Introdução: As maiores causas mundiais de cegueira são preveníveis ou tratáveis. Mais de metade dos casos são devido a catarata ou erros de refração não corrigidos. Passo fundamental para a identificação precoce destas alterações, a triagem de acuidade visual pode ser feita por trabalhadores da saúde e educação habilitados para tal. A capacitação destas pessoas peca pela ausência de profissionais habilitados e disponíveis em número suficiente para esta tarefa. A possibilidade de aplicação de método eficaz de capacitação à distância por telemedicina pode ajudar o Brasil a alcançar as metas da OMS para o ano 2020. Métodos: Elaborou-se uma estratégia de educação à distância para trabalhadores de Equipes de Saúde da Família (ESF), por telemedicina, para o desenvolvimento de habilidade prática em área específica da saúde, aqui aplicada em oftalmologia. Aplicou-se a metodologia desenvolvida para a criação de um Instrumento Interativo de Capacitação em Triagem de Acuidade Visual (IICTAV). Baseado em objetos de aprendizagem sistematizados (em iconografia 3D e vídeos contextualizados) criados especificamente para este fim, associados a um simulador de casos, o IICTAV foi aplicado a trabalhadores da saúde de ESFs de todo o Brasil. Elaborou-se questionários para a avaliação da retenção de ganho de informação e da transformação desta informação em conhecimento, com aplicabilidade prática na correta triagem visual de pacientes. Resultados: Foram criados sete objetos de aprendizagem (OA), que podem ser utilizados isolados ou em conjunto. Associados a três simuladores de casos, os OAs foram aplicados em três cursos distintos, a 511 trabalhadores da ESFs, a maioria agentes comunitários de saúde, com 94,8% de acertos na avaliação conduzida. Conclusão: O IICTAV mostrou-se eficaz em habilitar os trabalhadores da saúde a ele expostos na técnica de avaliação da acuidade visual. A metodologia aplicada pode ser difundida por telemedicina para todo o Brasil, ampliando seu escopo para o desenvolvimento de outras habilidades práticas / Introduction: Most prevalent global causes of blindness are either preventable or treatable. More than fifty percent of blindness is due to cataract or unmet correction of refractive errors. Visual acuity screening is a major first step on the early detection of these conditions and may be performed by skilled health workers and teachers. Proper training of these workers lacks human resources both in quantity and availability. Being able to effectively teach health workers the skills to perform visual screening tests using telemedicine and distance education might help Brazil comply with WHO goals for 2020. Methods: A distance education strategy was planned for primary care health workers from Brazilian Family Health Teams to develop specific technical skills in health care. It was first applied to ophthalmology. The strategy was used to create an Interactive Visual Acuity Screening Skill Development Course (IVASSDC). The course was based on standardized learning objects (3D iconography and contextualization videos) who were specially designed and created as well as on a case simulator. The IVASSDC was applied to primary care health workers from all over Brazil. Questionnaires were created to address information retention and its development into knowledge that could allow an adequate visual acuity screening. Results: Seven learning objects and three case simulators were created to be used as a set or isolated. The set of educational tools was applied to 511 health workers from Brazilian Family Health Teams, most of them undergraduate community health agents. It proved effective in 94,8% of the evaluated participants. Conclusion: The Interactive Visual Acuity Screening Skill Development Course proved to be effective on the development of a specific skill in health workers from Brazil. The method can be spread through telemedicine to the whole country and can be applied to the development of other health techniques skills

Made available in DSpace on 2016-04-29T14:23:11Z (GMT). No. of bitstreams: 1 Marli Teresa Jordan Santander.pdf: 734637 bytes, checksum: f0ea705ec6e939919f7e046311a5ef58 (MD5) Previous issue date: 2012-05-03 / Today we have corporate training that priority is develop competence necessary to performance of each function. Since the beginnings, games are used for many purposes and also today it can be used with that purpose. So, the objective of this research is check out if the insertion of games in on-line training can stimulate the players to realize the skills included in the game and enable a move to daily practice. Initially, the work bring a brief historical about School and Corporate Education, so as to demonstrate the evolution to a continuous education along the life in this two sectors. Last, share experience of a group of people in an on-line game to make collection of information. The development of this work was founded in a search of qualitative character with case study, because realization happened inside of on-line universe, with a group of people going through the experience in the game "Indiana Jones". An analysis and compilation of information gave possibility of conclude that the players are able to perceive competence that exist in the games when stimulated by directed questions / Hoje contamos com treinamentos corporativos que primam por desenvolver competências necessárias para o exercício de cada função. Os jogos são utilizados desde os primórdios para diversas finalidades e hoje também podem ser utilizados com esse propósito. Assim, o objetivo dessa pesquisa é verificar se a inserção de games em treinamentos on-line pode estimular os jogadores a perceber as competências inclusas no jogo e possibilitar uma possível transferência para a prática diária. Inicialmente, o trabalho traz um breve histórico sobre a Educação Escolar e Corporativa, a fim de demonstrar a evolução para uma educação contínua ao longo da vida nesses dois setores. Por fim, compartilha a vivência de um grupo de pessoas em um jogo on-line para fazer as devidas coletas de informações.O desenvolvimento deste trabalho foi baseado na investigação de cunho qualitativo com estudo de caso, isso porque a realização ocorreu dentro de um universo online, com um grupo de pessoas vivenciando uma experiência no jogo Indiana Jones . A análise e compilação dos dados possibilitou concluir que os jogadores são capazes de perceber competências presentes nos jogos quando estimulados por perguntas direcionadas

Initial teacher education is an area of weakness within the Chilean education system. Yet it is highlighted as a crucial aspect of educational success. Success in educational improvement depends mainly on the teachers (because they enact a reform by putting it into practice), and teacher thinking is likely to influence teacher decision-making. How teacher conceptions and practice change, and how to facilitate this change, was the focus of this study. It explored to what extent peer assessment could facilitate change in pre-service science teachers’ conceptions and practices regarding conceptual explanations in science teaching.In a quasi-experimental design, a ten-session peer assessment intervention was carried out with thirty seven pre-service science teachers in three Chilean universities, each with an experimental and control group. The intervention sought to develop changes in teachers’ conceptions about the quality of explanations and in their skill of explaining scientific concepts. Teachers' thoughts were obtained through a peer assessment questionnaire, feedback sessions, focus groups and interviews. The quality of their explanations was measured at pre, post and follow-up in their eventual first job via video-recorded microteaching episodes using observational analysis. Inter-rater reliability was calculated on 5% of all qualitative data and all the videos were rated by two researchers in a blind process. Qualitative analysis indicated how teachers transformed their conceptions about the quality of explanations from general pedagogical knowledge into pedagogical content knowledge. A quantitative instrument was created to evaluate student teachers’ explanations in practice. Its reliability enables the assessment the skill of explaining based on ten elements (Cronbach’s alpha=.77). Results showed pre-service teachers significantly improved their explanations of scientific concepts in some practical aspects, although not all of them were transferred into real teaching contexts. The changes in student teachers’ conceptions and practice were analysed to indicate how the process occurred, to what extent peer assessment had a role on it, and which elements facilitated or made difficult the transference of the skill of explaining into real teaching. These results indicated that peer assessment can play a noteworthy role in teacher education to develop skills. There are implications for policy and practice in this study, not only for teacher education but also for in-service teacher professional development, not only for Chile but also for other countries.

The purpose of this study was to evaluate the BASICS program. The program, Building and Applying Strategies for Initial Cognitive Skills, was developed by the Institute for Staff Development of Miami, Florida, for educating teachers, paraprofessionals, and parents in techniques considered essential in helping pre-school, primary grade, and special education children develop initial cognitive skills. The study was undertaken to determine the effects of the program on the self-concept, experimental beliefs, dogmatism, and pupil control ideology of in-service elementary school teachers who participated in it as an elective graduate level course. The design of the study was the non-equivalent control group design. Twelve subjects who volunteered to participate in the program formed the experimental group. Twelve other subjects were randomly selected from a graduate-level class in elementary school curriculum development to form the control group. The instructor who was in charge of the BASICS program taught the class from which the control subjects were selected. The study was conducted during the first six-week summer term of 1975 at North Texas State University. The two groups were administered pre and post the Tennessee Self Concept Scale, the Personal Beliefs Inventory (PBI), the Teacher Practices Inventory (TPI), the Dogmatism Scale Form E, and the Pupil Control Ideology (PCI) Form. The pre- and post-test data obtained were analyzed using the Mann-Whitney U as a one-tailed test.

O fluxo escolar brasileiro representa um problema crônico para o caso do Ensino Médio do país. A literatura mostra que o retorno do investimento escolar é atrativo no país, tanto por apresentar uma taxa média alta, como pelo fato de que o adicional de salário devido aos níveis educacionais mais altos são maiores do que nos estágios iniciais da educação, i.e., o retorno educacional brasileiro aparenta ser crescente e convexo, diferente do que se apresenta na literatura internacional. A explicação usual para a evasão se dá através das restrições orçamentárias e de crédito enfrentadas pelas famílias que, sendo restritas no acesso ao crédito, poderia fazer com que o jovem saísse da escola precocemente, mesmo que o aluno esperasse um salário futuro maior. Somado a este retorno atrativo da educação, o país expandiu abruptamente os gastos educacionais. Porém, apesar da expansão, a escolaridade e as medidas de fluxo no país não reagiram proporcionalmente, despertando, assim, a atenção da literatura para explicação desse puzzle. A despeito destes fatos, a literatura internacional avançou no sentido de mostrar dois fatos que auxiliam na investigação dessa questão: em primeiro lugar, o retorno da educação pode variar entre indivíduos, ainda que a média seja alta. Por exemplo, indivíduos com maior aptidão podem ser os que se beneficiam mais de uma escolaridade maior, explicando o motivo de alguns abandonarem a escola. Em segundo lugar, a literatura avançou em mostrar que um fator importante na previsão de resultados escolares são habilidades não-cognitivas, como as habilidades socioemocionais. Portanto, este presente trabalho buscou explorar uma coleta de dados realizada em Sertãozinho - SP, em 2008, 2012 e 2017, em que estão disponíveis dados socioemocionais dos estudantes, além de dados demográficos e cognitivos, de estudantes que estavam no segundo ano do Ensino Fundamental em 2008, e em 2017 idealmente estariam no Ensino Médio, possibilitando investigar se existe uma associação entre características socioemocionais e o fluxo escolar. Os resultados indicam que tais fatores têm poder preditivo relevante na explicação do fluxo escolar brasileiro, medidos pela probabilidade de os indivíduos permanecerem estudando e pela probabilidade de se atingir o Ensino Médio em 2017, sendo que a Conscienciosidade e a Amabilidade do estudante aumentam a chance do aluno persistir estudando, enquanto que a Extroversão reduz essa probabilidade, em linha com algumas evidências da literatura. Os resultados trazem como contribuição uma evidência empírica inicial acerca da associação entre habilidades não-cognitivas e o fluxo escolar brasileiro. / The Brazilian school flow represents a chronic problem for the country\'s high school case. The literature shows that the return on school investment is attractive in the country, both for having a high average rate, and for the fact that the additional salary due to higher education levels is higher than in the early stages of education, ie, The Brazilian educational return appears to be growing and convex, different from what is presented in the international literature. The usual explanation for avoidance is through budget and credit constraints faced by families who, being restricted in access to credit, could cause the young person to leave school early, even if the student expects a larger future salary. Added to this attractive return of education, the country abruptly expanded educational spending. However, despite the expansion, the schooling and flow measures in the country did not react proportionally, thus awakening the attention of the literature to explain this textit puzzle. In spite of these facts, the international literature has advanced to show two facts that help in the investigation of this question: firstly, the return of education can vary among individuals, even if the average is high. For example, individuals with higher aptitude may be those who benefit most from higher schooling, explaining why some drop out of school. Second, the literature has advanced in showing that an important factor in predicting school outcomes are non-cognitive skills, such as social-emotional skills. Therefore, this study aimed to explore a data collection held in Sertãozinho - SP, in 2008, 2012 and 2017, in which are available socioemotional data of the students, as well as demographic and cognitive data, of students who were in the second year of Elementary Education in 2008, and by 2017 would ideally be in High School, making it possible to investigate if there is an association between socioemotional characteristics and the school flow. The results indicate that such factors have a relevant predictive power in the explanation of the Brazilian school flow, measured by the probability of individuals remaining studying and by the probability of reaching high school in 2017, and the student\'s Conscientiousness and Kindness increase the chance of while the Extroversion reduces this probability, in line with some evidence in the literature. The results contribute as an initial empirical evidence about the association between non-cognitive abilities and the Brazilian school flow.

The purpose of this study was to investigate if and how comparative skill levels within marital leisure activities relate to marital satisfaction, and if gender or activity type affects that relationship, and if Flow theory could help explain a potential correlation of these leisure activity contexts. Specifically, this study examined three different comparative skill differences and similarities of couples engaging in leisure activities in three different types of leisure activities as factors in marital leisure satisfaction and ultimately Satisfaction With Married Life (SWML). Their gender and the skill-gender interactions were also included in the analysis. This study followed up on Johnson et al.'s (2006) recommendation for “œmore consideration . . . to be given to the context of the activities themselves and the motivation behind participation” (p. 20). The sample consisted of 657 participating couples regionally reflecting the population and ethnicity across the United States. The Modified Marital Activity Profile (MMAP) was used to measure marital leisure satisfaction. The Satisfaction with Married Life (SWML) scale was included after the MMAP to obtain the overall satisfaction with married life score. The flow experience was measured using items from the Flow State Scale (FSS). A mixed models analysis of co-variance indicated the most common joint leisure activity of both spouses at a similar skill level, and husband is noticeably better than wife, reported significantly higher SWML scores than when the wife is noticeably better than the husband most often. Also, couples who are satisfied with their leisure participation in worse than spouse activities have significantly high SWML scores. Analysis further showed three of the four significant Flow variables had high SWML scores when experiencing Flow, whereas non-athletic activities appeared to be opposite of the other three Flow variables. These relationships were significant even when accounting for the variance explained by demographic variables of gender, age, years married, marriage history, education obtained, ethnicity, and location. Findings support existing family leisure research. This study, however, goes beyond existing research by indicating which comparative skill levels, by gender, and activity types, are positively correlated to SWML. The findings provide implications to couples who are interested in maintaining a healthy marriage, to those considering marriage, scholars, and professionals.

El proyecto WIN-KID, presenta un producto que ofrece ayudar a desarrollar las habilidades, a estimular la creatividad y el pensamiento científico para el usuario final, que son los niños. Además, resulta una manera diferente de aprender cursos de ciencias, ya que se trata de nuevas herramientas didácticas para innovar la enseña de ellos. Asimismo, se contará con una gran variedad de modelos diferentes, en un principio presentaremos los modelos de la Avioneta, la Locomotora y las Flores, posteriormente planeamos la ampliación de nuestra línea de producto. Se tiene como objetivo la creación de una serie de valores para el segmento al que estamos dirigidos, ya que los productos satisfacen las necesidades de nuestros clientes que son las familias con hijos que se encuentren en un rango de edad de 7 a 14 años que viven actualmente en la ciudad de Lima Metropolitana. Asimismo, los juguetes WIN-KID brindan ciertas soluciones para poder aliviar la mayoría de las preocupaciones como la escasa variedad de juguetes didácticos, que los videojuegos invadan a los niños, juguetes tóxicos, el cuidado del medio ambiente, entre otros. Es por ello, que se presenta al mercado una serie de juguetes didácticos funcionales hecho a base de cartón, los cuales tendrán sonidos y movimientos, y por el mismo hecho de ser armables, vendrá incorporado con un manual de instrucciones claras logrando que los niños despierten su imaginación. / The WIN-KID project presents a product that offers help to develop skills, to stimulate creativity and scientific thinking for the end user, which are children. In addition, it is a different way to learn science courses, since it is new teaching tools to innovate their teaching. Also, there will be a great variety of different models, initially we will present the models of the Light aircraft, the Locomotive and the Flowers, later we plan the expansion of our product line. The objective is to create a series of values for the segment to which we are directed, since the products meet the needs of our customers who are families with children who are in an age range of 7 to 14 years living currently in the city of Lima Metropolitana. Also, WIN-KID toys provide certain solutions to alleviate most concerns such as the limited variety of educational toys, video games invade children, toxic toys, care for the environment, among others. It is for this reason that a series of functional didactic toys made of cardboard are presented to the market, which will have sounds and movements, and for the same reason that they can be assembled, they will be incorporated with a clear instructions manual, making the children wake up your imagination. / Trabajo de investigación

The accuracy and quality of river forecasts are dependent on the nature of each flood. Less extreme , more common, floods may afford deviations between the predicted forecast and observed stage because the locals may be prepared, based on past experience to deal with the less extreme flood events. For less frequent, high flow events the flood forecasts and advanced warning time are more critical, because the locals need time to develop emergency response plans. The National Weather Service River Forecast Centers (NWS RFC) develop the river forecasts and provide them to the National Weather Service Weather Forecast Office (NWS WFO) for dissemination. During flood events the RFC's are tasked with processing the observed data and running, reviewing and modifying the forecast models to provide reasonable river forecasts based on observed conditions and the forecasters' experience. This thesis will discuss the personal experiences of the author, analyze the components of the National Weather Service river forecasting process, analyze June 2008 river and precipitation forecasts for several eastern Iowa watersheds, and discuss the results of the analysis as well as provide support to current calls to action to support forecast verification through the hindcasting process.

Training is associated with specific neural adaptations. Skill training has been associated with increases in corticospinal tract excitability, leading to long term adaptations within motor cortex. Neural adaptations associated with strength training are less well established. It is not known how they are affected by volume, intensity, rate of muscle activation, or rest period. We evaluated the acute neural adaptations to a single session of strength training with the goal of evaluating the influence of rate of muscle activation on neural adaptations at the cortical and spinal levels. Thirty subjects participated in a single session of maximal, isometric knee extensions with the right leg. The training consisted of 4 sets of 5 contractions, with sets separated by approximately 5 minutes. Subjects were randomized into a high rate of muscle-activation group (Ballistic), a low rate of muscle-activation group (Ramp), and a Control group that did all testing but no training. Cortical spinal tract excitability was assessed using transcranial magnetic stimulation, spinal excitability was assessed using peripheral nerve stimulation, and inhibition of motor cortex was assessed using short-interval intracortical inhibition. In addition, we measured changes in motor performance. These same measures were assessed 24 hours later. Results showed that an acute strength training session is associated with a depression in resting cortical spinal tract excitability, but no change in active excitability. This change was immediate, taking place after just 2 contractions. Training was also associated with an increase in the excitability of the monosynaptic reflex circuit within the spinal cord during muscle activation, but not at rest. After 24 hours, cortical motor tract excitability had returned to normal, but intracortical inhibition was decreased from the original measure. Subjects from all groups increased maximum rate of torque development from Day 1 to Day 2. These results indicate that strength-training is associated with neural adaptations, though the adaptations were different than those for skill training. Understanding these adaptations will allow coaches and clinicians to better design programs to optimize the strength potential of the nervous system along with that of the muscles.

Young adults with disabilities face barriers that affect their financial capability and financial inclusion in the marketplace. Barriers include a lack of autonomy, skills, and opportunities. This mixed method strengths and needs assessment aimed to explain and explore the financial skills and goals of young adults with disabilities. A standardized scale captured young adults with disabilities financial skills, photovoice participatory action research documented their valued financial skills and goals, and semi-structured interviews notated parents financial aspirations and goals for their daughters and sons. The mixed methods analysis suggested young adults with disabilities underlying financial skills fell 25 percent below the average score among U.S. adults; valued financial skills and goals included their hobbies, talents, and continued education to pursue a livelihood; and parents aspired that their daughter or son acquired meaningful employment, independence to include financial independence, and money management skills.