doctors at the hospital (N=42) were the respondents of the research. The 18 mHealth activities were chosen from a possible of 101 available. The most used as well as the least used mHealth activities were identified and the reasons for use or lack of use were identified. The study revealed that 75% of the activities were currently being used and 95% had the potential of future use by medical doctors. This study highlights the potential of mHealth from medical doctors’ perspective. / Health Studies / M. A. (Public Health)

O conceito de deficiência caracteriza-se por limitações às atividades e restrições à participação das pessoas na sociedade sob influências contextuais. Compreende assim uma interação dinâmica entre deficiência, funcionalidade e fatores contextuais, com impacto variado sobre a qualidade de vida, o que por sua vez pode acarretar diferentes percepções sobre as necessidades humanas a serem supridas. Entre os instrumentos usados para avaliar o grau de incapacidade da pessoa podemos citar a Medida de Independência Funcional (MIF) e a Classificação Internacional de Funcionalidade, Incapacidade e Saúde (CIF). Por sua vez, a teoria da motivação humana de Maslow é amplamente conhecida por tentar explicar as necessidades humanas através de um modelo hierarquizado. O objetivo desta dissertação é identificar se as necessidades humanas, como explicadas pela teoria de Maslow, das pessoas com deficiência estão sendo adequadamente avaliadas pelos instrumentos comumente utilizados como a MIF e a CIF. Uma revisão da literatura foi realizada e então a metodologia da Teoria Fundamentada nos Dados foi aplicada para comparar a MIF, a CIF e a teoria de Maslow. Como resultado, a grande maioria dos domínios da MIF corresponde à habilidade de executar atividades demandadas pelas necessidades fisiológicas, de segurança e em alguns aspectos sociais, porém nenhuma delas pode ser correlacionada aos campos de estima e autorrealização. Por outro lado, a CIF provê elementos específicos de todos os domínios exceto na autorrealização, cujos elementos são mais subjetivos e variáveis. Portanto, a CIF avalia de uma forma melhor se as necessidades humanas das pessoas com deficiência estão sendo atendidas e, por isso, pode ser usada para monitorar a evolução necessária para atender às necessidades específicas das pessoas com deficiência / The concept of disability is characterized by limitations on activities and restrictions on participation in society of people under contextual influences. Thus it comprises a dynamic interaction between disability itself, functionality and contextual factors, causing impact on quality of life in different levels, which in turn can lead to different perceptions of human needs to be met. Among the instruments used to assess the degree of incapacity of the person we can mention the Functional Independence Measure (FIM) and the International Classification of Functioning, Disability and Health (ICF). In turn, the theory of Maslow\'s human motivation is widely known for trying to explain human needs according to a hierarchical model. The aim of this dissertation is to identify whether human needs, as explained by Maslow\'s theory, of people with disability are been properly evaluated by the commonly used measure instruments like FIM and ICF. A review of literature was performed and the Ground Theory Method was then applied to compare FIM, ICF and Maslow\'s theory of human motivation. As results, the vast majority of FIM domains correspond to the ability to execute activities demanded by physiological, safety and some aspects of belongingness and love needs but none of them can be correlated to the fields of esteem and self-actualization. On the other hand, the ICF provides specific elements for all the domains but self-actualization, where the elements are more subjective and variable. So, we can conclude that the ICF can evaluate in a better way whether the human needs of people with disability are been fulfilled and thus can be used for monitoring the evolution necessary to meet specific needs of people with disability

Introduction: High-quality doctor-patient relationship is a worldwide concern for medicine, particularly with regard to medical education. Objective: This research aimed to carry out a needs assessment in order to identify targets for improving the doctor-patient relationship teaching and learning process in the undergraduate Medicine course at the Sergipe Federal University (UFS). Methods: A narrative review of cognitive behavior perspective, an integrative review of the Brazilian literature and a cross-sectional descriptive study were done. This study involved 165 undergraduate Medicine students at the UFS (92 women and 73 men), 31 professors (11 women and 20 men) and 71 patients (59 women and 12 men) admitted at the university hospital. The instruments applied included: a Brazilian version of the Patient-Practitioner Orientation Scale (PPOS), which is a self-evaluation scale consisting of 18 items; a demographic questionnaire and three versions of a questionnaire on doctor-patient relationship with open and closed-ended questions. The first version consisted of 14 items and was designed for the students; the second version consisted of 15 questions and was designed for the professors; and the third version consisted of seven questions and was designed for the patients. Both the curriculum and the syllabus of the Medicine course were analyzed. Results: Review outcomes indicated a growing interest in the topic, with observational research and experience reports, but lacking evaluation tools. Field research showed that interpersonal development in medical education is considered important for 93.5% of professors and 95.7% of students. However, only two disciplines explicitly describe such content in their syllabus. The most common strategies applied by professors were rule-based learning (41.7%), modelling (33.3%) and shaping (19.4%). The major obstacles identified were curriculum flaws (52.7%), professors flaws (20.6%) or students difficulties (14.6%). Self-control and emotional expressiveness, communication, civility and empathy were classes of social skills indicated as important by more than 80% of each of the participating groups. Physician-centered attitudes were indicated by 45.2% of professors, 56.4% of students and 88.7% of patients. The professors total PPOS mean score was the highest (4.66 ± 0.52), suggesting a mildly patient-focused attitude. The students total PPOS mean score (4.43 ± 0.53) was higher than that of the patients (3.93 ± 0.59), but both indicated patient-centered attitude. Conclusion: It is understood that the doctor-patient relationship is yet to be included in formal medical school planning. Also, such content has not been continuously developed and specific strategies for teaching interpersonal skills are barely applied. However, the respondents in this study acknowledged the importance of interpersonal development in medical education, which supports its inclusion in formal education, as well as the inclusion of new teaching strategies. Such acknowledgement may trigger discussions on educational planning and social skills training, as long as professors, students and patients demands are taken into account. / Introdução: No cenário mundial a relação médico-paciente de qualidade é uma das preocupações da Medicina, particularmente no que diz respeito à educação médica. Objetivo: O objetivo desta pesquisa foi fazer uma avaliação de necessidades com vistas a identificar alvos para a melhoria do ensino e a aprendizagem da relação médico-paciente no curso de graduação de Medicina da Universidade Federal de Sergipe (UFS). Métodos: Foram feitas: uma revisão narrativa da perspectiva cognitivo-comportamental, uma revisão integrativa da literatura nacional e uma pesquisa descritiva transversal. Participaram do estudo 165 alunos do curso de graduação de Medicina da UFS (92 mulheres e 73 homens), 31 professores (11 mulheres e 20 homens) e 71 pacientes (59 mulheres e 12 homens) atendidos no hospital universitário. Os instrumentos utilizados foram: a versão brasileira do Patient-practitioner Orientation Scale (PPOS), que é uma escala autoinforme com 18 itens, um questionário de dados demográficos e três versões de um questionário sobre a relação médico-paciente com perguntas abertas e fechadas. A primeira versão era composta por 14 itens e foi aplicada com os estudantes, a segunda versão era composta por 15 questões e foi aplicada com os professores e a terceira versão era composta por sete questões e foi aplicada com os pacientes. Foi feita uma análise do currículo e das ementas do curso de Medicina. Resultados: Os resultados da revisão apontaram um crescente interesse na temática com pesquisas observacionais e relatos de experiência, mas com falta de instrumento de avaliação. Os resultados da pesquisa de campo apontaram que o desenvolvimento interpessoal na educação médica é considerado importante para 93,5% dos professores e 95,7% dos alunos, mas apenas duas disciplinas têm como objetivo explícito em suas ementas esse conteúdo. As principais estratégias utilizadas pelos professores foram aprendizagem por regras (41,7%), modelação (33,3%) e modelagem (19,4%). As principais barreiras apontadas foram falhas da estrutura curricular (52,7%), déficits do professor (20,6%) ou dificuldades dos próprios alunos (14,6%). O autocontrole e expressividade emocional, comunicação, civilidade e empatia foram as classes de habilidades socais indicadas como importante por mais de 80% de cada um dos grupos participantes. As atitudes centradas no médico foram indicadas por 45,2% dos professores, 56,4% dos alunos e 88,7% dos pacientes. A média do escore total do PPOS dos professores foi a mais alta (4,66±0,52), sugerindo atitude mediamente centrada no paciente. A média do escore total do PPOS dos alunos (4,43±0,53) foi mais alta que dos pacientes (3,93±0,59), porém ambas indicaram atitude centrada no paciente. Conclusão: Entende-se que a relação médico-paciente ainda não está incluída no planejamento formal do curso de Medicina, que este conteúdo não tem sido desenvolvido de forma contínua e que o uso de estratégias de ensino específicas para habilidades interpessoais é restrito. Porém, há uma credibilidade da importância do desenvolvimento interpessoal na educação médica pelos respondentes, o que favorece a formalização de seu ensino e a inclusão de novas estratégias didáticas. Esta identificação pode promover discussões sobre o planejamento educacional, bem como a reflexão sobre o treinamento de habilidades sociais levando em consideração as demandas dos professores, estudantes e pacientes.

Introdução: O plano municipal de saúde e os relatórios anuais de gestão municipal são ferramentas de planejamento para identificar, sistematizar e monitorar as ações em saúde, com vistas a responderem às necessidades da população. Neste contexto, a Enfermagem como prática social destaca-se, pois a compreensão dialética da realidade permite a proposição de mudanças do concreto, no sentido de contribuir qualitativamente para a ruptura de modos de produção e reprodução do cotidiano que impactem o adoecimento e a morte de grupos sociais vulneráveis. Objetivo: Compreender os limites e as potencialidades do plano municipal de saúde e dos relatórios anuais de gestão municipal como instrumentos para o assessment de políticas públicas municipais em saúde. Metodologia: Estudo quanti-qualitativo dos planos municipais de saúde, dos períodos de 2010-2013 e 2014-2017, e dos relatórios anuais de gestão municipal dos anos de 2011, 2012, 2013, 2014 e 2015, disponíveis no Sistema de Apoio à Construção do Relatório de Gestão (SARG-SUS). O software WebQDA® foi utilizado para a organização dos dados, os quais foram analisados por meio da Teoria da Intervenção Práxica em Enfermagem em Saúde Coletiva, da análise de conteúdo de Bardin, e da estatística descrita e inferencial. Os municípios participantes foram: Araraquara, Santos, Valinhos e Vinhedo, os quais atenderam aos seguintes critérios de elegibilidade: são municípios pertencentes ao estado de São Paulo, entretanto, não à Região Metropolitana, com 50 mil habitantes ou mais, apresentaram melhor Índice de Desenvolvimento Humano e pior coeficiente de Gini, bem como disponibilizaram no SARG-SUS os planos municipais de saúde e os relatórios anuais de gestão municipal. Resultados: Os planos municipais de saúde e os relatórios anuais de gestão municipal se mostraram como instrumentos com potencialidade para a compreensão do SUS como política pública de proteção social; como ferramenta de planejamento em saúde; como metodologia para compreensão e identificação das necessidades em saúde e como mecanismos de monitoramento das ações em saúde propostas no PMS. Entretanto, foi demonstrado que a concepção do processo saúde-doença presente nesses instrumentos esteve alicerçada sobre a multicausalidade, evidenciando grandes limitações para acolher as necessidades em saúde da população e, consequentemente, identificar os grupos socialmente vulneráveis, impactando negativamente as práticas de gestão ancoradas na equidade. Conclusões: Os planos municipais de saúde e os relatórios anuais de gestão municipal mostraram-se como instrumentos de extrema validade para o assessment de políticas públicas municipais de saúde. No entanto, eles somente conseguirão reduzir as desigualdades sociais, rumo à equidade e integralidade, quando se utilizarem da concepção da produção e reprodução socialmente determinados para compreender saúde, o que por sua vez permitirá a identificação das vulnerabilidades. Consequentemente, esses instrumentos fortalecerão práticas direcionadas à equidade, sobre as quais a Enfermagem em Saúde Coletiva pode atuar de forma significativa no desenvolvimento, implantação, avaliação e monitoramento de políticas públicas de saúde que contribuam para a superação de realidades limitantes que pouco agregam para a melhoria da condição de saúde de grupos sociais vulneráveis. / Introduction: The municipal health plan and the annual reports of the municipal government serve as tools for planning and for identifying, organizing and monitoring activities in the health sector, with the aim of meeting the populations needs. In this context, nursing has an important role to play as a social practice, since the dialectical understanding of the local reality makes it possible to propose concrete changes, with a view to making a qualitative contribution towards disrupting those daily means of production and reproduction that impact on the levels of illness and mortality among vulnerable social groups. Objective: To understand the limitations and the potential of the municipal health plan and annual reports from the municipal government to serve as assessment instruments for municipal level public policies in health. Methodology: This was a quanti-qualitative study of municipal health plans for the periods 2010-2013 and 2014-2017 and of annual reports from the municipal government for all years between 2011 and 2015, which were available on the System for Supporting the Construction of a Management Report (SARG-SUS in the Portuguese). The WebQDA® software was used to organize the data, which was analyzed using the Theory of Praxis Intervention in Nursing in Public Health, Bardins content analysis, and descriptive and inferential statistics. The participating Brazilian municipalities were: Araraquara, Santos, Valinhos and Vinhedo, which comply with the following eligibility criteria: municipalities in the State of Sao Paulo, but not part of the Greater Sao Paulo city region, with at least 50,000 inhabitants, the highest Human Development Index rankings and the lowest Gini coefficients for inequality, as well as having their municipal health plans and annual reports from the municipal government available on the SARG-SUS. Results: The municipal health plans and the annual reports from the municipal government were found to be instruments with the potential of understanding SUS as a public policy for social protection; as a tool for health planning; as a methodology for understanding and identifying health needs; and as monitoring mechanisms for activities in the health sector that were proposed in the municipal health plan. Nonetheless, the conception of the health-illness process that was present in these instruments was shown to be based on the idea of multi-causality and to have major limitations in terms of meeting the health needs of the population and, consequently, identifying socially vulnerable groups. This has a negative impact on management practices that are anchored upon the concept of equity. Conclusions: The municipal health plans and the annual reports of the municipal government proved to be highly robust for assessing public health policies at the municipal level. However, they would only managed to reduce social inequalities, and therefore contribute towards equity and integrality, when used in light of socially determined production and reproduction for understanding health, which in turn will make it possible to identify vulnerabilities. This will subsequently strengthen practices aimed at improving equity, an area in which Public Health Nursing can have a significant impact by means of the development, establishment, monitoring and evaluation of public health policies that contribute towards overcoming limitations that do not improve the health conditions of socially vulnerable groups.

Comunicação Suplementar e/ou Alternativa (CSA) é uma área clínica reconhecida pela ASHA (1991) que visa suprir temporária ou permanentemente dificuldades severas de comunicação oral, seja qual for o fator etiológico e a idade do indivíduo em questão. É uma área ainda recente no Brasil, havendo poucos estudos científicos, sobretudo que a relacionem com o trabalho cognitivo e de linguagem e com quadros de alteração sensório-motora em crianças. A hipótese inicial é que haja pré-requisitos cognitivos e de linguagem para a abordagem direta da CSA. A presente pesquisa teve como objetivo relacionar o nível de desenvolvimento cognitivo e de linguagem com o desempenho do trabalho de CSA com crianças com Paralisia Cerebral. Utilizou-se como amostra nove crianças com paralisia cerebral, com idades entre 4;0 e 9;11. Cada criança foi avaliada a partir de um protocolo estabelecido para determinar sua etapa de desenvolvimento cognitivo e de linguagem. Paralela a esta avaliação registrou-se o desempenho da criança no uso da CSA e a descrição detalhada do seu material - tipo de sistema utilizado, número de símbolos no total e por categoria semântica, forma de disposição e tipo de acesso. No caso das crianças que apresentaram uso eficiente da CSA, aplicou-se um questionário sobre sua comunicação aos pais/responsáveis. Os dados foram relacionados e analisados comparando essencialmente a etapa cognitiva com o desempenho no uso de CSA. Quanto ao questionário e análise comparativa do material de CSA, não foi possível estudo mais aprofundado visto que apenas uma criança apresentava uso eficiente da CSA no momento da avaliação. A partir da comparação realizada entre os desempenhos nas provas e no uso da CSA, verificou-se que apenas as crianças caracterizadas no período pré-operatório demonstraram usar a CSA de forma eficiente, o que sugere que de fato há pré-requisitos para o uso de sistemas gráficos de CSA / The Augmentative and/or Alternative Communication (AAC) is a clinical area recognized by ASHA (1991) that attempts to compensate, temporarily or permanently, severe expressive communication disorders, being whatever the etiologic factor and the age of the subject studied. It is still a recent area in Brazil, with few scientific studies, above all that associates the AAC with the cognitive and language intervention and with developmental neuromotor disorder. The initial hypothesis is that cognitive and language pre-requisites exist for a direct intervention with AAC. The present research had the aim of verifying the relationship between the cognitive and language development level and the learning of the AAC, in children with cerebral palsy. The subjects of the research were nine children with cerebral palsy, with age ranging from 4;0 to 9;11 years old. Each child was assessed by a set protocol in order to determine the cognitive and language development level. Moreover, it was registered the performance of the child with the AAC use and the detailed description of her material - type of system and selection, arrangement of symbols, and total number of symbols and by semantic category. In the case the children present efficient use of AAC, a questionnaire about their communication was applied to their parents/responsibles. The data were related and analyzed comparing, essentially (principally), the cognitive level and the performance in the use of the AAC. In relation to the questionnaire and the comparative analysis of the AAC material, it was not possible to make a deeper study due to only one child presented efficient AAC use in the assessment occasion. According to the comparison done between the performance in the tests and the use of AAC, it was verified that only the children in the preoperational level demonstrated an effective use of the AAC. The results suggest that it really exists a pre-requisite for the AAC representational systems use