Compared to other subjects, Learning Area Technology teaching is a relatively new knowledge area world-wide, especially in the South African school curriculum, and it consequently presents new challenges. One of these challenges is the fact that no previous tertiary training programmes exist for the Learning Area Technology; thus new ones have to be developed. Since limited research has been done regarding Learning Area Technology teaching, teachers of Technology are forced to base their professional teaching and learning practices on approaches from other fields of knowledge and adapt these. This is not necessarily ideal for Learning Area Technology teaching in the South African context. The following question can thus be posed: To which extent do existing pre-service training programmes develop the essential competences and skills required for the effective teaching of the Learning Area Technology? Against the background of this overarching aim of the study, this research attempted to find answers to the following research questions: • What are the competences a qualified Learning Area Technology teacher should possess? • What is the nature of Learning Area Technology teacher training in South Africa? • What is lacking in training programmes for pre-service Learning Area Technology teachers in South Africa? To provide answers to these questions, a literature study as well as an empirical study was conducted. To achieve the aim of the empirical study a phenomenological approach was applied in executing an exploratory qualitative study. A random sample was drawn from available tertiary institutions training pre-service Technology teachers in the Learning Area Technology. Individual, semi-structured interviews were conducted with lecturers to enable the researcher to comprehend and interpret experiences and realities in terms of the research question. Findings from the literature study on the competences a qualified technology Teacher should possess indicate that a Technology teacher, upon completion of studies, should posses the following competences to present the Learning Area Technology as a subject specialist: indepth subject knowledge of the various knowledge areas for the Learning Area Technology; suitable pedagogical content knowledge to be able to transform technological knowledge to teachable matter; technological skills in technological processes and techniques; and positive values and attitudes which can be integrated successfully during various learning opportunities. It is also imperative that pre-service Learning Area Technology teachers possess knowledge of appropriate teaching strategies to accomplish critical, creative and problem-solving skills among learners. The empirical research was aimed at establishing the nature of pre-service training programmes in South Africa, as well as identifying shortcomings in the training of pre-service Technology teachers. Data analyses regarding the nature of pre-service training of Learning Area Technology teachers-.enabled the researcher to identify particular shortcomings in preservice training programmes in South Africa. The following shortcomings were identified: insufficient subject knowledge and technological subject skills; limited subject specific pedagogical knowledge; lack of real life situations in learning opportunities; and a lack of modelling of teaching strategies during facilitation of the Learning Area Technology. Based on the findings of the research which was also related to the literature, specific recommendations were made in order to improve the quality of pre-service training for the Learning Area Technology. Recommendations on the identified shortcomings include the following: the training of Learning Area Technology teachers as subject specialists by establishing standards appropriate for tertiary training in order to enhance the development of subject knowledge; the development of subject specific pedagogical content knowledge by implementing micro lessons; revision of time planning and facilities for the practising of technological skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop proper and appropriate teaching strategies. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010

Compared to other subjects, Learning Area Technology teaching is a relatively new knowledge area world-wide, especially in the South African school curriculum, and it consequently presents new challenges. One of these challenges is the fact that no previous tertiary training programmes exist for the Learning Area Technology; thus new ones have to be developed. Since limited research has been done regarding Learning Area Technology teaching, teachers of Technology are forced to base their professional teaching and learning practices on approaches from other fields of knowledge and adapt these. This is not necessarily ideal for Learning Area Technology teaching in the South African context. The following question can thus be posed: To which extent do existing pre-service training programmes develop the essential competences and skills required for the effective teaching of the Learning Area Technology? Against the background of this overarching aim of the study, this research attempted to find answers to the following research questions: • What are the competences a qualified Learning Area Technology teacher should possess? • What is the nature of Learning Area Technology teacher training in South Africa? • What is lacking in training programmes for pre-service Learning Area Technology teachers in South Africa? To provide answers to these questions, a literature study as well as an empirical study was conducted. To achieve the aim of the empirical study a phenomenological approach was applied in executing an exploratory qualitative study. A random sample was drawn from available tertiary institutions training pre-service Technology teachers in the Learning Area Technology. Individual, semi-structured interviews were conducted with lecturers to enable the researcher to comprehend and interpret experiences and realities in terms of the research question. Findings from the literature study on the competences a qualified technology Teacher should possess indicate that a Technology teacher, upon completion of studies, should posses the following competences to present the Learning Area Technology as a subject specialist: indepth subject knowledge of the various knowledge areas for the Learning Area Technology; suitable pedagogical content knowledge to be able to transform technological knowledge to teachable matter; technological skills in technological processes and techniques; and positive values and attitudes which can be integrated successfully during various learning opportunities. It is also imperative that pre-service Learning Area Technology teachers possess knowledge of appropriate teaching strategies to accomplish critical, creative and problem-solving skills among learners. The empirical research was aimed at establishing the nature of pre-service training programmes in South Africa, as well as identifying shortcomings in the training of pre-service Technology teachers. Data analyses regarding the nature of pre-service training of Learning Area Technology teachers-.enabled the researcher to identify particular shortcomings in preservice training programmes in South Africa. The following shortcomings were identified: insufficient subject knowledge and technological subject skills; limited subject specific pedagogical knowledge; lack of real life situations in learning opportunities; and a lack of modelling of teaching strategies during facilitation of the Learning Area Technology. Based on the findings of the research which was also related to the literature, specific recommendations were made in order to improve the quality of pre-service training for the Learning Area Technology. Recommendations on the identified shortcomings include the following: the training of Learning Area Technology teachers as subject specialists by establishing standards appropriate for tertiary training in order to enhance the development of subject knowledge; the development of subject specific pedagogical content knowledge by implementing micro lessons; revision of time planning and facilities for the practising of technological skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop proper and appropriate teaching strategies. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010

Disertacijoje analizuojami pusantrų metų amžiaus kūdikių emocijų ir elgesio sunkumai bei juos prognozuojantys biomedicininiai, psichologiniai bei socialiniai veiksniai. Atliktas perspektyvusis kohortinis kūdikių, gimusių 2009 m. gegužės – rugsėjo mėnesiais LSMU ligoninėje Kauno klinikose, tyrimas. Duomenys surinkti vykdant tris tyrimo etapus: (1) ligoninėje surinkti biomedicininiai duomenys bei atlikta anketinė motinų apklausa, (2) atlikta anketinė motinų apklausa kūdikiams sulaukus trijų mėnesių amžiaus ir (3) anketinė motinų apklausa kūdikiams sulaukus pusantrų metų amžiaus. Pusantrų metų amžiaus kūdikių emocijų ir elgesio sunkumai buvo įvertinti naudojant Vaiko elgesio aprašo (CBCL/1½–5) (Achenbach, Rescorla, 2000) Lietuvoje adaptuotą ir standartizuotą versiją (Jusienė, Raižienė, 2006). Emocijų ir elgesio sunkumai buvo labiau išreikšti kūdikiams, kurie gimė atliekant cezario pjūvį bei kurių fiziologinė būklė po gimimo nebuvo optimali. Tyrimas atskleidė tokių psichologinių ir socialinių veiksnių svarbą prognozuojant emocijų ir elgesio sunkumus, kaip sudėtingas motinos emocinis nėštumo priėmimas, negatyviai motinos vertinami santykiai su vyru / partneriu nėštumo metu, dažnas motinos negatyvių emocijų patyrimas, dideliu nerimu dėl vaiko pasižymintis motinos pogimdyminis prieraišumas ir nelanksčios, į tėvus orientuotos motinos nuostatos kūdikio auginimo atžvilgiu. Disertacijoje taip pat analizuojamos ir aptariamos tirtų biomedicininių, psichologinių ir socialinių veiksnių... [toliau žr. visą tekstą] / The Dissertation analyses infants’ emotional and behavioral problems at the age of 1.5 years and their predictive biomedical and psychosocial factors. The Dissertation is based on data from prospective birth-cohort study. Study participants were infants born in the Hospital of Lithuanian University of Health Sciences (LUHS) Kauno Klinikos from May to September in 2009. The analysis included the data from three stages of the study: (1) biomedical data during and after childbirth and a questionnaire survey given to mothers 2 to 3 days after childbirth in hospital, (2) questionnaire survey of mothers three months postpartum, and (3) questionnaire survey of mothers 1.5 years postpartum. Emotional and behavioral problems were more expressed in infants born via caesarean section and whose physiological functioning after birth was not optimal. Study also revealed the importance of such psychosocial predictors of emotional and behavioral problems as complicated emotional acceptance of pregnancy, poor couple’s relationship during pregnancy, frequent negative maternal emotions, maternal postpartum attachment characterized by high anxiety regar¬ding child, and inflexible and parent-oriented attitudes toward infant-rearing. The associations between biomedical and psychosocial factors are also analyzed and discussed.

Thesis--University of Oklahoma. / Bibliography: leaves 70-75.

BACKGROUND: Prospective memory difficulties are one of the most common deficits following acquired brain injury. The application of smartphones as a compensatory aid to these difficulties has shown promising results. This study looked to investigate these benefits further. OBJECTIVE: The aims of this study were to investigate whether receipt of reminder prompts through ones smartphone improved completion of pre-planned tasks, in addition to whether it also had secondary implications for participant's wellbeing, confidence, independent functioning, and whether it had any impact on caregiver strain levels. METHOD: This study used an ABAB case series design with mild to moderate acquired brain injury. Task completion rates were monitored across four phases (prompts vs. no prompts). Quantitative questionnaires were administered pre, post and at three months follow up to assess coping with memory difficulties. A qualitative questionnaire explored the perceived impact of the smartphone reminders on everyday functioning, in addition to a 3 month follow up measure assessing attrition rates in smartphone use. RESULTS: Visual inspection analysis suggested greater task completion when reminders were provided. The quantitative questionnaires showed increased use of a Smartphone as reminder device post intervention and at follow up. A basic thematic analysis highlighted a perception that the smartphone system increased task completion, confidence in coping with memory demands, supported emotional wellbeing and reduced dependence on others. As a memory aid it was also less stigmatising and promoted dignity. The three month follow up questionnaire highlighted that all participants continued to use their smartphone as a memory aid. CONCLUSIONS: Use of a smartphone as a memory compensation aid may improve completion of pre-set tasks. Secondary benefits may include increased confidence in coping with memory demands, reduced dependence on others for help, and reduced anxiety or frustration around forgetting.

Notre thèse a pour point de départ une situation de management empirique représentée par un Cercle de réflexions prospectives, que nous appelons PSP (Prospective Stratégique Participative), menée par BASF Agro sur une période de plus de dix ans avec l’ensemble des acteurs de la filière agro-alimentaire. Les acteurs du Cercle ont une relation marchande et décident d’explorer des opportunités de collaboration sur un mode communautaire. Ils expandent ensemble un espace de conception où interagissent les savoirs et les relations dans un processus d’innovation. Nous aboutissons à l’hypothèse que la PSP joue le rôle d’une plateforme ouverte de fabrique de la stratégie (open strategizing platform) et de fonctionnement des affaires entre les acteurs qui sert à réfléchir et concevoir ensemble des stratégies nouvelles. La PSP est un dispositif de gestion dont la vision simplifiée de l’organisation (la configuration de référence implicite) est un écosystème d’affaires, et pas seulement une organisation classique. Notre analyse est basée sur une étude de cas longitudinale de dix-sept ans / Our thesis has to point of departure a situation of empirical management represented by a circle of foresight thinking, which we call FPS (Foresight Participatory Strategic), conducted by BASF Agro over a period of more than ten years with all the actors involved in the food chain. The players in the circle have a merchant relationship and decide to explore opportunities for collaboration on a community way. They expanded together a design space or interact the knowledge and relationships in a process of innovation. We have ended up with the assumption that the FPS plays the role of an open-strategizing platform and for the operation of business between the actors which is used to reflect and devise all the new strategies. The FPS is a management innovation which the configuration of implicit reference is a business ecosystem, and not just a typical organization. Our analysis is based on a longitudinal case study of seventeen years

Linha de pesquisa: Curr?culos, Avalia??o, Pr?ticas Pedag?gicas e Forma??o de Professores. / Na Capa, Folha de Rosto e Ficha Catalogr?fica do trabalho, constam o t?tulo: "Um estudo da identidade docente de licenciandos em Matem?tica da Unimontes". / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-23T22:28:07Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) marineide_almeida_rocha.pdf: 1622461 bytes, checksum: 5dafcb0275c404ba24bdcf413885c35f (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-10-04T19:19:01Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) marineide_almeida_rocha.pdf: 1622461 bytes, checksum: 5dafcb0275c404ba24bdcf413885c35f (MD5) / Made available in DSpace on 2018-10-04T19:19:01Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) marineide_almeida_rocha.pdf: 1622461 bytes, checksum: 5dafcb0275c404ba24bdcf413885c35f (MD5) Previous issue date: 2017 / As quest?es que envolvem a profiss?o docente t?m se tornado cada vez mais presentes nos debates e f?runs educacionais, no cen?rio nacional e internacional, dada a necessidade de melhoria na qualidade do ensino, o que requer bons professores. Diante de reflex?es e de questionamentos sobre o tipo de forma??o adequada para o futuro professor, mediante a complexidade do trabalho docente na contemporaneidade, ? que surgiu o interesse pelo presente trabalho. O objetivo geral desta investiga??o foi desvelar ind?cios de constitui??o da identidade docente de licenciandos do Curso de Licenciatura em Matem?tica da Universidade Estadual de Montes Claros (Unimontes/Campus Montes Claros), tendo como objetivos espec?ficos: a) evidenciar as marcas de trajet?rias de forma??o e ind?cios de constitui??o de identidade profissional docente apresentados pelos sujeitos em forma??o em suas hist?rias de vida; e b) identificar os aspectos que os mesmos explicitam serem fundamentais para a forma??o docente, a partir das experi?ncias de forma??o proporcionadas pelo curso de Licenciatura em Matem?tica da Unimontes. O estudo utilizou como instrumento de produ??o e an?lise de dados as hist?rias de vida de oito licenciandos em Matem?tica da Unimontes, as quais foram obtidas por meio de memoriais de forma??o e complementadas por entrevistas semiestruturadas. Os dados analisados foram organizados em duas categorias: a) trajet?ria de forma??o anterior ao ingresso na licenciatura e b) trajet?ria de forma??o na licenciatura. Os dados evidenciam que o processo de constitui??o da identidade docente sofre influ?ncias m?ltiplas, que se inter-relacionam e apresentam-se de diversas formas, como elementos de uma hist?ria de vida, como acontecimentos ao longo de um percurso de vida e que configuram a representa??o que o professor tem de si pr?prio e de sua profiss?o. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Considering the need to improve teaching quality, which requires good teachers, the issues related to teaching profession have become increasingly present at educational debates and forums in the national and international scenarios. In face of the reflections and questions about the appropriate education for the future teacher, through the complexity of the contemporary teaching work, the interest for this research theme has arisen. The aim of the investigation was to analyze the identity evidence of the undergraduate teaching students from the Prospective Mathematics Teacher Education Course offered by the Universidade Federal de Montes Claros (Unimontes) at Montes Claros Campus. The specific aims were: a) to highlight the evidence of the constitution of the teaching professional identity presented by the subjects in their life histories, and b) to identify the aspects that these subjects make explicit as being are fundamental for teacher education, based on the education experiences provided by the curricular proposal of the course Teaching mathematics education of the Unimontes. The study used as an instrumento of production and data analysys of life histories of eight Mathematics graduates, which were obtained through education memorial and complemented by semi structured interviews. Data analyzes were organized into two categories: a) trajectory of prior prospective teacher education and b) trajectory of the prospective teacher education. The data show that the process of constitution of the teacher identity suffers multiple influences, which are interrelated and presented in different ways, such as elements of a life history, as events along a life course and that configure the representation that the teacher has of himself and his profession.

O estudo do auto-relato de falhas de memória pode colaborar para o campo de investigação da qualidade de vida e de perda de memória, principalmente entre idosos. Sendo que percepção de auto-eficácia de memória é relacionada à capacidade de memória, questionou-se quais seriam as associações entre autoeficácia geral e o auto-relato de falhas de memória geral, prospectiva e retrospectiva a partir de dois estudos. O primeiro apresenta a tradução, adaptação e validação para o português do Prospective and Retrospective Memory Questionnaire (PRMQ) (Smith e cols., 2000). A amostra constou de 642 participantes com idade entre 16 e 81 anos (26,62±13,89). Análises fatoriais apontaram que dos 16 itens do PRMQ, somente oito apresentaram validade de construto. Após a adição de dois itens divididos, obteve-se a validade convergente e discriminante em uma amostra de 38 participantes com idade entre 60 e 81 anos (69,03±5,28). O PRMQ-10 é apresentado como válido e fidedigno na sua composição reduzida, com cinco itens para cada uma das escalas: prospectiva e retrospectiva. Para o segundo estudo, foram investigadas as relações entre o autorelato de falhas de memória (prospectiva e retrospectiva), com auto-eficácia geral, idade, escolaridade e sexo. Os participantes foram os mesmos do primeiro estudo. Análises de regressão hierárquica e de covariância revelaram que o auto-relato de falhas de memória prospectiva está mais fortemente associado à auto-eficácia geral. Contrariamente, o auto-relato de falhas de memória retrospectiva apresentou maior associação com escolaridade e idade. São discutidos pontos de reciprocidade entre o auto-relato de falhas de memória e avaliações de desempenho de memória. / Studies concerning self-reported memory failures can contribute to investigations about quality of life field and memory loss, mainly among elders. Once general self-efficacy has been indicated as an intervenient factor in memory tasks, it was aimed to investigate the association between general self-efficacy and self-report of general, prospective and retrospective memory failures. The first study presents the Prospective and Retrospective Memory Questionnaire (PRMQ) (Smith e cols., 2000) translation into Portuguese and psychometric validation. The sample was 642 participants aged between 16 and 81 years old (26,62±13,89). Factorial analysis showed construct validity of eight in 16 items. Two divided items were added to the retrospective factor, and convergent and concurrent validity were established in a sample of 38 participants aged between 60 and 81 years old (69,03±5,28). Thus, the Portuguese version of PRMQ showed validity and confidence with 10 items, five on each scale: prospective and retrospective. In the second study, performed with the same sample, are presented relations among self-reported memory failures (prospective and retrospective), general selfefficacy, age, years of formal education and gender. Analysis of hierarchical regression and covariance revealed a strong association between self-reported prospective memory failures and general self-efficacy. By contrast, the selfreported retrospective memory failures showed a strong association with years of education and age. As a further result, reciprocity between memory complaints and experimental results in memory tasks is discussed.

Le mode de vie des pays industrialisés, basé sur le consumérisme, est considéré comme l’un des principaux moteurs de l’usage de ressources et de la dégradation de l’environnement global. Sa substitution par d’autres modes de vie constitue l’une des clés pour bâtir un futur soutenable, d’autant qu’il tend à être imité dans les pays émergents et en développement. Pourtant, la question de la transition des modes de vie a été jusqu’à présent relativement peu investie par les politiques publiques, y compris par celles qui visent à répondre aux enjeux de la transition énergétique et de l’atténuation du changement climatique. C’est dans le but d’encourager les parties prenantes de ces enjeux à se saisir de cette question que nos recherches ont été initiées. Pour cela, nous avons choisi de nous concentrer sur la démarche prospective, qui est l’un des outils d’aide à la décision privilégiés pour éclairer les politiques de l’énergie et du changement climatique dont les enjeux portent sur les moyen et long termes. Nous avons constaté que la question était jusqu’à présent très partiellement abordée dans la plupart des exercices de prospective énergie-climat. Ce constat tient en partie au fait que, alors que la pratique actuelle accorde une place importante à la modélisation, le formalisme des modèles utilisés n’a bien souvent pas été pensé pour traiter de cette notion multidimensionnelle. Dans ce contexte, notre contribution porte sur les plans conceptuel et méthodologique. Nous avons dans un premier temps défini un cadre conceptuel pour aborder la notion de mode de vie et clarifier son rôle dans le système énergétique. Dans un second temps, nous avons proposé une approche par la modélisation destinée à simuler des scénarios d’évolution des modes de vie à l’échelle de la France. Cette approche formelle, dont le développement a constitué le cœur de nos recherches, permet de quantifier la demande en logements, la demande en mobilité et la demande en biens et services qui résultent de ces scénarios et définissent la structure des usages de l’énergie. La mise en œuvre de cette approche est illustrée dans ce manuscrit par la simulation de trois scénarios d’évolution des modes de vie. / Consumerist lifestyles in industrialized countries are considered one of the main drivers of global resource use and environment degradation. Changes in these lifestyles are therefore one of the keys to achieving a sustainable future, especially as these lifestyles also tend to be pursued by some economic classes in developing countries. Yet the lifestyles issue has only marginally been considered in public policies until now, including the ones that aimed to address the challenges of energy transition and climate change mitigation. Our research was initiated in order to encourage all parties engaging with these challenges to take into account our future lifestyles in this context. To this aim, we focused on the prospective approach. It is indeed one of the tools and processes that is most commonly used to support decision-makers on the long-term challenges raised by energy transition and tackling climate change. We found that most foresight studies did not go in depth while addressing the issue of lifestyles, especially the model-based studies. Indeed, the models generally used in these studies are not thought out to allow for proper consideration of this multidimensional issue. To answer for this, we propose a conceptual framework that allows proper understanding of the lifestyle concept and clarifies its role in the energy system. As a core contribution, we developed a modelling approach to simulate lifestyle-change scenarios for France. This formal approach allows us to quantify the demands for housing, mobility, goods and services that arises in these scenarios and defines the structure of energy uses. Three scenarios for lifestyle changes are considered in this manuscript to demonstrate implementations of the proposed approach.

Submitted by Maria Creuza Silva (mariakreuza@yahoo.com.br) on 2015-07-15T17:10:14Z No. of bitstreams: 1 TESE FINAL. POLIANNA RIOS. 2015.pdf: 10494436 bytes, checksum: b5185b9e0ba2d1619d3733c0a6753dd0 (MD5) / Approved for entry into archive by Maria Creuza Silva (mariakreuza@yahoo.com.br) on 2015-07-15T17:25:01Z (GMT) No. of bitstreams: 1 TESE FINAL. POLIANNA RIOS. 2015.pdf: 10494436 bytes, checksum: b5185b9e0ba2d1619d3733c0a6753dd0 (MD5) / Made available in DSpace on 2015-07-15T17:25:01Z (GMT). No. of bitstreams: 1 TESE FINAL. POLIANNA RIOS. 2015.pdf: 10494436 bytes, checksum: b5185b9e0ba2d1619d3733c0a6753dd0 (MD5) / Os acidentes de trânsito (AT) se constituem em um importante problema de saúde pública mundial devido a sua magnitude crescente e ao alto custo humano e material que acarreta a qualquer sociedade. Embora as estatísticas de óbito e internação por AT no Brasil mostrem números alarmantes de vítimas, é consenso que elas revelam parte do problema, pois refletem os casos de maior gravidade que são registrados nos sistemas de informação em saúde. Assim, são escassas as pesquisas epidemiológicas sobre o envolvimento da população em acidentes de trânsito no Brasil, que tenham utilizado dados primários oriundos de base populacional, e inexistem investigações prospectivas que tenham estimado o risco de sofrer AT e seus padrões de ocorrência segundo características diversas das pessoas, incluindo os comportamentos no trânsito. Desse modo, o presente estudo foi concebido com o intuito de contribuir para ampliar o conhecimento sobre o tema. A Tese é composta por três artigos com os seguintes objetivos: Artigo 1 - Estimar a incidência cumulativa de envolvimento autorreferido em AT entre condutores de veículos terrestres a motor e descrever as características desses eventos segundo variáveis sociodemográficas, circunstâncias dos acidentes, lesões produzidas e utilização de serviços de saúde; Artigo 2 - Identificar fatores associados ao envolvimento em AT entre condutores por meio de uma abordagem analítica hierarquizada; Artigo 3 -Estimar a densidade de incidência (DI) geral de envolvimento em AT, autorreferido por condutores de veículos a motor, e DI estrato-específicas segundo características sociodemográficas e comportamentos no trânsito, por meio de abordagem prospectiva.Foi conduzida uma pesquisa longitudinal prospectiva, de base comunitária, que ocorreu entre os anos 2013 e 2014, e incluiu condutores de veículos motorizados terrestres residentes no município de Jequié, Bahia. Na linha de base (LB) do estudo foram recrutados 1.407 participantes por meio de amostragem por conglomerado em único estágio, para a qual foram selecionados 35 setores censitários. Durante a LB foram realizadas entrevistas domiciliares, após obtenção do consentimento informado, com aplicação de formulário estruturado por equipe de entrevistadores treinados, composta por estudantes de graduação da área da saúde de uma universidade pública.Ao fim das entrevistas, a equipe de coleta informou aos participantes sobre a fase de acompanhamento do estudo, na qual foram realizados três contatos telefônicos quadrimestrais para saber se houve envolvimento em AT, perfazendo o período completo do seguimento. A análise dos dados foi feita com estatística descritiva univariada, estimação de medidas epidemiológicas de frequência, medidas de associação e de impacto potencial, e modelo de regressão logística multinível para identificação de fatores associados ao envolvimento em AT enquanto dirigiam veículo (variável desfecho, definida segundo a Classificação Internacional de Doenças, 10ª revisão, com modificações). Para isso,foi elaborado um modelo conceitual hierarquizado composto por quatro blocos de fatores de exposição de acordo com as relações proximais-distais entre estes e o desfecho, estimando-se Odds Ratio (OR) ajustado e Intervalos de Confiança a 95% (IC95%).Estabeleceu-se valor de p≤0,05 como critério de significância estatística. Além disso, o delineamento amostral foi considerando durante a análise. Os dados produzidos na LB compuseram os dois primeiros artigos, enquanto o terceiro utilizoudados da etapa longitudinal. Dos 1.407 condutores entrevistados, 10,6% referiram envolvimento em AT enquanto estavam dirigindo veículo nos 12 meses anteriores à entrevista. A maioria dos envolvidos foi do sexo masculino (72,1%), entre 15 e 29 anos de idade (42,2%) e que estavam conduzindo motocicleta (52,4%). O tipo de acidente mais frequente foi colisão entre automóvel e moto (31,3%). Este último veículo esteve presente em 65,4% das ocorrências. O acidente interrompeu as atividades habituais de 23,8% dos envolvidos e 40,1% sofreram lesão física. Entre os envolvidos em AT, 25,2% foram atendidos em emergências hospitalares e 8,2% foram hospitalizados. Quanto aos fatores associados,observou-se maior chance de envolvimento em AT entre condutores de 15 a 29 anos (OR=3,56; IC95% 1,42-8,94); de cor da pele preta ou parda (OR=1,55; IC95% 1,03-2,33); motociclistas (OR=1,73; IC95% 1,16-2,57); com antecedentes de multa no trânsito (OR=1,77; IC95% 1,05-2,97); que referiram beber e dirigir (OR=1,67; IC95% 1,11-2,51) e usar telefone celular durante a condução (OR=1,66; IC95% 1,11-2,47). Os fatores proximais modificaram as medidas de associação das exposições dos níveis superiores de determinação do modelo hierarquizado, principalmente da associação com a variável sexo. No tocante à etapa prospectiva, no período de um ano, 110 condutores se envolveram em AT enquanto dirigiam veículos. A taxa geral de DI situou-se em 8,4 envolvidos por 100 condutores-ano. As taxas específicas apresentaram diferenças entre categorias de algumas variáveis. O risco de se envolver em AT foi maior entre condutores do sexo masculino, com idade entre 15 e 29 anos, solteiros, sem filhos, que conduziam, mais frequentemente, motocicletas, já tendo sofrido pelo menos um acidente anteriormente e que referiram se engajar em alguns comportamentos de risco, como gostar de velocidades altas ao dirigir e andar em veículo cujo condutor ingeriu bebidas alcoólicas. Os Riscos Atribuíveis Proporcionais variaram de 12,2% a 49,0%, sendo os de maior magnitude aqueles concernentes aos comportamentos sobre velocidade na condução. Os resultados foram, no geral, coerentes com as informações publicadas em literatura científica sobre o tema de estudo, ressalvado as diferentes abordagens metodológicas. As informações obtidas nesse estudo, de base populacional e prospectivamente, indicam um quadro mais preciso e completo sobre a magnitude dos AT e sobre grupos de risco em área urbana, que podem subsidiar políticas públicas e programas de prevenção de causas externas e de promoção da saúde e segurança no trânsito.