The hazards literature has identified many factors as being influential in the decision making process during high risk, short-notice disasters. Risk perception and previous disaster experience are commonly identified as two of the more influential factors in this complex process. However, few studies adequately address the complex role(s) that these factors play in self-protective decision-making during successive high-risk events. In particular, the role of previous disaster experience during subsequent events is still a matter of considerable discussion and inconsistent findings. This thesis examines two events that occurred in August, 2011 in Goderich, Ontario: an F-3 tornado that struck the community on August 21st and a tornado warning that was posted for the region three days later on August 24th. This case study provided the opportunity to examine the roles of risk perception and previous disaster experience in the decision-making process during successive high-risk events. Semi-structured interviews (n=35) and close-ended questionnaires (n=268) were conducted to learn about the ways that individuals obtained and understood risk information, and to explore whether and how such information guided protective behaviors during the two events. The interviews were analyzed using thematic coding to identify response patterns, and the questionnaires were analyzed using IBM SPSS software. It was found that a sizable portion of the sample population took protective actions on August 24th in ways that were inconsistent with their actions on August 21st. Also, a significant portion of respondents chose not to take any form of protective action on August 24th despite having previously experienced the damaging tornado. The findings of this research suggest that the significance of previous disaster experience in the decision-making process is highly variable and context-dependent. A second significant research finding involves the impact of the tornado on the place attachments of Goderich residents. It was found that the disaster had significant impacts, both positive and negative, on participants' sense of place. These findings have implications for both short- and long-term disaster recovery.

[pt] O escopo do trabalho é verificar e analisar possíveis incoerências no resultado das decisões e nas fundamentações dos ministros do Supremo Tribunal Federal. A partir de obras e artigos que indicam inexistir uma jurisprudência genuína no STF, elaborou-se uma pesquisa embasada nos informativos mais recentes do Supremo e em algumas decisões esparsas. O exame englobou decisões com trânsito em julgado em sede de controle difuso de constitucionalidade, controle concentrado de constitucionalidade e habeas corpus. Nos casos selecionados, observou-se que a Segunda Turma apresentou uma postura incoerente em casos parecidos, de desrespeito aos autoprecedentes, não sendo verificada a ocorrência de overruling, overriding, distinguishing ou transformation. Desse modo, a pesquisa aborda aspectos do processo decisório do Supremo, da deliberação entre os Ministros, dos votos e da estruturação das ementas dos acórdãos. Em vias de conclusão, apontam-se objeções ao perfil decisório do Supremo Tribunal Federal. / [en] The scope of work is to identify and to analyze possible inconsistencies in the results of the decisions and the reasoning of the Federal Supreme Court. From books and articles that indicate inexistence of a genuine jurisprudence in the Supreme Court, a research was elaborated based on the latest newsletter from the Supreme and some sparse decisions. The examination encompassed decisions with res judicata in the seat of diffuse control of constitutionality, concentrated control of constitutionality and habeas corpus. In selected cases, it was observed that the Second Chamber showed an inconsistent approach in similar cases, disregarding self-precedents, with no occurrence of overruling, overriding, distinguishing or transformation. Thus, the research addresses aspects of the decision making process of the Supreme, the deliberation between the Justices, the votes and the structure of entry of judgment. Nearing conclusion, objections to the profile decision-making of the Supreme Court were raised.

Our purpose is to understand how learnings are drawn from previous experiences of cross-border acquisition integration, to later be utilized for integration of subsequent acquisitions. Elaborately, we intend to empirically study how learnings from previous endeavors are captured and built upon. Thus, there are two research questions given the sequence: learnings are first captured, then utilized. The study aims to extend current body of literature and deepening the understanding on deliberate learning through case study aspects. To answer this, we have constructed two research questions:    (1)  How can learnings be captured from previous experience in integration after cross-border acquisition?    (2)  How can learnings from previous experience of cross-border acquisition integration be utilized in subsequent deals?   The founding pillars of our literature review are perspectives on M&A and perspectives on learning. More specifically, the first perspective focuses on cross-border aspects and post-merger integration phases. Regarding the perspective on learning, our study particularly focuses on deliberate learning theory. Beyond named focus is dynamic capabilities, serial acquirers and previous experience discussed due to its connection to deliberate learning theory and our study. The literature review concludes in a theoretical tool, which summarizes the literature and is portrayed through a model.   The case study method was constructed with a qualitative and interpretive approach, which we found appropriate to reach a deeper in-depth understanding regarding the purpose and to answer our research questions. Six semi-structured interviews with managers were conducted to understand how they operated. We collected primary data by using snowball sampling and received secondary data of documentation from the studied firm. Further, this was qualitatively analyzed from a coding procedure of categories.    Our findings disclose how previous experience of post-merger integrations in cross-border acquisition is deliberately captured by our case company through learning mechanisms discussed in deliberate learning theory. The mechanisms are accordingly articulation, codification, sharing and internalizing. However, the findings disclosed a discrepancy between the literature and our empirical case due to the rotation of integration team members, which caused a disruption in sharing and internalizing of previous experience.    The contributions are both theoretical and managerial. First, the theoretical contribution is given through our revised theoretical tool, in which the findings regarding the different mechanisms are discussed and elaborated. The managerial findings provide recommendations in the assembling of an M&A integration team to preserve experience from previous endeavors and disseminate to new members.

Text in Afrikaans, summary in English / The object of the study was to determine if the use of different types of music would have an influence on the study effectiveness of the high school pupils. The music was used by the educational psychologist together with study methods. An empirical study was done in which three groups of students were used. The first group had no music, the second group had pop music and the last group had baroque music in their study session. The empirical study showed that music and then specifically baroque music had an influence on the study effectiveness of pupils. A program was compiled in which guidelines were given for study, the program is now used in a study program for high school students. Recommendations were made for the use of music with study methods for the Educational Psychologist, teachers and pupils / Educational Studies / M. Ed. (Voorligting)

La promulgación de la Ley de Consulta Previa a los Pueblos Indígenas u Originarios como mecanismo estatal de participación e inclusión social ha generado debates conceptuales sobre cómo identificar a la población indígena andina. ¿Por qué esta ley tiene dificultades para otorgar a la población andina derechos indígenas a la consulta previa? El presente artículo intenta responder a esta interrogante a partir de un recuento histórico de las formas de identidad andina y de un análisis del debate conceptual internacional sobre la indigeneidad”. Argumentamos que el problema radicaen que la aplicación de la ley estructura un modelo de reconocimiento indígena especialmente restrictivo que no recoge de manera adecuada el dinamismo y complejidad existentes en las formas de adscripción identitaria en los Andes. / The Peruvian government enacted a new law granting consultation rights to indigenous peoples as a mechanism to enhance social inclusion in the country. The law generated debates about the criteria to identify indigenous population in the Andean region. Why does this law have problems granting consultation rights to Andean people? This paper aims to answer the question by reviewing historically the different Andean identities and analyzing the current international debate on indigenity. Our main argument is that the government intrying to apply the law is structuring a restrictive model that is hardlyable to grasp the complexity and dynamism of Andean identities.

O sistema de saúde brasileiro teve início na primeira metade do século XX estruturado em um modelo diretamente vinculado ao sistema previdenciário. Ao longo do tempo, este modelo sofreu ampliações e ajustes incrementais. Entretanto, no final do século XX, passou por uma mudança estrutural. Foi transformado em um serviço público como direito de cidadania a ser garantido, pelo Estado, de forma universal e gratuita. A Assembléia Nacional Constituinte (ANC) de 1987/88 pode ser considerada um momento crucial da decisão por esta reforma. Portanto, esta se torna o ponto chave para a análise da mudança de paradigma na política de saúde. Este trabalho examina a transformação do sistema de saúde brasileiro de um modelo de base contributiva para um modelo universal gratuito , tendo como referência analítica a influência das instituições entendidas aqui como regras do processo decisório, instituições governamentais e políticas anteriores. / The Brazilian health system began in the first half of the twentieth century in a structured model directly linked to the pension system. Over time, this model has undergone extensions and incremental adjustments. However, in the late twentieth century, has undergone a structural change. It was transformed into a public service as a citizenship right to be guaranteed by the state, so universal and free. The National Constituent Assembly (1987/88) can be considered a crucial moment of decision for this reform. So this becomes the key point for the analysis of paradigm shift in health policy. This paper examines the transformation of the Brazilian health system a model of the contribution base for a universal free - with reference to analytic influence of institutions - understood here as rules of decision-making, government institutions and previous policies.

A presente pesquisa de cunho qualitativo tem como propósito responder à seguinte questão: quais as tensões e re-ações dos professores de matemática que atuam na Educação de Jovens e Adultos, frente a situações de ensino-aprendizagem da geometria que ocorrem a partir do conhecimento construído pelo aluno ao longo de sua vida/trabalho? Desse modo, nos aproximamos dos professores que atuam na Educação de Jovens e Adultos de escolas públicas de São Paulo, tanto pela via de questionários como pelo diálogo sobre suas expectativas e postura pedagógica a partir de questões reflexivas sobre a Educação de Jovens e Adultos (EJA) e o ensino da geometria. Os resultados da pesquisa indicaram, entre outros aspectos que, embora o ensino da geometria seja pouco delineado nos planos de trabalho da EJA, ainda assim, os professores participantes do estudo mostraram-se conscientes de sua importância e das possíveis contribuições do seu ensino. Nessa perspectiva, a pouca experiência com a prática pedagógica da geometria aliada à dominância da matemática escolar parecem levar a obstáculo quando os professores procuram elaborar atividades relacionando a geometria com a vida cotidiana do educando. A análise das manifestações aponta que os esforços empreendidos pelos professores na busca de reconhecer/respeitar os conhecimentos prévios dos alunos estão repletos de tensão e ansiedade dada a expectativa da necessidade de contextualizar/problematizar o ensino da geometria a partir da realidade do educando adulto. / The current qualitative research aims at answering the following question: what are the tensions and reactions of the mathematics teachers who dwell in the Education of Youngsters and Adults, in light of situations of teaching-learning geometry from the knowledge built by the student along his life/work? Therefore, we approached the teachers who work with Education of Youngsters and Adults in public schools from São Paulo, both, through questionnaires and dialogue, talking about their expectations and pedagogical posture from reflexive questions about the Education of Youngsters and Adults and the teaching of geometry. The results of the research indicated, among other aspects, that although the teaching of geometry is not adequately outlined in the working plans of Education of Youngsters and Adults, still the teachers participating in the study demonstrated that they were aware of their importance and of the possible contributions of their teachings. In this perspective, the little experience with the pedagogical practice of geometry combined with the dominance of school mathematics seem to lead to an obstacle when the teachers try to elaborate activities relating geometry with the daily life of the student. The analysis of the manifestations indicates that the efforts of the teachers in the search to recognize/respect the previous knowledge of the students are full of tension and anxiety given the expectation of the necessity to contextualize/problematize the teaching of geometry from the reality of the adult student.

A nefropatia induzida por adriamicina (ADR) em ratos é um dos modelos experimentais mais utilizados para o estudo desenvolvimento da doença renal progressiva. Uma dose única deste quimioterápico induz a proteinúria progressiva e irreversível que progride para glomeruloesclerose segmental e focal, com fusão dos processos podais e lesões tubulointersticiais. A lesão das células endoteliais glomerulares precede as alterações dos podócitos na nefropatia induzida pela ADR. A atividade física regular melhora as funções cardíacas e renais em pacientes e animais com doença renal progressiva e pode reduzir ou retardar a progressão da lesão renal. Este estudo avaliou o efeito do treinamento físico prévio na evolução da lesão renal induzida por ADR e a sua relação com o processo inflamatório, a função endotelial e angiogênese. Ratos Wistar submetidos ou não ao treinamento físico receberam ADR (2,5 mg/kg, e.v) ou solução salina fisiológica (SAL). Amostras de sangue e urina foram coletadas 60 dias após as injeções para avaliação da função renal e os rins removidos para estudos histológicos, imuno-histoquímicos, Western blot e de ELISA. Amostras de urina de 24 h, obtidas 7, 30 e 60 dias após a administração de ADR ou SAL, foram utilizadas para avaliação da albuminúria. Os ratos tratados com ADR apresentaram albuminúria progressiva, elevação dos níveis plasmáticos de creatinina e queda da taxa de filtração glomerular (TFG), lesão de podócitos, expansão da área mesangial, alargamento da área intersticial relativa no córtex renal, infiltração de macrófagos, aumento dos níveis de interleucina (IL)-1?, elevação dos níveis urinários do fator de transformação do crescimento ? (TGF-?) e dos níveis urinários de proteína quimiotática de monócitos 1 (MCP-1), diminuição de marcação de aminopeptidase P (marcador de células endoteliais) nos glomérulos e perda de capilares peritubulares corticais, que estavam associados com reduções das expressões do fator de crescimento endotelial vascular (VEGF) e da óxido nítrico sintase endotelial (eNOS) no córtex renal desses animais. Estas alterações foram menos intensas nos ratos que realizaram treinamento físico prévio ao tratamento com ADR. Em conclusão, o pré-condicionamento físico reduziu as lesões renais induzidas pela ADR. Este efeito esteve associado com as reduções do processo inflamatório, das lesões endoteliais e das alterações de fatores relacionados com o processo de angiogênese (VEGF e eNOS) no córtex renal. / Adriamycin (ADR)-induced nephropathy is one of the most experimental models of progressive kidney disease in rats. A single dose of this drug induces progressive and irreversible proteinuria that progresses to focal segmental glomerulosclerosis and tubulointerstitial lesions. The lesion of glomerular endothelial cells precedes the podocyte damage in nephropathy induced by ADR. Regular physical activity improves cardiac and renal functions in patients and animals with progressive renal disease and may reduce or delay the progress of impaired renal function. This study evaluated the effect of previous physical training in renal damage induced by ADR and the role of inflammation, endothelial lesions and angiogenesis in this process. Male Wistar rats submitted or not to previous physical training received ADR (2.5 mg/kg, i.v.) or physiological saline (SAL). Urine and plasma samples were collect 60 days after the injection in order to evaluated the renal function. The kidneys were removed for histological, immunohistochemical, Western blot and ELISA analysis. Twenty-four-hour urine samples were collected to dose albuminuria 7, 30 and 60 days after ADR or SAL injection. ADR-treated rats presented progressive albuminuria, increases in plasma creatinine levels, decreasing glomerular filtration rate (GFR), podocyte damage, mesangial expansion, enlargement of the tubular interstitial relative area of renal cortex, macrophage infiltration, higher interleukin (IL)- 1? levels in renal tissue, urinary transforming growth factor ? (TGF-?) and urinary monocyte chemoattractant protein (MCP)-1, reduction of aminopeptidase P (endothelial cell marker) in the glomeruli and cortical peritubular capillary number. Those were associated with reduction in vascular endothelial growth factor (VEGF) and endothelial nitric oxide synthase (eNOS) expressions in renal cortex. Those alterations were less intense in the animals undergone previous exercise training. In conclusion, physical training prior to ADR injection reduced the renal damage induced by this drug. This effect was related with the reduction of the inflammatory process, endothelial lesions and with the decrease in alterations of factors related to the process of angiogenesis (VEGF and eNOS) in renal cortex.

Made available in DSpace on 2016-01-26T18:49:35Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 5487690 bytes, checksum: ca631570b42cef59a220edd80e6c8e83 (MD5) Previous issue date: 2009-11-27 / This dissertation resulted from a research carried out in the Master in Education Program, line of research 2 The Professor s Background and Pedagogical Practice, of Universidade do Oeste Paulista. It was carried out to investigate the need and pertinence of a reading work done as a learning mediation element in a college course. One tried to learn about reading habits and literary preferences to analyze the students difficulties concerning reading and text writing, besides considering the importance of providing a course of reading and text writing to academic public. The research is characterized as a quantitative-qualitative one, comprising 35 students attending a Dentistry course at a private Higher Education Institution in São Paulo State, in a reading and text interpretation course, developed along 18 sessions, comprising two hours each of them. One made use of questionnaires, participation of students during such sessions and documents provided by the undergraduate office of the institution showing the students academic achievement before and after the course at issue. As far as its results are concerned, even recognizing the limitations of the research, it was possible to conclude that a course which has reading as a mediator of knowledge acquisition is necessary and pertinent to help students acquire cognitive habits favoring the exploration of written texts. Gaps related to previous knowledge show that working with reading even at college level should not be considered as inherent to specific disciplines, but should interact with them within a cooperation context, in which reading is viewed as important due to the mediation of knowledge, and has implications for the students improvement in various disciplines which compose the curriculum subjects of the course at issue. Concluding, its results show that the students who do reading and text interpretation tend to reach a higher level of achievement in learning the disciplines of the course. / Esta dissertação é resultado de uma pesquisa desenvolvida no Programa de Mestrado em Educação, linha de pesquisa 2 Formação e Prática Pedagógica do Profissional Docente, da Universidade do Oeste Paulista. Este estudo teve como objetivo investigar a necessidade e a pertinência de um trabalho de leitura como elemento de mediação de aprendizagem num curso universitário. Procurou-se conhecer hábitos de leitura e suas preferências literárias, bem como analisar dificuldades dos alunos em relação à leitura e à produção de texto, além de avaliar a importância de se oferecer a acadêmicos um curso de leitura e produção de texto. A pesquisa caracterizou-se como quanti-qualitativa, envolvendo 35 alunos do curso de Odontologia de uma Instituição de Ensino Superior privada, do interior do Estado de São Paulo, em um curso de leitura e interpretação de textos, desenvolvido ao longo de 18 sessões, com duas horas de duração cada. Para a análise dos dados, recorreu-se a questionários, registros das participações dos alunos durante as sessões e documentos fornecidos pela secretaria da instituição sobre o desempenho dos acadêmicos antes e depois do curso. Em relação aos resultados, mesmo reconhecendo as limitações da pesquisa, foi possível chegar a indicações de que um curso que tenha a leitura como mediadora do conhecimento é necessário e pertinente para auxiliar os alunos na formação de hábitos cognitivos abertos a explorações de textos escritos. Lacunas relativas a conhecimentos prévios apontaram que o trabalho com a leitura, mesmo na universidade, não deve ser tratado como inerente às disciplinas específicas, mas em interação com elas, em um contexto de cooperação, com a leitura sendo percebida como importante na mediação do conhecimento, implicando em melhoria dos acadêmicos nas diferentes disciplinas que compõem a grade curricular do curso universitário. Concluindo, os resultados apontaram que estudantes que praticam a leitura e a interpretação de texto tendem a apresentar rendimentos superiores na aprendizagem das disciplinas do curso.

Made available in DSpace on 2016-07-18T17:54:10Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 5487690 bytes, checksum: ca631570b42cef59a220edd80e6c8e83 (MD5) Previous issue date: 2009-11-27 / This dissertation resulted from a research carried out in the Master in Education Program, line of research 2 The Professor s Background and Pedagogical Practice, of Universidade do Oeste Paulista. It was carried out to investigate the need and pertinence of a reading work done as a learning mediation element in a college course. One tried to learn about reading habits and literary preferences to analyze the students difficulties concerning reading and text writing, besides considering the importance of providing a course of reading and text writing to academic public. The research is characterized as a quantitative-qualitative one, comprising 35 students attending a Dentistry course at a private Higher Education Institution in São Paulo State, in a reading and text interpretation course, developed along 18 sessions, comprising two hours each of them. One made use of questionnaires, participation of students during such sessions and documents provided by the undergraduate office of the institution showing the students academic achievement before and after the course at issue. As far as its results are concerned, even recognizing the limitations of the research, it was possible to conclude that a course which has reading as a mediator of knowledge acquisition is necessary and pertinent to help students acquire cognitive habits favoring the exploration of written texts. Gaps related to previous knowledge show that working with reading even at college level should not be considered as inherent to specific disciplines, but should interact with them within a cooperation context, in which reading is viewed as important due to the mediation of knowledge, and has implications for the students improvement in various disciplines which compose the curriculum subjects of the course at issue. Concluding, its results show that the students who do reading and text interpretation tend to reach a higher level of achievement in learning the disciplines of the course. / Esta dissertação é resultado de uma pesquisa desenvolvida no Programa de Mestrado em Educação, linha de pesquisa 2 Formação e Prática Pedagógica do Profissional Docente, da Universidade do Oeste Paulista. Este estudo teve como objetivo investigar a necessidade e a pertinência de um trabalho de leitura como elemento de mediação de aprendizagem num curso universitário. Procurou-se conhecer hábitos de leitura e suas preferências literárias, bem como analisar dificuldades dos alunos em relação à leitura e à produção de texto, além de avaliar a importância de se oferecer a acadêmicos um curso de leitura e produção de texto. A pesquisa caracterizou-se como quanti-qualitativa, envolvendo 35 alunos do curso de Odontologia de uma Instituição de Ensino Superior privada, do interior do Estado de São Paulo, em um curso de leitura e interpretação de textos, desenvolvido ao longo de 18 sessões, com duas horas de duração cada. Para a análise dos dados, recorreu-se a questionários, registros das participações dos alunos durante as sessões e documentos fornecidos pela secretaria da instituição sobre o desempenho dos acadêmicos antes e depois do curso. Em relação aos resultados, mesmo reconhecendo as limitações da pesquisa, foi possível chegar a indicações de que um curso que tenha a leitura como mediadora do conhecimento é necessário e pertinente para auxiliar os alunos na formação de hábitos cognitivos abertos a explorações de textos escritos. Lacunas relativas a conhecimentos prévios apontaram que o trabalho com a leitura, mesmo na universidade, não deve ser tratado como inerente às disciplinas específicas, mas em interação com elas, em um contexto de cooperação, com a leitura sendo percebida como importante na mediação do conhecimento, implicando em melhoria dos acadêmicos nas diferentes disciplinas que compõem a grade curricular do curso universitário. Concluindo, os resultados apontaram que estudantes que praticam a leitura e a interpretação de texto tendem a apresentar rendimentos superiores na aprendizagem das disciplinas do curso.