Made available in DSpace on 2015-03-13T17:10:39Z (GMT). No. of bitstreams: 1 GenisonCM_DISSERT.pdf: 2406676 bytes, checksum: c89af586a17c2d8293a2e3651b066ab9 (MD5) Previous issue date: 2010-03-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This dissertation promotes a dialogue between visual representation and the new cultural geography theory to critically examine the photography representation of an specific urban landscape. The interest here is to explore the ways in which the images of the city of Currais Novos - RN, captured by the photographer Raimundo Bezerra from 1950 to 1980, have taken a great part in shaping people s understanding and imagination of this city s modernizing process. What comes out of this work is the comprehension of that photography permites a geographical study of urban landscape as it can revel perceptions, imaginations, discourses e subjetivities which are based on especific urban cultural dreams and aspirations related to the case studied. So, the aim of this dissertation was to analyse how the discourse of modernity could be seen as part of and impregnated to the urban landscape of Currais Novos by Bezerra s photographs. Then, an intertextual, hermeneutic and phenomenalogical understanding of the geographic object and how it fits within the cultural context was fundamental / Esta disserta??o de mestrado, ancorada nos pressupostos te?ricos e metodol?gicos da geografia cultural, adentra pelo universo das representa??es, mais especificamente da fotografia, para compor uma an?lise acerca das paisagens urbanas da cidade de Currais Novos, captadas pelo fot?grafo Raimundo Bezerra, durante o per?odo entre 1950 a 1980. A escolha de tal tem?tica guia-se pela certeza de que a representa??o fotogr?fica permite uma leitura geogr?fica da paisagem urbana, tendo em vista que esse meio de representa??o comporta percep??es, imagina??es, discursos e subjetividades, revelando as inclina??es, sonhos e aspira??es de uma cultura e sua rela??o com o urbano. Assim, objetiva-se aqui analisar, por meio das imagens fotogr?ficas, como o(s) discurso(s) da Modernidade ?(s?o) elaborado(s), incorporado(s) e impregnado(s) na paisagem concreta, imag?tica e simb?lica dessa cidade. Portanto, ao trazer uma nova forma de compreens?o do objeto geogr?fico, segundo uma base hermen?utica e fenomenol?gica, este trabalho responde a quest?es culturais do entendimento da dimens?o do indiv?duo frente ? sua rela??o com a paisagem

Made available in DSpace on 2014-06-12T15:03:00Z (GMT). No. of bitstreams: 2 arquivo761_1.pdf: 10551083 bytes, checksum: 3ced6e48b82e7b30f01ed536ba7cd228 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2010 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Na área arqueológica do Seridó, de acordo com a tipologia e funcionalidade dos sítios identificados sítios com grafismos rupestres e sítios-cemitério o padrão de assentamento definido foi de tipo ritualístico (Martin, 2008). Localizados no município de Carnaúba dos Dantas - RN, os sítios arqueológicos Furna do Umbuzeiro e Baixa do Umbuzeiro, não puderam ser inseridos no padrão de assentamento estabelecido. O sítio Furna do Umbuzeiro caracteriza-se como um abrigo sob-rocha no qual foi registrado um pacote estratigráfico, com níveis de ocupação preservados. Neste abrigo não foram registrados grafismos rupestres. Os vestígios evidenciados consistiram em estruturas de combustão, nas quais foi identificada uma baixa densidade de vestígios líticos e cerâmicos. Além de outros vestígios como: restos vegetais trançados, restos vegetais naturais, coprólitos humanos e animais, entre outros. Os vestígios mais relevantes registrados no sítio consistem em fragmentos ósseos humanos, associados a restos faunísticos, ambos com sinais de queima. Já o sítio Baixa do Umbuzeiro consiste em uma ocupação a céu aberto, em terraço fluvial, distante ± 200m do abrigo. Foram identificados vestígios líticos e cerâmicos associados a estruturas de combustão circulares, compostas por quartzos endógenos com sinais de queima (pirofraturados), dispostos no terreno de maneira organizada e intencional. Estes registros configuraram novos dados para a área arqueológica do Seridó: o registro de um sítio-habitacional e o registro de uma prática funerária nova, na região: o endocanibalismo. Estes dois dados permitiram dar um passo além, quando se observou os dados etnohistóricos existentes para a região. Essa documentação descreve uma população caçadorcoletora, nômade, que possuía uma cultura material muito similar àquela que vem sendo registrada arqueologicamente na região: os Tarairiú. Além disso, como uma de suas características mais marcantes, estes grupos eram adeptos de práticas funerárias endocanibais. Outro fator relevante consiste na sobreposição entre o espaço delimitado na documentação etnohistórica, como território Tarairiú e o espaço delimitado como a área arqueológica do Seridó. Nesse sentido, no presente trabalho, busca-se a verificação de duas hipóteses complementares: (1) a identificação de um sítio-habitacional, na área arqueológica do Seridó; (2) a relação da cultura material registrada na região, com a cultura material dos grupos etnohistóricos que a habitaram até o século XVII. Isto, desde o início, reconhecendo os limites de um trabalho com o caráter de estudo de caso

Predicting retention and time to graduation within accelerated online and a hybrid RN-to-BSN programs are significant elements in leveraging the pipeline of qualified RNs with BSN degrees, but the literature lacks significant accounts of retention and time to graduation outcomes within these programs and predictive algorithm developments to offset high attrition rates. The purpose of this study was to quantitatively examine the relationships between pre-entry attributes, academic integration, and institutional characteristics on retention and time to graduation within accelerated online RN-to-BSN programs in order to begin developing a global predictive retention algorithm. This study was guided by Tinto's theories of integration and student departure (1975, 1984, 1993) and Rovai's composite persistence model. Retrospective datasets from 390 student academic records were obtained. Findings of this study revealed pre-entry GPA, number of education credits, enrollment status, 1st and 2nd course grades and GPA index scores, failed course type, size and geographic region, admission GPA standards, prerequisite criteria, academic support and retention methods were statistically significant predictors of retention and timely graduation (p <.05). A decision tree model was performed in SPSS modeler to compare multiple regression and binary logistic regression results, yielding a 96% accuracy rate on retention predictions and a 46 % on timely graduation predictions. Recommendations for future research are to examine other variables that may be associated with retention and time to graduation for results can be used to redevelop accurate predictive retention models. Having accurate predictive retention models will affect positive social change because RN-to-BSN students that successfully complete a BSN degree will impact the quality and safety of patient care.

SILVA, Joelma Tito da. O riacho e as eras: memórias,identidade e território em uma comunidade rural negra do Seridó Potiguar. 2009. 209 f. Dissertação (Mestrado em História) - Universidade Federal do Ceará, Departamento de História, Programa de Pós-Graduação em História Social, Fortaleza-CE, 2009. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-06-27T12:13:00Z No. of bitstreams: 1 2009_Dis_JTSilva.pdf: 2172923 bytes, checksum: 0879ccbe2144a64bbd5b9023d85d6681 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-06-27T13:07:00Z (GMT) No. of bitstreams: 1 2009_Dis_JTSilva.pdf: 2172923 bytes, checksum: 0879ccbe2144a64bbd5b9023d85d6681 (MD5) / Made available in DSpace on 2012-06-27T13:07:00Z (GMT). No. of bitstreams: 1 2009_Dis_JTSilva.pdf: 2172923 bytes, checksum: 0879ccbe2144a64bbd5b9023d85d6681 (MD5) Previous issue date: 2009 / Negros do Riacho is a denomination conferred to a country community located in Currais Novos – RN Town which was acknowledged as “quilombo remnant” in 2006 This work builds from memories about the foundation of Riacho dos Angicos Farm references to a mythical and ancestral temporality in which the first Negro of that family that took possession of the lands bordered by Riacho dos Angicos lived As thought by the elderly this “age” character known as Trajano Passarinho, possibly took possession of that space in D. Pedro II’s period and built his life in a “no one’s land” in a piece of land constituted of a “woods and mountains” landscape ancient Negros’ habitation place Nowadays this land pertains to his relatives constituting a community with 197 people that regard themselves as heirs of a territory built and conquered in immemorial times, demarcated in “ages” Relying on accounts about this past as well as in the elderly ones’ life stories it is intended to analyze the uses of memory identity and history made by the individuals. / Negros do Riacho é a nomeação conferida a uma comunidade rural, localizada no município de Currais Novos/RN que foi reconhecida como “remanescente de quilombos” em 2006 A partir das memórias sobre a fundação do sítio Riacho dos Angicos são construídas referências a uma temporalidade mítica e ancestral na qual vive o primeiro negro da família a se apropriar das terras margeadas pelo pequeno Riacho dos Angicos Para os mais velhos esse personagem das “eras” conhecido como Trajano Passarinho teria tomado posse daquele espaço nos tempos de D. Pedro II e construído sua vida em uma terra de ninguém pedaço de chão abandonado formado por uma paisagem de “matas e montanhas” lugar de moradia dos antigos negros Atualmente a terra pertence a seus familiares, formando uma comunidade com 197 pessoas que se consideram herdeiros de um território construído e conquistado desde períodos imemoriais demarcados em “eras” Com base nas narrativas sobre esse passado e as histórias de vida dos mais velhos objetivo analisar os usos que os sujeitos fazem da memória, da identidade e da história.

In Ancient Egypt, names were very important, in this life and the next. Gods had a multitude of names, and kings were usually given five names, but also private individuals could have several names, given at birth or later. One of these names was called rn nfr (the good name), and it was especially prevalent during the Old Kingdom. The term rn nfr slowly disappeared during the First Intermediate Period and the Middle Kingdom, but reappeared during the Late Period.The characteristics of all occurrences that could be found of rn nfr from the Old Kingdom and the First Intermediate Period and the Middle Kingdom were studied and compared to the occurrences of rn nfr in the Late Period. They were also compared to the first names of the individuals who wore these rn nfr.The results of this investigation show that there are great differences between the earlier periods and the Late Period, especially in that the names of gods and kings are often prevalent in the rather long rn nfr of the Late Period, possibly used for official and religious purposes. The rn nfr of earlier periods are often short names, which people were probably called, on an everyday basis. They sometimes constitute abbreviations of first names, with phonological changes taking place, in the majority of cases only consisting of three consonants without any apparent meaning, perhaps used from a very early age, and in a few cases taking on the characteristics of true nicknames.

Made available in DSpace on 2014-12-17T15:54:53Z (GMT). No. of bitstreams: 1 AlineSA_DISSERT.pdf: 1583809 bytes, checksum: 343a84e538c8f2f9d5178bc5575e4d4a (MD5) Previous issue date: 2010-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study aimed to assess the sustainability of the Caic?-RN through the application of the Barometer of Sustainability. Scales of performance were made and the results were processed and placed in the scale of that tool, varying from 0 to 100. The results indicate that Caic? has a potentially untenable position in accordance with the Barometer of Sustainability / Este trabalho teve como objetivo avaliar a sustentabilidade do munic?pio de Caic?-RN por meio da aplica??o do Bar?metro da Sustentabilidade. Foram feitas escalas de desempenho do munic?pio e os resultados foram tratados e colocados em escalas relativas que variam de 0 a 100. Os resultados indicam que Caic? ocupa uma posi??o potencialmente insustent?vel de acordo com a metodologia da ferramenta

BARRETO, Maria do Socorro. Formação de professoras alfabetizadoras em uma perspectiva sociointeracionista: a (re)elaboração de conceitos e práticas docentes. 2010. 315f. Tese (Doutorado) - Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, 2010. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-08-02T12:05:22Z No. of bitstreams: 1 2010_Tese_MSBarreto.pdf: 3026690 bytes, checksum: bb9b0387227845ca8a760fbf2d5993b6 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-10-10T14:13:48Z (GMT) No. of bitstreams: 1 2010_Tese_MSBarreto.pdf: 3026690 bytes, checksum: bb9b0387227845ca8a760fbf2d5993b6 (MD5) / Made available in DSpace on 2013-10-10T14:13:48Z (GMT). No. of bitstreams: 1 2010_Tese_MSBarreto.pdf: 3026690 bytes, checksum: bb9b0387227845ca8a760fbf2d5993b6 (MD5) Previous issue date: 2010 / Despite the investments in pre-service and in-service education for teachers, the rates in the official evaluations that indicate problems regarding the quality of the basic education in the Brazilian public schools – above all in the Northern and the Northeastern regions of the country – especially on the first years of schooling. These problems come up due to a number of factors, some of them regard the education of the teachers. Research on teachers´ schooling, on the other hand, are very useful, because they bring real contributions to the debate and to redefinitions of the concepts under this topic. Within this context, we insert this investigation on the education of literacy teachers. The starting question is: how can an interventionist research based on a sociointeractionist perspective contribute to the teachers‟ preparation, with the goal to elaborate/reelaborate the knowledge and practices in literacy process? With this paper, we aim specifically at characterizing and analyzing the movements and dynamics that compose an interventionist research that was, at the same time, an in- service experience focused on the teaching and learning of the written language; identifying how the interactions take place within the pairs (teacher-teacher) and what pieces of knowledge are constituted in this space, enabling action on the zone of proximal development of the teachers, and comprehending how the intervention of the researcher can foster the development on the learning of theories and the relationship between them and the literacy practice. The theoretical foundation was constituted by the contributions of the sociointeractionist theory, especially by the ideas defended by Vygotsky about mediation; zone of proximal development, intervention, here understood as the action taken by the researcher along with the teachers; and interaction, understood as the relationship among the colleagues. The psychogenesis of the written language, according to Ferreiro and Teberosky (1998), based the theory of literacy, besides the studies on pieces of knowledge and teachers‟ education, produced by authors, such as Nóvoa (1997), Sacritán (2002), Tardif (2002), Morais (2005), Leal (2005), among others. The qualitative approach was utilized along with the interventionist research. Practices, video recordings, questionnaires and interviews were observed and study groups were developed, these served not only as investigational space, but also as teachers‟ educational space. Five literacy teachers, all women, who worked in public schools in the city of Mossoró, Rio Grande do Norte, took part in the research. The findings point to the following conclusion: by promoting reflection regarding the pieces of knowledge and the practices of literacy teachers, taking them as the starting point, the interventionist research could contribute to the elaboration and reelaboration of teaching conceptions and practices. For this purpose, zones of actual development regarding knowledge and teaching practices were analyzed, as the basis for the researcher to intervene with the zones of proximal development. The singularity of the context in which the teachers are inserted was also considered as a resource in order to instigate them to reflect upon their knowledge and practices, so that they would aim at overcoming the difficulties they face at work, widening and varying their actions. The practices that took place with the students were also highlighted as indispensable elements for the intervention on the teachers‟ education process, bringing together, in a more effective way, theory and practice, an aspect that is highly demanded by the teachers. These findings point towards relevant issues that can subside future educationalpolicies and programs destined to the education of literacy teachers. / Apesar do investimento na formação inicial e continuada de professores, os índices das avaliações oficiais ainda indicam problemas quanto à qualidade da Educação Básica, nas escolas públicas do Brasil – sobretudo nas regiões Norte e Nordeste do país – principalmente nos anos iniciais de escolaridade. Esses problemas decorrem de uma série de fatores, alguns deles relativos à formação docente. Pesquisas sobre formação de professores, por outro lado, têm sido profícuas, por implicarem reais contribuições para o debate e redefinições de concepções sobre o tema. Nesse espaço, insere-se esta investigação sobre a formação de professores alfabetizadores. Partiu-se da seguinte questão: como uma pesquisa-intervenção pautada na perspectiva sociointeracionista pode colaborar para a formação docente, no sentido da elaboração/reelaboração de saberes e práticas na alfabetização? Com este trabalho, objetivou-se mais especificamente: caracterizar e analisar os movimentos e a dinâmica que compõem uma pesquisa-intervenção que foi, ao mesmo tempo, uma experiência de formação em serviço, voltada ao ensino e à aprendizagem da linguagem escrita; identificar como se dão as interações dos pares (professoras-professoras) e que saberes são constituídos nesse espaço, propiciando atuação na zona de desenvolvimento proximal das docentes, e compreender como a intervenção da pesquisadora pode favorecer os avanços de saberes teóricos e a relação destes com a prática de alfabetização. A base teórica foi constituída pelas contribuições da teoria sociointeracionista, em particular, as ideias defendidas por Vygotsky sobre mediação; zonas de desenvolvimento proximal; intervenção, aqui tomada como a ação da pesquisadora junto às professoras; e interação, considerada a relação entre as colegas. A psicogênese da língua escrita, de Ferreiro e Teberosky (1998), foi utilizada como base teórica na área da alfabetização, além dos estudos sobre os saberes e a formação docente, representados por autores, tais como Nóvoa (1997), Sacritán (2002), Tardif (2002), Morais (2005), Leal (2005), dentre outros. Optou-se pela abordagem qualitativa, com realização de pesquisa-intervenção. Foram feitas observações das práticas, filmagens, aplicação de questionários, entrevistas, e, especialmente, foram desenvolvidos círculos de estudos, que funcionaram tanto como espaço de investigação quanto de formação docente. Participaram da pesquisa 5 professoras alfabetizadoras, de uma escola pública, da cidade de Mossoró - Rio Grande do Norte. Os achados apontaram para a seguinte conclusão: ao possibilitar conhecimento e reflexão acerca dos saberes e das práticas das professoras alfabetizadoras, tomando-os como ponto de partida, a pesquisa-intervenção pode contribuir para a elaboração e a reelaboração de concepções e práticas docentes. Para isso, foram analisadas as zonas de desenvolvimento real em relação aos saberes e às práticas, como base para a pesquisadora intervir nas zonas de desenvolvimento proximal. Foi considerada, ainda, a singularidade do contexto no qual as docentes estão envolvidas, proporcionando-se conhecimento dessas particularidades contextuais e do processo formativo das professoras. A interação entre as docentes também foi considerada como recurso para instigá-las a refletir sobre seus conhecimentos e práticas, no sentido de que buscassem a superação das dificuldades encontradas no seu trabalho, ampliando e diversificando suas ações. Destacaram-se, também, as práticas realizadas junto aos alunos como elementos indispensáveis para a intervenção no processo formativo, articulando-se, de maneira mais efetiva, teoria e prática, aspecto este, em geral, tão demandado por professores. Esses achados apontaram, então, para questões relevantes, que podem subsidiar futuras políticas educacionais e programas destinados à formação de professores alfabetizadores.

Little information is available regarding the consequences of new nursing graduates who fail the National Council Licensure Examination for Registered Nurses (NCLEX-RN). The purpose of this study was to understand how these graduates could successfully pass this examination in subsequent attempts. Guided by Fisher's personal change model, the key research questions addressed the consequences of failing the NCLEX-RN exam and the actions the new graduate took after failing it. A phenomenological design was employed with a purposive sample of 17 new nursing graduates in the metropolitan area who had failed the NCLEX-RN. An inductive approach using a constant comparison, content analysis was used to analyze data. NVivo software was used to assist in identifying and clustering codes to form a thematic label. Emergent themes were extracted and then triangulated with those themes emerging from each respondent's interview. Results of the study indicated that students who failed the NCLEX-RN exam were depressed, isolated, and financially strained as they continued to pay their student loans during their unemployment. The findings indicated that schools of nursing seldom offer support for graduates who do not pass the exam. This finding informed the development of an NCLEX-RN preparation course to aid students to pass the NCLEX-RN exam, either on their first attempt or after failing the exam. Positive social change may occur as nursing school program directors and faculty use the results of the study to modify curriculum and develop strategies to ensure higher NCLEX-RN success rates.

While the development of online education has been progressing rapidly, further evaluation research is needed (Atack and Rankin, 2002; Halter et al., 2006). There is a need for further research on nursing students' experiences and satisfaction with online education, and correlating factors to promote the quality of online learning. Social presence is one factor that has been shown to affect outcomes such as satisfaction and perceived learning in online courses (Gunawardena and Zittle, 1997). <br>The purpose of this study was to assess social presence in online nursing courses and its relationship to student satisfaction and perceived learning. The theoretical framework for the study was the Framework for Assessing Outcomes in Web-based Nursing Courses (Billings, 2000). A descriptive, correlational study design was used. The study instrument was a 34-item questionnaire administered via the Internet and consisting of the Social Presence Scale and the Satisfaction Scale (Gunawardena and Zittle, 1997), and demographic questions. Subjects in the study were 128 students in an online RN-to-BSN program at one college in the northeastern United States who were taking an online nursing course during the study term. Results indicated that there was a strong relationship between overall satisfaction and overall social presence (rs = .63, p < .001)) and instructor performance (rs = .46, p < .001). Four sub-domains of social presence were identified: overall comfort with online and computer-mediated (CMC) communication, communication with CMC and the online environment, comfort and community of CMC/online environment, and attitudes toward CMC/online communication. Four sub-domains of satisfaction were identified: general satisfaction, usefulness of course, learning from course, and stimulation and ongoing learning. All sub-domains of social presence correlated highly (rs = .61 - .72, p < .001) with the satisfaction sub-domains except the communication factor which correlated to a lesser degree (rs = .39 - .45, p < .001). There was a strong relationship between perceived learning and social presence (rs = .61, p < .001) and with comfort with the online course (rs = .66, p < .001). Overall social presence, instructor performance, and the sub-domains of social presence predicted a significant amount (p < .001) of total variance in overall satisfaction and perceived learning. No significant relationships were found between the demographic factors and overall social presence or perceived learning. Females had significantly higher scores on the communication factor (p = .02) and subjects with more online course experience found the courses more useful (p = .04). / School of Nursing / Nursing / PhD / Dissertation

Hospital care is changing, - dominated by the dollar and technology and the patient is taking second place. Nursing, traditionally known as being a caring profession, is not exempt from the changes and the traditional entrance interview to find caring students has been replaced by a computerised system. Graduates from university programs are being branded as non-caring. This research sought to find practical ways in which nurses showed caring to patients, and to develop a framework which could be used to teach and cultivate caring attributes in undergraduate students. A broad sweep of the past was taken to show how, dominated by disease and the necessity to take care of the suffering and infirm, nursing has been inextricably linked to the inability of science to cure. The discussion on the impact of the Therapeutic Revolution and a health care system, dominated by the dollar, places nursing and caring in perspective. Some philosophical, religious and psychological notions of caring were briefly explored. A participative paradigm underpins this research which uses a collaborative inquiry cyclical and reflective process of three phases. In Phase I a group of Graduate Registered Nurses reflected on the enacted/strategies/skills that were used to show caring to patients. Six key enactments were elicited from the total of 64 reflections that were submitted. Phase II constructed a framework that could be used to teach caring, which was then critiqued by an expert group of educators. Phase III returned to Phases I and II and used a process of reflection-on-reflection and a new emergent meaning of caring in nursing ensued. As a result of this reflection-on-reflection, a reconfiguration of the framework resulted in the development of the Care Connections model.