Individuals afflicted with childhood and adolescent mental disorders have an increased risk for poor outcome in adulthood. The progression of psychopathology from childhood to adult life may be influenced by a multitude of interacting variables, both biological and psychosocial. There is limited information on the relationships between child psychopathology and adult personality and personality disorders. The main aim of this thesis was therefore to gain better knowledge concerning adult personality outcome in patients with early onset of mental disorders. Former child psychiatric patients as compared to controls had a significantly higher prevalence of all DSM-IV personality disorders (38.0 vs. 10.9 percent, p<0.001) and also a considerably higher personality disorder co-morbidity. They also had more psychosocial and environmental problems. This was exaggerated in those diagnosed with a personality disorder. Major depression, disruptive disorders and substance use disorders at a young age were strong predictors for adult personality disorder. Patients with an early onset major depression had more personality disorders and more deviant personality traits than those with a late onset. Forensic psychiatric male patients diagnosed with a previous conduct disorder as compared to those without had more cluster B personality disorders, and more repeated violent criminality and mixed abuse. They also exhibited more deviant personality traits and higher psychopathy scores. The instrument "Child and Adolescent Psychiatric Screening Inventory-Retrospect" had acceptable sensitivity and specificity for assessment of child psychiatric disorders. Subscales demonstrated good internal reliability (Crohnbach´s alpha = 0.76-0.93). The results suggest that adult personality disturbances are prevalent in individuals affected with mental problems at young ages. A better understanding of the transition of psychopathology from childhood to adulthood and a better identification of those at risk will be of help in attempts to prevent permanent impact on the adult personality.

InterRAI is an internationally validated assessment tool used in many different contexts to assist different groups of people and patients to live fuller, safer and more productive lives. In 2008, the New Zealand Ministry of Health, after the completion a trial of the interRAI – Home Care assessment tool in the District Health Board, rolled out implementation of the interRAI – Home Care tool throughout New Zealand’s 21 District Health Boards. The Quality of Life survey itself is currently being assessed and trialled throughout the world as a follow-up to the Home Care assessment. It will enable researchers and assessors to enable for a comprehensive perspective by bringing together the views of both service providers and recipients of care service. The assessments will be completed by the person directly, as a self assessment, or through interview The overall research aim of the study itself is to evaluate the adequacy of the interRAI Quality of Life survey in assessing the Quality of Life issues and needs of the elderly living in their own homes in the community with some sort of publicly funded health care, social or community support such as meals on wheels, personal care, etc., for the purpose of demonstrating the importance of it as a useful tool within New Zealand. The objectives of the research are as follows: • Objective 1 - To review the management and application of quality of life indicators for the elderly. • Objective 2 – To understand the pressures which an ageing population places on public policy. • Objective 3 - To consider how quality of life measures can best be applied alongside interRAI in New Zealand. The research itself focused on the Quality of Life of thirty participants. Each participant was first assessed through an interRAI – HC assessment at their own home by an assessor from the Canterbury District Health Board. Upon completion of the assessment, they were given the option of being contacted by the researcher about participation in the interRAI Quality of Life Survey. Contact by the researcher by telephone ensued, which was then followed up by a face to face information session at the home of the participant. At this time, thirty out of thirty one potential participants decided to sign the informed consent form for participation. As the Quality of Life Survey itself is self reported, each participant was free to read through the survey and answer for themselves questions regarding their thoughts about their own quality of life. Participants responded to forty six statements from nine different domains on the Quality of Life Survey. Overall results showed a majority of responses of ‘Always’, which were positive. Areas of concern which emerged from the data were of possible issues of social isolation and unresolved emotional health. Limitations of the research included factors such as the small sample size of thirty, the geography of the study which was limited to Christchurch, and the fact that there was no follow up visit to the first and only interview. In conclusion, it is apparent that a larger trial throughout the District Health Board is required to overcome the aforementioned limitations of sample size and geography. Also, it is imperative that a follow-up visit is scheduled after the initial visit to allow for intervention into quality of life issues which emerge from the participant’s self-assessment.

Thesis (M.S.)--University of Michigan, 1981.

Thesis (M.S.)--University of Michigan, 1981.

abstract: ABSTRACT The integration of technology into content area teaching while taking into account state standards is a continuing challenge for secondary teachers. To address this challenge, six high school teachers participated in one-on-one tutoring sessions conducted by the researcher. The Technological Pedagogical Content Knowledge (TPACK), which posits that teachers add technology into their practice by blending it with content and pedagogy, served as the theoretical framework and guided implementation of the project. During the one-on-one tutoring sessions, which occurred weekly in hour-long sessions for a five- to eight-week period, teachers selected the focus of the training sessions. To assess teacher perceptions of efficacy quantitative data were gathered prior to and following the intervention using an on-line survey tool. Although pre- to post-intervention scores on the survey increased, the difference was not significant. With respect to the qualitative data four themes emerged. First, there were specific processes and patterns that emerged within the sessions related to the TPACK framework. Teachers selected either technology or content to initiate sessions. Teachers did not begin sessions with high yield pedagogical strategies as a focus. Second, one-on-one tutoring fostered an initial sense of community, and as the project progressed, a community of practice emerged. Third, challenges emerged related to technology and high yield pedagogical strategies. At times technology did not work or teachers expressed there was too much to grasp and apply to their practice. Additionally, the appropriate applications of high yield instructional strategies also presented challenges to participants. Fourth, based on their participation in the project, teachers expressed an increased sense of efficacy with respect to conducting their work. The discussion was focused on how teachers created a community of practice to support their professional growth, which influenced efficacy for teaching as they became increasingly effective in blending technology, pedagogy and content. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

The Diploma Thesis named Case Study: Implementing Formative Assessment into Education focuses on formative assessment and its place as well as specifics in educational reality from two perspectives - it aims at first-hand experience of teachers and pupils, and it also examines the whole-school process of implementing this change into education. The thesis' goal is to identify formative assessment as means of functional feedback between teachers and pupils, and to offer personal experience with implementing formative assessment into education from the point of view of teachers as well as pupils. The theoretical part characterises the formative assessment's major features along with methods and techniques and their respective benefits. The theoretical part further offers an overlook of how the process of implementing changes into schools can be managed. The empirical part then presents findings from a research aimed at implementing specific parts of formative assessment into practice at a selected school. Finally, the results point out mainly the crucial influence of management of the change on the overall outcome of the process and the gradual change of views and motivations of leading actors. KEYWORDS formative assessment, feedback, peer assessment, self-assessment, criterion-referenced assessment,...

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-04-13T19:33:30Z No. of bitstreams: 1 Almeida, Bonifácio Chaves de.pdf: 1090715 bytes, checksum: f15a6c96219e88a107cb2874c040cba9 (MD5) / Approved for entry into archive by Patricia Barroso (pbarroso@ufba.br) on 2015-05-05T14:22:14Z (GMT) No. of bitstreams: 1 Almeida, Bonifácio Chaves de.pdf: 1090715 bytes, checksum: f15a6c96219e88a107cb2874c040cba9 (MD5) / Made available in DSpace on 2015-05-05T14:22:14Z (GMT). No. of bitstreams: 1 Almeida, Bonifácio Chaves de.pdf: 1090715 bytes, checksum: f15a6c96219e88a107cb2874c040cba9 (MD5) / Avaliações institucionais são procedimentos administrativos que visam diagnosticar a situação na qual a organização se encontra em comparação ao que foi projetado, em busca da melhoria dos seus serviços ou produtos ofertados. Podem ser classificadas em avaliação institucional externa e avaliação institucional interna ou autoavaliação. A autoavaliação se caracteriza por contemplar a participação de todos os stakeholders. Considera, no caso da organização educacional, a avaliação dos docentes realizadas pelos discentes. A avaliação feita pelos alunos das práticas pedagógicas dos professores são fontes expressivas para auxiliar o desenvolvimento de políticas para formação continuada docente que visem o melhoramento de suas práticas pedagógicas e, consequente, a qualidade do ensino ofertado. Com o objetivo de analisar a percepção de utilização ideal e a percepção de utilização efetiva dos professores do Ifba acerca da avaliação do docente pelos discentes como fonte informacional utilizável na melhoria de suas práticas pedagógicas foi realizada uma pesquisa com 240 professores das carreiras de magistério de ensino superior e de ensino básico, técnico e tecnológico do Ifba, metodologicamente caracterizada como descritiva de levantamento (survey) de cunho quantitativo. Supõe-se, primeiramente, não existir diferenças significativas entre a percepção de utilização ideal e a percepção de utilização efetiva no que tange à avaliação do docente feita pelo aluno como melhoria das práticas pedagógicas docentes. Os resultados obtidos por meio do teste dos postos com sinais de Wilcoxon apontam para uma diferença estatística significativa entre a percepção de utilização ideal de empregabilidade da avaliação do docente realizada pelos alunos e a percepção de utilização efetiva dessa avaliação. Institutional assessments are administrative procedures to diagnose the situation in which the organization is compared to what was projected in the pursuit of improving their services or products offered. They can be classified into external institutional assessment and internal assessment or institutional self-assessment. Self-assessment's main characteristic is that it considers the participation of all stakeholders. In terms of educational organization, it includes assessments of teachers made by students. The assessments performed by students concerning the pedagogical practices of teachers are significant sources to assist the development of policies for continuing teacher training aimed at improving their teaching practices and, consequently, the quality of the education offered. A study was conducted with 240 teachers and professors who work with college, basic, technical and technological education at the IFBA. The aim was to analyze the perception of ideal use and the perception of effective use of teachers and professors at the IFBA about assessments made by students as an informational source shown to be utilizable in the their teaching practices. The study is methodologically characterized as a descriptive survey of quantitative nature. At first, it was assumed that no significant differences between the perception of ideal use and the perception of effective use in regard to teacher assessment made by students as improving pedagogical teaching practices existed. However, the results obtained through the test carried out with posts with Wilcoxon's signs point to a statistically significant difference between the perception of ideal use of applicability of the teacher evaluation performed by the students and the perception effective use of this assessment.

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2018-06-04T15:48:25Z No. of bitstreams: 2 Dissertação - Daniela da Costa Britto Pereira Lima - 2018.pdf: 3313599 bytes, checksum: 133b6b6c17f4d9306afe452774d7e97d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-06-05T10:41:36Z (GMT) No. of bitstreams: 2 Dissertação - Daniela da Costa Britto Pereira Lima - 2018.pdf: 3313599 bytes, checksum: 133b6b6c17f4d9306afe452774d7e97d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-05T10:41:36Z (GMT). No. of bitstreams: 2 Dissertação - Daniela da Costa Britto Pereira Lima - 2018.pdf: 3313599 bytes, checksum: 133b6b6c17f4d9306afe452774d7e97d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-28 / This study has the general objective of analyzing and understanding the trajectory and mechanisms of the institutional self-evaluation of courses in the distance modality of the Federal University of Goiás. The research developed is of the qualitative, bibliographic and documentary type. The theoretical support for the analysis of the institutional evaluation is based on Afonso (2000, 2010, 2013), Lehfeld et al. (2010) and Sobrinho (2002, 2003a, 2003b, 2008a, 2008b, 2010). The study of distance education is based on Lima (2013, 2014a, 2014b), Moore and Kearsley (2010), and Peters (2004). The data collection and its analysis was used in the triangular methodology, in the scope of bibliographical, documentary and field research, theorization and interviews carried out to the managers of the university linked to the evaluation, to the Dean and also to different members of the Institutional Evaluation Committee (Cavi): an administrative technician, a student representative and a representative of civil society, totaling 9 respondents. In the meantime, we try to understand in which the place of distance education in the institutional self-assessment of the Federal University of Goiás stands? Throughout its development, the study deals with distance education, its evolution from the use of radio to the advent of the Internet, its aspects in Brazilian legislation and its trajectory in the Federal University of Goiás. Institutional assessment, its conceptions, history in Brazil, current legislation, and, finally, self-assessment and the role of the Self Assessment Commission (CPA). Finally, the self-assessment of the Federal University of Goiás, along with its Cavi/CPA are studied in the aspect of distance education, seeking to understand its trajectory, mechanisms and processes. The result obtained was that distance education is not completely institutionalized in the context of the university, so that the realized self-assessment does not contemplate it in an integral and formative way, also hindering the process of diagnosis and improvement of the modality in the institution of higher education. / Este estudo tem como objetivo geral analisar e compreender a trajetória e mecanismos da autoavaliação institucional de cursos da modalidade a distância na Universidade Federal de Goiás. A pesquisa desenvolvida é do tipo qualitativa, bibliográfica e documental. O suporte teórico para a análise da avaliação institucional baseia-se em Afonso (2000, 2010, 2013), Lehfeld et al. (2010) e Sobrinho (2002, 2003a, 2003b, 2008a, 2008b, 2010). O estudo da educação a distância (EaD) tem como base Lima (2013, 2014a, 2014b), Moore e Kearsley (2010), e Peters (2004). A coleta de dados e sua análise utilizou-se da metodologia triangular, no âmbito da pesquisa bibliográfica, documental, pesquisa de campo, teorização e entrevistas realizadas aos gestores da universidade ligados à avaliação, à EaD e também a diferentes integrantes da Comissão de Avaliação Institucional (Cavi): docentes, um técnico- administrativo, um representante discente e um representante da sociedade civil, somando um total de 9 entrevistados. Nesse ínterim, busca-se compreender qual é o lugar da educação a distância na autoavaliação institucional da Universidade Federal de Goiás? O estudo trata, ao longo de seu desenvolvimento, da modalidade a distância, sua evolução desde a utilização de rádio até o advento da internet, seus aspectos na legislação brasileira e sua trajetória na instituição. Em um segundo momento, é considerada a avaliação institucional, suas concepções, histórico no Brasil, legislação atual e, enfim, a autoavaliação e o papel da Comissão Própria de Avaliação (CPA). Enfim, a autoavaliação da Universidade Federal de Goiás, juntamente a sua Cavi/CPA, são estudados no aspecto da educação a distância, buscando compreender sua trajetória, seus mecanismos e processos. O resultado indica que a EaD não está completamente institucionalizada no contexto da universidade, de modo que a autoavaliação realizada não a contempla de maneira integral e formativa, dificultando, também, o processo de diagnóstico e aprimoramento da modalidade na instituição de educação superior.

Submitted by Joana Azevedo (joanad@id.uff.br) on 2017-11-10T14:10:23Z No. of bitstreams: 1 Dissert Patricia Morais Mattar.pdf: 3468132 bytes, checksum: df0bd167f46f819a4711603f5f18f0ba (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2017-11-16T13:51:42Z (GMT) No. of bitstreams: 1 Dissert Patricia Morais Mattar.pdf: 3468132 bytes, checksum: df0bd167f46f819a4711603f5f18f0ba (MD5) / Made available in DSpace on 2017-11-16T13:51:42Z (GMT). No. of bitstreams: 1 Dissert Patricia Morais Mattar.pdf: 3468132 bytes, checksum: df0bd167f46f819a4711603f5f18f0ba (MD5) Previous issue date: 2017-08-28 / As substâncias radioativas têm muitas aplicações benéficas, que vão desde a geração de energia até usos em medicina, indústria e agricultura. Via de regra, elas são produzidas em locais diferentes de onde são utilizadas, precisando ser transportadas. Para que o transporte ocorra da forma segura e eficiente, devem ser atendidas normas nacionais e internacionais. Esta pesquisa objetiva avaliar os processos de análise de segurança do transporte de material radioativo realizados pelo órgão regulador no Brasil, do ponto de vista de sua conformidade com as normas da Agência Internacional de Energia Atômica (AIEA). A metodologia de autoavaliação denominada SARIS, desenvolvida pela AIEA, foi utilizada. As seguintes etapas foram desenvolvidas: avaliação do Diagnóstico e Mapeamento de Processos; respostas ao Conjunto de Questões do SARIS e questões complementares; análise SWOT; entrevistas com stakeholders e avaliação de uma missão TranSAS realizada pela AIEA em 2002. Considerando apenas as questões do SARIS, os processos estão 100% aderentes. O aprofundamento da pesquisa, entretanto, levou à elaboração de vinte e duas propostas de melhoria, além da identificação de nove boas práticas. Os resultados demonstraram que os processos de análise de segurança no transporte de material radioativo estão sendo realizados de forma estruturada, segura e confiável, mas também que há muita oportunidade de melhoria. A formulação de um plano de ação, a partir das propostas apresentadas, pode trazer ao órgão regulador muitos benefícios. Este seria um importante passo para a convocação de uma avaliação externa, proporcionando maior confiabilidade e transparência aos processos do órgão regulador. / Radioactive substances have many beneficial applications, ranging from power generation to uses in medicine, industry and agriculture. As a rule, they are produced in different places from where they are used, needing to be transported. In order for transport to take place safely and efficiently, national and international standards must be complied with. This research aims to assess the safety analysis processes for the transport of radioactive material carried out by the regulatory body in Brazil, from the point of view of their compliance with the International Atomic Energy Agency (IAEA) standards. The self-assessment methodology named SARIS, developed by the AIEA, was used. The following steps were carried out: evaluation of the Diagnosis and Processes Mapping; responses to the SARIS Question Set and complementary questions; SWOT analysis; interviews with stakeholders and evaluation of a TranSAS mission conducted by the IAEA in 2002. Considering only SARIS questions, processes are 100% adherent. The deepening of the research, however, led to the development of twenty-two improvement proposals and the identification of nine good practices. The results showed that the safety analysis processes of the transport of radioactive material are being carried out in a structured, safe and reliable way but also that there is much opportunity for improvement. The formulation of an action plan, based on the presented proposals, can bring to the regulatory body many benefits. This would be an important step towards convening an external evaluation, providing greater reliability and transparency to the regulatory body´s processes.

The Work-related Voice Disorder (WRVD) is defined as any vocal deviation directly associated with professional activity. Studies point to the relationship between some work activities attributed to Community Health Agents (CHA) and the susceptibility to the impairment of vocal well-being, since they deal with the users and other members of the Basic Health Unit. In this perspective, the study aimed to evaluate vocal self - perception and quality of life in the voice of CHA in the urban area of Lagarto. It is a quantitative and cross-sectional study, with a descriptive and analytical approach, performed through the application of self-filling questionnaires with 47 CHA. The majority of participants were female (85.1%), married (a) (46.8%), high school (66%) and working time = 10 years (66%). Voice self-perception and voice-related quality of life assessment were performed using the instruments: Voice Disorder Screening Index (VDSI), Glottic Function Index (GFI) and voice-related quality of life (VR-QOL). For the statistical analysis, the univariate and bivariate techniques and the Spearman test were used. Of the CHA participants, 57.4% reported voice disorders with the VDSI instrument, with the most frequent symptoms being dry throat, hoarseness, throat clearing, dry cough, throat secretion and Tiredness when speaking. Through the GFI questionnaire, 37% of the sample fulfilled the criteria that characterized them with a voice disorder, the most frequently mentioned symptoms being vocal fatigue and voice loss. The VR-QOL scores indicated low voice impact on the quality of life of these professionals. The most evident complaints through the VR-QOL in a higher and lower frequency were "the air ends quickly and I need to breathe many times while I speak", "I do not know how the voice will come out when I start to speak", "I have to repeat what I say to Be understood, "" I have difficulty speaking loudly or being heard in noisy environments, "and" I become anxious or frustrated (because of my voice)." In addition, statistically significant associations were found between dry throat symptoms, voice failure and tiredness when speaking with complaints related to quality of life in the CHA voice (p <0.05). It was concluded that there was a high reference to voice disorders among CHA, but with a low impact on voice quality of life. / O Distúrbio de Voz Relacionado ao Trabalho (DVRT) é definido como qualquer desvio vocal diretamente associado à atividade profissional. Estudos apontam para a relação entre algumas atividades laborais atribuídas aos Agentes Comunitários de Saúde (ACS) e a susceptibilidade ao comprometimento do bem-estar vocal, pois lidam por meio da interlocução com os usuários e demais membros da Unidade Básica de Saúde. Nesta perspectiva, o estudo objetivou avaliar a autopercepção vocal e a qualidade de vida em voz de ACS da zona urbana de Lagarto. Trata-se de um estudo quantitativo e transversal, com abordagem descritiva e analítica, realizado por meio da aplicação de questionários autopreenchíveis com 47 ACS. A maioria dos participantes foi do gênero feminino (85,1%), situação conjugal casado (a) (46,8%), com ensino médio completo (66%) e tempo de trabalho = 10 anos (66%). A autopercepção vocal e avaliação da qualidade de vida relacionada à voz foram realizadas respectivamente por meio dos instrumentos: Índice de Triagem para Distúrbio de Voz (ITDV), Índice de Função Glótica (IFG) e o Questionário de Qualidade de Vida em Voz (QVV). Para a análise estatística foram utilizadas as técnicas univariada e bivariada e o teste de Spearman. Dos ACS participantes, 57,4% relataram distúrbios da voz por meio do instrumento ITDV, sendo os sintomas mais referidos garganta seca, rouquidão, pigarro, tosse seca, secreção na garganta e cansaço ao falar. Através do questionário IFG, 37% da amostra preencheram os critérios que os caracterizam portador de um distúrbio de voz, sendo os sintomas mais referidos fadiga vocal e quebra na voz. Os escores do QVV indicaram baixo impacto da voz sobre a qualidade de vida desses profissionais. As queixas mais evidentes através do QVV em maior e menor frequência foram “o ar acaba rápido e preciso respirar muitas vezes enquanto eu falo”, “não sei como a voz vai sair quando começo a falar”, “tenho que repetir o que falo para ser compreendido”, “tenho dificuldade em falar forte (alto) ou ser ouvido em ambientes ruidosos” e “fico ansioso ou frustrado (por causa da minha voz)”. Foram encontradas associações estatisticamente significativas entre os sintomas garganta seca, falha na voz e cansaço ao falar com queixas relacionadas à qualidade de vida em voz dos ACS (p < 0,05). Concluiu-se que houve representável índice de referência a distúrbios da voz entre os ACS, porém com baixo impacto na sua qualidade de vida em voz. / Lagarto, SE