Este trabalho apresenta uma análise das percepções e de aspectos da aprendizagem presente em conversas de visitantes de uma exposição interativa de Ciência. Utilizou-se como suporte teórico a perspectiva sociocultural de Vigotski, especificamente a parte que trata das relações sociais entre o indivíduo e o mundo exterior, explorando a percepção e a relação entre aprendizado e desenvolvimento, buscando aproximar tais ideias a situações ocorridas em exposições interativas de Ciência. Nesse sentido, o principal objetivo deste trabalho foi compreender, a partir das conversas dos visitantes, como as percepções apareceram durante a interação com os aparatos de uma exposição interativa de Ciência. O público investigado era composto por estudantes do Ensino Fundamental II da rede pública de educação, e a exposição da qual eles participaram foi promovida pelo \"Programa Ciência Itinerante\" do Instituto Federal Baiano - campus Uruçuca. Por se tratar de um ambiente complexo e que envolvia relações entre seres humanos e conhecimentos, optou-se por utilizar como abordagem metodológica o paradigma qualitativo interpretativo. A coleta de dados foi realizada por meio de questionário sociocultural, registros em áudio e vídeo das interações e das entrevistas semiestruturas. Para o desenvolvimento da ferramenta de análise de dados, tomou-se como base a proposta metodológica Análise Textual Discursiva, utilizando como categorias a priori o sistema de codificação proposto por Allen (2002), denominado conversas de aprendizagem. Da análise, foi possível identificar as conversas que mais se repetiram e aquelas que praticamente não ocorreram. As falas que indicavam a percepção de elementos da exposição e as que expressavam algum tipo de emoção dos visitantes foram as mais recorrentes. O aparecimento das conversas durante a interação estava principalmente relacionado a três características da exposição: a presença da mediação humana, o perfil interativo dos experimentos e a presença de experimentos que se complementavam. Espera-se que este trabalho contribua para o entendimento da natureza da aprendizagem em exposições interativas de Ciências, e para a compreensão da construção de significados durante as interações. / This dissertation shows an analysis of perceptions and learning aspects present in conversations of visitors of an interactive science fair. It was used as theoretical support Vigotski\'s socio cultural perspective, specifically the part that deals with social relations between the individual and the outside world, exploring the perception and relationship between learning and development. It was pursued to approximate these ideas to the situations occurred at the interactive science event. The main objective of this paper was to understand how cognitive and affective gains generated by the interaction with the devices of a scientific event appeared in the conversations of the visitors. The public under study was composed by students of a public elementary school, and the exhibition which they participated was promoted by the \"Itinerant Science Program\" at the Instituto Federal Baiano, Uruçuca. Because it was a complex environment involving relations between humans and knowledge, it was selected the interpretative and qualitative paradigm as a methodological approach. Data collection was made through a socio cultural quiz, video recordings of interactions and semi structured interviews. To the development of the data analysis tool, it was taken the Textual Discourse Analysis methodological proposal, first using as categories the encoding system proposed by Allen (2002), called learning conversations. From the analysis, it was possible to identify conversations that were repeated at most and those that almost did not occur. The words indicating the perception of the elements in display and expressing some kind of emotion of the visitors were the most frequent. The emergence of conversation during the interaction was mainly related to three display features: the presence of human mediation, the interactive profile of the experiments and the presence of experiments that were complementary. It is hoped that this paper contributes to the understanding of the nature of learning in interactive science exhibitions, and for understanding the construction of meanings during interactions.

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Thesis (MBA.) --University of Limpopo, 2016 / The Ward Based Outreach Teams (WBOT) Programme is established in South Africa as part of a series of strategies to strengthen Primary Health Care (PHC) and to improve service delivery in the country. The purpose of the study was to gain an understanding of the experiences of Community Health Workers (CHW) in the implementation of the WBOT programme. The objectives of the study were to evaluate the experiences of CHWs in the WBOT, to evaluate factors that facilitate the implementation and to make recommendations and strategies on what can be done to improve the WBOT programme. A quantitative research design was used where self-administered questionnaires were provided to respondents for data collection. Respondents were asked to complete the questionnaires; completed questionnaires were returned by only 12 of the 27 respondents, resulting in a 44% response rate. The study’s findings indicate that the Community Health Workers (CHWs) regarded the WBOT as helping the community in many ways such reducing the long queues at the clinic and providing the care of the patients in their own homes, although concerns about poor participation by the community structures and nurses in the health facilities were expressed. CHWs expressed experiences that were positive and negative when conducting their work in the community. The results from the study have shown that there are successes, challenges and lesson learned. The results of the study further indicated that the programme is being implemented well even though it is still in a pilot phase in the sub-district. The programme has managed to improve and save many lives in the communities of Kgetleng Sub-district. Despite the level of depth in this study, there is a crucial need for more for more in-depth research regarding the experiences of users of the WBOT services and to conduct similar studies looking into urban areas and to compare and contrast the rural and urban findings.

Public participation is not a form of civic responsibility that it once was. With not only fewer people taking part in the public participation process, there is a trend towards an older (45 years and older) group of residents that come to such meetings or workshops. Plans, such as Specific Plans or General Plans often take years to implement and require all generations to give feedback on what is needed for the future. Additionally, within the last decade, there has been a rise in social media websites such as Facebook and Twitter. These websites emerged as informal virtual places for friends to connect, but have slowly evolved into a tool for businesses, and more importantly, government to connect with constituents. This study explores the relationship between the decline of public participation with findings to support the reasons residents do not take part in the process, and the rise of social media as a tool for engagement with findings to support how cities nationwide use Facebook. Social media provides a two-way form of communication between the community and the local government which aides in promoting genuine participation. Additionally, social media allows for efficient outreach and noticing of meetings or public workshops. As opposed to newspaper or website noticing, websites such as Facebook allow for local governments to target a specific audience by location, age, or interests. Findings indicate that although many cities developed a Facebook Page to engage the “younger generation”, all ages became fans of the City operated Facebook Page. In addition, the findings show that the true potential of Facebook as a participatory tool have not been discovered. cities are developing their own ways of using it as a tool as there is no formal best practices manual for City planning departments. The findings of this study have provided the necessary information to develop a best practices manual for planning practitioners to utilize. The manual provides information on developing a Facebook Page as well as the implications of the technology.

Staff who work in front line, direct contact support positions with community based clients with acquired brain injuries (ABI) hold unique responsibilities, and face unique challenges in their work due to the combination of three key factors: autonomous work environments, socially sanctioned power status over clients, and the decision making deficits of clients with ABI. These factors further contribute challenges to staff in the presently complex and ambiguous outreach context, where the embedded ideologies of the medical model of treatment remain in tension with the purported ideologies of the social model of disability and client self determination that drive outreach services. Using constructivist grounded theory methods and narrative and interpretive analysis strategies, this research interviewed fifteen (15) ABI outreach support workers to explore and examine their perceptions of the outreach context, how they negotiate decision spaces, and how they deal with the central ethical dilemma of outreach - achieving balance between their duty of care and the client's dignity of risk. The thesis documents decision making strategies used by the interview participants, examines the factors that influence their decision space when in the field with clients, and explores the role staff awareness of professional and personal values plays in making decisions in the best of interest of the client. Staff awareness is shown to be a critical, yet oft neglected factor in consideration of staff ethical decision making in ABI outreach. Implications for best practices in the field are discussed. / PhD Doctorate

A qualitative study was conducted to identify perceptions of high-risk pregnant Aboriginal women during pregnancy. Five women were interviewed by the researcher who is also Aboriginal. Each woman was a client of the Healthy Mother Healthy Baby pregnancy outreach program in Saskatoon, and was considered to be at high-risk for poor pregnancy outcomes. Interviews were conducted utilizing a phenomenologically-based model of research, from which emerged themes or commonalities of thought between each woman during this time of their lives. The themes were discussed with Aboriginal women elders who worked with Aboriginal families in Saskatoon, for further insight and discussion of the findings. The themes were collated under one general theme called `hopes and dreams.' Each theme included the interest of these women to `want to' move ahead with their lives in the area of improving their relationships with their offspring, their partners, and within themselves. Though each women talked about these areas as being important, all except one did not manifest them in their lives.<p> The implications for the delivery of health care services include the need for health care workers to gain further understanding of the positive motivational factors of high-risk pregnant Aboriginal women that work towards achieving long-term positive behavioural changes, and thus reduce the risks of poor pregnancy outcomes. Other recommendations from this research for health promotion programs include the development of a partnership with the urban Aboriginal community in delivering culturally-based services and teachings to complement the educative and supportive model of program delivery.

A qualitative study was conducted to identify perceptions of high-risk pregnant Aboriginal women during pregnancy. Five women were interviewed by the researcher who is also Aboriginal. Each woman was a client of the Healthy Mother Healthy Baby pregnancy outreach program in Saskatoon, and was considered to be at high-risk for poor pregnancy outcomes. Interviews were conducted utilizing a phenomenologically-based model of research, from which emerged themes or commonalities of thought between each woman during this time of their lives. The themes were discussed with Aboriginal women elders who worked with Aboriginal families in Saskatoon, for further insight and discussion of the findings. The themes were collated under one general theme called `hopes and dreams.' Each theme included the interest of these women to `want to' move ahead with their lives in the area of improving their relationships with their offspring, their partners, and within themselves. Though each women talked about these areas as being important, all except one did not manifest them in their lives.<p> The implications for the delivery of health care services include the need for health care workers to gain further understanding of the positive motivational factors of high-risk pregnant Aboriginal women that work towards achieving long-term positive behavioural changes, and thus reduce the risks of poor pregnancy outcomes. Other recommendations from this research for health promotion programs include the development of a partnership with the urban Aboriginal community in delivering culturally-based services and teachings to complement the educative and supportive model of program delivery.

Thesis (Psy. D.)--Wheaton College Graduate School, 2002. / Abstract. Includes bibliographical references (leaves 52-55).

This case study examined the Screen It! Program and focused on how this program benefitted the students. This study focused on students’ perceptions and in order to have a holistic understanding of the phenomenon, it was important to understand the viewpoint of museum educators, teachers, and students. In these types of museum-school partnerships, students’ voices are rarely heard and considered when creating curricula. Therefore, consideration of students’ voices may help museum educators craft these partnership programs in the future. Three themes emerged emphasizing the importance of expectations and program goals, curricular relevancy to student life and community, and meaningful learning outcomes. Along with utilizing relevant learning theories during classroom instruction, by actively responding to the voices and needs of the students in these areas, museum educators can provide more meaningful learning experiences for students. / text