Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2017-03-17T12:15:29Z No. of bitstreams: 1 DIS_PAULA_RICKES_VIEGAS_COMPLETO.pdf: 1676425 bytes, checksum: 730d38fd110029dc60f07bc05f03270f (MD5) / Made available in DSpace on 2017-03-17T12:15:29Z (GMT). No. of bitstreams: 1 DIS_PAULA_RICKES_VIEGAS_COMPLETO.pdf: 1676425 bytes, checksum: 730d38fd110029dc60f07bc05f03270f (MD5) Previous issue date: 2017-01-11 / Seeking to recognize the discursive strategies that are being used in advertisements aimed at women, the present study proposes to perform a semiolinguistic analysis, with the intention of reflecting about persuasive advertising and its gender marks. Advertising is recognized as an instance of production, responsible for the possible effects of meaning, which operates by economic, technological and symbolic logics. The cutting of the object to be analyzed was made in order to cover popular aspects of Brazilian consumption. And for this reason the choice fell on television and the fashion retail, as a means and segment to be observed. The ads were collected on TV Globo in March 2016 through a search for ads that targeted women. It was then that the fashion segment - represented by the stores Marisa, Renner and Riachuelo - stood out and appropriated significant speeches in relation to the objective of this study. The research is structured in two theoretical chapters, one about the advertising discourse through a theoretical-methodological approach and another about the gender. In this second chapter, concepts such as gender performativity, the subjectivity of the body and myth of beauty are approached. Always aiming to reflect on the analyzed object. In the third chapter, three commercial ads are analyzed through the semi-linguistic method - which considers three levels, proposed by Charaudeau: situational, communicational and discursive. Finally, the condition of "contrastiveness" is recognized, pointing out differences and constants in the ads analyzed, collaborating to interpret the results of the analysis. It can be noticed that, even trying to break with certain traditional discourses about women, advertising still can not dissociate itself from old and traditional discursive strategies in the seduction and persuasion of this public, especially in the case of television. / Buscando reconhecer as estrat?gias discursivas que est?o sendo utilizadas em an?ncios publicit?rios direcionados ? mulher, o presente estudo se prop?e a realizar uma an?lise semiolingu?stica, com o intuito de refletir sobre a publicidade persuasiva e suas marcas de g?nero. A publicidade ? reconhecida enquanto inst?ncia de produ??o, respons?vel pelos efeitos de sentido poss?veis, que opera pelas l?gicas econ?mica, tecnol?gica e simb?lica. O recorte do objeto a ser analisado foi realizado de modo a abranger aspectos populares do consumo brasileiro. E por essa raz?o a escolha recaiu sobre a televis?o e o varejo de moda, como meio e segmento a serem observados. A coleta dos an?ncios foi realizada na TV Globo, em mar?o de 2016, atrav?s de uma busca por an?ncios que se direcionassem ?s mulheres. Foi ent?o que o segmento de moda ? representado pelas lojas Marisa, Renner e Riachuelo ? se destacou e se apropriou de discursos significativos em rela??o ao objetivo deste estudo. A pesquisa se estrutura a partir de dois cap?tulos te?ricos, sendo um sobre o discurso publicit?rio atrav?s de uma abordagem te?rico-metodol?gica e outro sobre o g?nero. Neste segundo cap?tulo, s?o abordados conceitos como performatividade do g?nero, subjetividade do corpo e mito da beleza. Sempre com o objetivo de refletir sobre o objeto analisado. No terceiro cap?tulo, s?o analisados tr?s an?ncios comerciais atrav?s do m?todo semiolingu?stico ? que considera tr?s n?veis, propostos por Charaudeau: situacional, comunicacional e discursivo. Por fim, ? reconhecida a condi??o de ?contrastividade?, apontando diferen?as e constantes nos an?ncios analisados, colaborando para a interpreta??o dos resultados da an?lise. Pode-se perceber que, mesmo tentando romper com certos discursos tradicionais a respeito da mulher, ainda assim a publicidade n?o consegue se desvincular de estrat?gias discursivas antigas e tradicionais na sedu??o e persuas?o deste p?blico, sobretudo em se tratando de televis?o.

The health status of African American and Hispanic communities is in need of intervention. These minority groups have a health disparity gap from other races. The incidences of hypertension, diabetes, and obesity are greater in the African American and Hispanic communities. There is a need to continue addressing the specific health issues, along with ideas of body perception, plaguing the African American and Hispanic populations in the United States. Such disparities typically include those who follow “western” diets, have a lack of exercise, are predisposed to chronic illness, as well as have a need for continuous education of the subject matter. This research project is addressing the need for nutrition interventions in the Johnson City, Tennessee minority community, specifically the African American and Hispanic populations. Prevention can be a useful tool in the reduction of health disparities. Freshman, minority students represent a suitable population to implement prevention strategies. East Tennessee State University’s Quest Program is designed specifically for freshman, minority students. The focus group of this research project includes the participants of the Quest program at East Tennessee State University (ETSU). The purpose of this research is to determine the degree of nutrition knowledge and to assess perceptions of body image of minority freshman at ETSU.

Adolescence is characterized as a time of impulsivity, emotional decision-making, and peer influence; thus, interventions targeting the development of effective psychosocial skills are imperative. Improved psychosocial functioning can equip adolescents for successfully overcoming future life challenges. There are few studies that have examined how adolescents' psychosocial skills could be improved in the context of substance abuse prevention program participation. The purpose of this study was to examine changes in psychosocial skills in a group of adolescents who participated in 2 of 10 Lions Quest Skills for Adolescence (Lions Quest SFA) programs being used in central Virginia middle schools. This study examined whether Lions Quest SFA was useful in observing changes in the total score of lagging psychosocial skills, which incorporated measures of impulse control, emotion regulation, and social skills. The adolescent population of interest had already demonstrated weaknesses in these areas as they had been referred to this program from school-based mental health services. This archival study used an ANCOVA to analyze 1-year pre- and posttest score differences on the Assessment of Lagging Skills and Unsolved Problems and examine possible gender differences following participation in the program for 1 school year. The secondary dataset consisted of pre- and posttest scores of 36 male students and 30 female students. The results of this study demonstrated implications for social change as they extended the knowledge in this area by suggesting that participation in the Lions Quest SFA program may contribute to the improvement of psychosocial skills, and these findings could contribute to the improvement of treatment interventions used at Horizon Behavioral Health.

Thirty thousand feet above the Pacific Ocean—somewhere between Sydney and Los Angeles—the narrator of “the lonely and the road” doesn’t really know where he is going, or why. His is a quest written spontaneously—‘on-the-go.’ It is a journey of uncertain motivation, of uncertain means, towards uncertain ends. From Los Angeles, to Vegas, to the Rocky Mountain states and beyond, the narrator travels with and learns from his friends, his family and even his ex-girlfriend as he searches for that which continues to elude him. But what is that exactly? Does it even exist? While the novel details a journey, the exegesis is a phenomenological account of the intersecting of my road with that taken by Jack Kerouac. It explores my experiences with the life and work of Kerouac—the creator of spontaneous prose—in relation to the development of my writing, up to and including this novel. In doing so, the exegesis is itself a quest that seeks to understand more fully the essence of Kerouac’s and my own representation of the quest motif in content and in form. Both the exegesis and the novel, then, constitute part of the search for my own artistic road, and aim to assist others in search of theirs.

<p>Hjälpmedel är ofta en förutsättning för att personer med funktionshinder ska klara av sina</p><p>olika dagliga aktiviteter.Syftet med uppsatsen är att genomföra en jämförelse mellan Örebro län, Västmanland och Södermanland hur tillfredsställda brukarna är med sitt hjälpmedel och service.Resultatet visar</p><p>att majoriteten av brukare i de tre olika länen är tillfredställda med sitt hjälpmedel och service.</p><p>Det högsta medelvärdet visar att brukare i Örebro län var mest tillfredställda med variabeln</p><p>effektivitet och varaktighet, brukare i Västmanland var även de mest tillfredställda med</p><p>varaktighet. I Södermanland visade sig att brukare var mest tillfredsställda med variabeln</p><p>användbarhet.</p>

Hjälpmedel är ofta en förutsättning för att personer med funktionshinder ska klara av sina olika dagliga aktiviteter.Syftet med uppsatsen är att genomföra en jämförelse mellan Örebro län, Västmanland och Södermanland hur tillfredsställda brukarna är med sitt hjälpmedel och service.Resultatet visar att majoriteten av brukare i de tre olika länen är tillfredställda med sitt hjälpmedel och service. Det högsta medelvärdet visar att brukare i Örebro län var mest tillfredställda med variabeln effektivitet och varaktighet, brukare i Västmanland var även de mest tillfredställda med varaktighet. I Södermanland visade sig att brukare var mest tillfredsställda med variabeln användbarhet.

The present study aimed to investigate the influences of socio-cultural context on content of delusions within schizophrenic patients among three different geographical areas in Saudi Arabia and to estimate the prevalence of schizotypal personality within the non-clinical Saudi population. Methods: 148 patients meeting DSM-IV criteria of schizophrenia were drawn from in-patient sections of mental health hospitals in three areas of study (Riyadh, Jeddah, and the Eastern Province), and 364 participants were recruited for comparison groups from Saudi universities and general medical practices in the same areas. The study utilized the following instruments: Scale for the Assessment of Positive Symptoms (SAPS), Scale for the Assessment of Negative Symptoms (SANS), the MacArthur-Maudsley Delusions Assessment Schedule (MMDAS), the World Health Organization (WHO) Life Events Schedule, the Aetiological Beliefs Questionnaire (ABQ), and the Schizotypal-Personality Questionnaire (SPQ). Results: Firstly: there were significant main effects of residence and sex on the three dependent SPQ scales, and females and Riyadh area residents scored higher on all dependent SPQ scales especially on the cognitive scale. Secondly: persecutory delusions were the most common delusions among schizophrenic patients followed by delusions of being controlled, and the frequency of persecutory delusions was significantly higher in females and in the Riyadh area. Thirdly: only delusions of jealousy were specifically associated with violent behaviours among schizophrenic patients. Finally: ABQ showed that both supernatural and psychological explanations of illness were common among both control and clinical groups. Qualitative analysis of the content of delusions revealed socio-cultural and gender-related issues that were strongly reflected in the themes and content of delusions. Conclusion: Content analysis of delusions in a Saudi schizophrenic sample showed strong effects of the socio-cultural context and stress points such as racism and gender inequality, and gender and regional culture affected both the frequency with which persecutory delusions were observed, and the mean scores of schizotypal personality in a non-clinical sample.

Aim: The overall aim of this thesis was to generate further knowledge about prosthetic and orthotic services in developing countries. In particular, the thesis focused on patient mobility and satisfaction with prosthetic and orthotic devices, satisfaction with service delivery, and the views of staff regarding clinical practice and education. Methods: Questionnaires, including QUEST 2.0, were used to collect self-reported data from 83 patients in Malawi and 139 patients in Sierra Leone. In addition, 15 prosthetic/orthotic technicians in Sierra Leone and 15 prosthetists/orthotists in Pakistan were interviewed. Results: The majority of patients used their prosthetic or orthotic devices (90% in Malawi, and 86% in Sierra Leone), but half of the assistive devices in use needed repair. Approximately one third of patients reported pain when using their assistive device (40% in Malawi and 34% in Sierra Leone). Patients had difficulties, or could not walk at all, with their prosthetic and/or orthotic device in the following situations; uneven ground (41% in Malawi and 65% in Sierra Leone), up and down hills (78% in Malawi and 75% in Sierra Leone), on stairs (60% in Malawi and 66% in Sierra Leone). Patients were quite satisfied or very satisfied with their assistive device (mean 3.9 in Malawi and 3.7 in Sierra Leone out of 5) and the services provided (mean 4.4 in Malawi and 3.7 in Sierra Leone out of 5), (p&lt;0.001), but reported many problems (418 comments made in Malawi and 886 in Sierra Leone). About half of the patients did not, or sometimes did not, have the ability to access services (71% in Malawi and 40% in Sierra Leone). In relation to mobility and service delivery, orthotic patients and patients using above-knee assistive devices in Malawi and Sierra Leone had the poorest results. In Sierra Leone, women had poorer results than men. The general condition of devices and the ability to walk on uneven ground and on stairs were associated with both satisfaction of assistive devices and service received. Professionals’ views of service delivery and related education resulted in four themes common to Sierra Leone and Pakistan: 1) Low awareness and prioritising of prosthetic and orthotic services; 2) Difficulty managing specific pathological conditions and problems with materials; 3) The need for further education and desire for professional development; 4) Desire for improvements in prosthetic and orthotic education. A further two themes were unique to Sierra Leone; 1) People with disabilities have low social status; 2) Limited access to prosthetic and orthotic services. Conclusion: High levels of satisfaction and mobility while using assistive devices were reported in Malawi and Sierra Leone, although patients experienced pain and difficulties when walking on challenging surfaces. Limitations to the effectiveness of assistive devices, poor comfort, and limited access to follow-up services and repairs were issues that needed to be addressed. Educating prosthetic and orthotic staff to a higher level was considered necessary in Sierra Leone. In Pakistan, prosthetic and orthotic education could be improved by modifying programme content, improving teachers’ knowledge, improving access to information, and addressing issues of gender equality.

La tesis doctoral denominada "Alfabetización digital para el desarrollo de las competencias ciudadanas" tuvo por objetivo central diseñar, aplicar y evaluar una propuesta metodológica de formación ciudadana basada en el uso de tecnologías de la información y la comunicación a través de una visión actualizada de la alfabetización digital y en el contexto del currículum escolar. Desde mis comienzos en la Universidad de Barcelona la discusión sobre alfabetización digital fue un tema permanente, cuyas largas discusiones, iban dirigidas a entender este tipo de alfabetización, ya no como el aprendizaje de software y hardware, sino, como el desarrollo de las capacidades para el tratamiento y transformación de información. Paralelo al caso chileno, lugar de experimentación y extracción de los datos, iban surgiendo en Europa y Norteamérica la discusión e instalación de las competencias básicas o las llamadas competencias del siglo XXI. De esta manera iban emergiendo en forma importante las competencias vinculadas al manejo de las tic y la necesidad de la formación ciudadana para los alumnos, por cuanto, son éstos los que deben hacerse cargo de esta nueva sociedad. El aprendizaje del manejo de las tics por parte de estos futuros ciudadanos, se iba volviendo un tema fundamental, toda vez que sus problemas y demandas pasan por el tratamiento avanzado de la información y del conocimiento. Por lo tanto ya no sólo basta ser diestro en el tratamiento de información si no que además se requiere competencias para desarrollarse social, económica y políticamente en sociedades complejas, donde la ciudadanía activa y responsable es una necesidad de primer orden.El planteamiento de la tesis, cree que la formación de competencias ciudadanas y la alfabetización digital están articuladas sobre la base de tener al manejo y tratamiento de la información de problemas políticos económicos y sociales con usos de herramientas tecnológicas como un fin y una metodología en si mismo. El modelo de este trabajo toma los principios básicos de la ¨nueva alfabetización digital¨, los procedimientos educativos y el currículum escolar, los cuales plasmados en la metodología de la Web Quest, constituyen una propuesta integradora de la formación ciudadana y del uso de la tecnología Durante el año 2007 se trabajó en forma integrada con el currículo oficial de Chile para primero y cuarto medio (tercera de ESO y segundo de bachillerato respectivamente) en sector de historia y ciencias sociales. Todo ello se llevó a cabo, con establecimientos educacionales públicos y subvencionados. Los principales hallazgos van por las siguientes líneas: en primer lugar La formación ciudadana activa debe darse en un marco de aprendizaje situado y contextualizado, pero si es con tecnología esta debe entenderse como un instrumento de transformación de información y producción en manos de los alumnos.En segundo lugar, se concluye que deben crearse escenarios de aprendizajes dinámicos, complejos, que lleven a los alumnos a resolver problemáticas sociales reales y que las respuestas a estas interrogantes sean obtenidas mediante productos tecnológicos. La tesis está estructurada sobre los siguientes componentes: En primer lugar se encuentra el planteamiento del problema, sus definiciones, preguntas y objetivos (punto 2). Luego está el marco teórico que alimenta las orientaciones conceptuales y prácticas del trabajo (punto 3). Posteriormente, el tercer componente referido a la propuesta de trabajo de formación, construcción de materiales, etc. (punto 4). En cuarto lugar, la metodología de investigación (punto 5). En quinto lugar los resultados de la investigación, tanto en aspectos cuantitativos y cualitativos como su tratamiento en conjunto (punto 6, 7, 8 9 y 10). Finalmente, se encuentran las conclusiones generales del trabajo de tesis (punto 11) tratando de responder a las interrogantes, limitaciones y desafíos que representó este trabajo.

Enseigner l’agroécologie signifie intégrer autant que possible la pluralité, la complexité et l’instabilité de savoirs controversés entre plusieurs approches de l’agroécologie. Nous appréhendons cet enseignement dans le cadre de la didactique des Questions Socialement Vives. Nous abordons l’agroécologie par ses questionnements : quels sont les problèmes prioritaires à résoudre ? Quels espace et temporalité apparaissent pertinents pour la construction d’agroécosystèmes ? Comment prendre en considération les dimensions écologique, sociale et humaine et quelles pratiques cohérentes y adosser ? Apprendre l’agroécologie revient entre autres à vivre des changements dans ses positionnements sur les différentes approches agroécologiques et à dessiner sa propre trajectoire. Nous essayons de répondre à ces questions en proposant une représentation schématique des différentes approches de l’agroécologie. Nous analysons les discours de six apprenants ayant suivi un module d’agroécologie inclus dans une formation agricole à l’aide d’un cadre d’analyse de l’argumentation adapté au contexte des controverses. Nous présentons la diversité des trajectoires de changements de positionnements sur les différentes approches agroécologiques, la complexification de l’argumentation qui s’est déployée et l’évolution desprojets d’installation. Nous en déduisons des effets du module d’agroécologie. Nous retenons l’intérêt d’une diversité didactique, la pluralité des profils des apprenants, des formateurs, des approches de l’agroécologie et de leurs controverses, des acteurs visités, sans exclure les nécessaires apports disciplinaires notamment sur la conservation des sols correspondant à un besoin d’apprentissage des apprenants. / Teaching agroecology mean integrating as much as possible the plurality, complexity and instability of controversial knowledge between several approaches of agroecology. We apprehend this teaching in the context of the didactics of Socially Acute Questions. We address agroecology through its questions: what are the priority problems to be solved? what space and temporality seem relevant to the construction of agroecosystems ? how to take into account the ecological, social and human dimensions and what consistent practices to back it up? Learning about agro-ecology means, among other things, changing its positioning on different agro-ecological approaches and drawing its own trajectory.We try to answer these questions proposing a schematic representation of the different approaches of agroecology. We analyze the discourse of six learners who have followed an agro-ecology module included in agricultural training using a framework of analysis of the argument adapted to the context of the controversies. We present the diversity of the trajectories of changes of position on the different agro-ecological approaches, the complexification of the argumentation that has been deployed and the evolution of installation projects. We deduce some effects of the agroecology module. We retain the interest of a didactic diversity, plurality of profiles of learners, trainers, approaches of agroecology and of their controversies, visited actors, without excluding the necessary contributions of the disciplinary contents, oriented in particular on the conservation of the soil corresponding to a learning need of the learners.