Made available in DSpace on 2014-06-11T19:32:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-11-16Bitstream added on 2014-06-13T19:03:20Z : No. of bitstreams: 1 santos_lis_dr_sjrp.pdf: 2850581 bytes, checksum: 28c758c809222e4968c6e2dadcdf317c (MD5) / Ao atentar para a expansão da oferta de Língua Estrangeira (neste caso, a Língua Inglesa) para crianças – como ferramenta de inclusão que lhes possibilita ampliar conhecimentos e ter igualdade de oportunidades para interagir na sociedade contemporânea –, este trabalho objetiva descrever e discutir conhecimentos necessários à formação docente para atuar com LI em anos iniciais do Ensino Fundamental em escolas públicas. É um estudo qualitativo de cunho etnográfico, realizado com cinco docentes de LI que lecionam em anos iniciais e são integrantes do Projeto NEPALI (Núcleo de Estudos de Professores de Artes e Língua Inglesa) da rede municipal de ensino de um município mato-grossense. Para desenvolver a investigação, utilizaram-se diferentes instrumentos: questionários, entrevistas, observação participante, logs, análise de documentos, anotações de campo e sessões reflexivas gravadas em vídeo. Tenciona-se descrever como se caracteriza a prática pedagógica do docente de LI em anos iniciais do EF (primeiro e quinto anos), no contexto pesquisado, e como ocorre a interação dos aspectos sócio-contextuais no processo de ensino-aprendizagem. Busca-se, também, saber como docentes com diferentes formações lidam com questões linguísticas, teórico-metodológicas e socioculturais presentes neste processo e o tipo de formação requerida. Para tanto, o arcabouço teórico é constituído por pressupostos voltados à importância da linguagem como ferramenta de uso significativo e à aprendizagem construída no social, em uma perspectiva sociointeracionista (VYGOTSKY, 1991, 1993, 2001), bem como por estudos que discutem as especificidades da criança como aprendiz de línguas, quanto à idade, contexto, estratégias, habilidades, organização da sala e atividades ofertadas. Pressupõe, ainda, o entendimento de uma formação que possibilite uma prática... / While considering the expansion of a foreign language offered to children (in this case, the English Language) – as an inclusion tool which allows them to increase information knowledge and to have equal chances to interact in the contemporary society – this work aims at describing and discussing knowledge required to the teachers’ education to work with the EL (English Language) in the first years of Elementary School in public schools. It is a qualitative study with an ethnographic character (André, 2002), carried out with five EL teachers who teach beginners and are part of NEPALI Project (Arts and English Language Teacher Study Nucleus) of the municipal teaching net in a town in Mato Grosso. In order to develop the investigation, different tools have been used: questionnaires, interviews, participating observation, logs, document analysis, field notes and reflexive sessions recorded in video. We intend to describe how the pedagogical practice of the EL teacher in the first years of elementary school (first and fifth years), in the analyzed context is and how the interaction of socio-contextual aspects in the teaching-learning interaction happen. We also search to know how the teachers with different education deal with linguistic theoretical- methodological and socio-cultural matters present in this process and the kind of required formation. Therefore, the theoretical framework is constituted by presupposed issues pointing at the importance of the language as a significant tool and the learning built in a socio interactive perspective (VYGOTSKY, 1991, 1993, 2001), as well as by studies that discuss children’s specificities as language learners as for age, context, strategies, skills, classroom organization and offered activities. It also implies the understanding of a education that allows a reflexive practice built in a continuum... (Complete abstract click electronic access below)

Orientador: Ana Mariza Benedetti / Banca: Ana Maria Ferreira Barcelos / Banca: Ana Antônia de Assis-Peterson / Banca: Maria Helena Vieira-Abrahão / Banca: Solange Aranha / Resumo: Ao atentar para a expansão da oferta de Língua Estrangeira (neste caso, a Língua Inglesa) para crianças - como ferramenta de inclusão que lhes possibilita ampliar conhecimentos e ter igualdade de oportunidades para interagir na sociedade contemporânea -, este trabalho objetiva descrever e discutir conhecimentos necessários à formação docente para atuar com LI em anos iniciais do Ensino Fundamental em escolas públicas. É um estudo qualitativo de cunho etnográfico, realizado com cinco docentes de LI que lecionam em anos iniciais e são integrantes do Projeto NEPALI (Núcleo de Estudos de Professores de Artes e Língua Inglesa) da rede municipal de ensino de um município mato-grossense. Para desenvolver a investigação, utilizaram-se diferentes instrumentos: questionários, entrevistas, observação participante, logs, análise de documentos, anotações de campo e sessões reflexivas gravadas em vídeo. Tenciona-se descrever como se caracteriza a prática pedagógica do docente de LI em anos iniciais do EF (primeiro e quinto anos), no contexto pesquisado, e como ocorre a interação dos aspectos sócio-contextuais no processo de ensino-aprendizagem. Busca-se, também, saber como docentes com diferentes formações lidam com questões linguísticas, teórico-metodológicas e socioculturais presentes neste processo e o tipo de formação requerida. Para tanto, o arcabouço teórico é constituído por pressupostos voltados à importância da linguagem como ferramenta de uso significativo e à aprendizagem construída no social, em uma perspectiva sociointeracionista (VYGOTSKY, 1991, 1993, 2001), bem como por estudos que discutem as especificidades da criança como aprendiz de línguas, quanto à idade, contexto, estratégias, habilidades, organização da sala e atividades ofertadas. Pressupõe, ainda, o entendimento de uma formação que possibilite uma prática... (Resumo completo clicar acesso eletrônico abaixo) / Abstract: While considering the expansion of a foreign language offered to children (in this case, the English Language) - as an inclusion tool which allows them to increase information knowledge and to have equal chances to interact in the contemporary society - this work aims at describing and discussing knowledge required to the teachers' education to work with the EL (English Language) in the first years of Elementary School in public schools. It is a qualitative study with an ethnographic character (André, 2002), carried out with five EL teachers who teach beginners and are part of NEPALI Project (Arts and English Language Teacher Study Nucleus) of the municipal teaching net in a town in Mato Grosso. In order to develop the investigation, different tools have been used: questionnaires, interviews, participating observation, logs, document analysis, field notes and reflexive sessions recorded in video. We intend to describe how the pedagogical practice of the EL teacher in the first years of elementary school (first and fifth years), in the analyzed context is and how the interaction of socio-contextual aspects in the teaching-learning interaction happen. We also search to know how the teachers with different education deal with linguistic theoretical- methodological and socio-cultural matters present in this process and the kind of required formation. Therefore, the theoretical framework is constituted by presupposed issues pointing at the importance of the language as a significant tool and the learning built in a socio interactive perspective (VYGOTSKY, 1991, 1993, 2001), as well as by studies that discuss children's specificities as language learners as for age, context, strategies, skills, classroom organization and offered activities. It also implies the understanding of a education that allows a reflexive practice built in a continuum... (Complete abstract click electronic access below) / Doutor

Diss. Stockholm : Stockholms universitet, 2004.

Management of hypertension and its complications requires health care providers to understand the reason for developing the disease. Complications of hypertension (HTN) are more prevalent when patient interventions are not consistently performed by staff. A gap in staff knowledge regarding the management of patients with HTN was noted at an outpatient clinic in the southwestern United States. A staff education project based on the Eighth Joint National Committee (JNC-8) guidelines for HTN management was developed to address the gap in knowledge. This DNP project sought to understand the impact of an evidence-based staff education program in improving the knowledge of nursing staff on HTN management. The health belief model and social cognitive theory guided the project. Three expert panelists evaluated the education program content and agreed that the content was relevant to clinical practice and would improve staff knowledge regarding management of HTN. Eight nurses participated in the education program, first completing a pretest questionnaire followed by educational program content in digital format. Participants reviewed the program for 1 week followed by a PowerPoint presentation at a staff meeting. Posttest questionnaires were completed by 7 participants using a 5-point Likert scale ranging from completely unaware to completely aware. Posttest results indicated that nursing staff knowledge increased to completely aware (100%) of the JNC-8 guidelines for HTN management compared with completely unaware before the program. The project emphasizes the potential for positive social change when translating evidence to practice through staff education to improve patient management and outcomes for the treatment of HTN.

The increased prevalence of cognitive deterioration has increased the challenges of caring for older adults. This study's project site offers a psychiatric program for older adults with customized care for complex geriatric mental health patients. Clinical assessment and care management are often overlooked in geriatric mental health patients diagnosed with behavioral and psychological symptoms of dementia (BPSD). The purpose of this project was to deliver an education program developed from the Staff Training in Assisted Living Residences-Veterans Administration, P.I.E.C.E.S model and the Castle framework to 42 nursing and allied health staff of the project site. The project question explored whether an education program on care of patients with BPSD increased staff members' perceived knowledge and competence in providing care to these patients. This education program focused on comprehensive assessment, individualized care planning, and individualized nonpharmacological interventions to manage older adults with dementia. Descriptive statistics were used to analyze performance outcomes data before and after staff education. In addition, care plans of patients were reviewed. Results included a 100% increase in recognition of core concepts of the education program; a 48% to 86% increase in staff willingness to use interdisciplinary care plans; and a 6.6% to 95% increase in documentation of key interventions in care plans for 6 behaviors of dementia. The results of this project might bring about social change by improving the skills and competence of nursing staff in managing the patients with dementia, thus positively impacting the quality of life of patients with BPSD by benefiting from nonpharmacological interventions.

Adolescent obesity is a growing health concern in the United States due to its increasing prevalence and comorbidities that can reduce longevity and increase morbidity. Advanced practice nurses (APNs) providing care in school-based health centers (SBHC) located in marginalized communities are uniquely positioned to work with adolescent students challenged with obesity. The management of adolescent obesity requires advanced skills and knowledge to promote healthy lifestyles, prevent obesity, and to directly address the many factors that contribute to the condition. The purpose of this project was to develop an education program for APNs to prepare them to work with students in prevention and control of adolescent obesity in the SBHC. The Shuler nurse practitioner practice model provided the framework to guide the project. A literature search yielded evidence-based care guidelines for adolescent obesity that were used to develop the education program. The program was provided to a panel of 5 clinical experts made up of 2 APNs and 3 pediatricians who work with adolescents who are obese. The panel evaluated the program using a 5-item, Likert-style questionnaire covering the 5 objectives of the program. Results ranged from a mean score of 3.4 to 4.0, indicating that the expert panel agreed or strongly agreed that the program met the objectives. This education program was provided to the SBHC administration and will be implemented in the next school term. The project may promote positive social change through increased APN knowledge of clinical practice guidelines for managing adolescent obesity and through improved adolescent health.

The master thesis deals with the issue of job satisfaction. The main aim of this thesis is to analyze the state of job satisfaction among employees of the selected organization Stredni a Materska skola. For this purpose the theoretical background is first elaborated; the basic concepts of work motivation and job satisfaction are defined and the specific features of education are described. This section is followed by methodological part, where the procedures and selected methods for the elaboration of the given project are described. The final part is a practical part where the specific institution in which the survey was conducted is introduced. After that, the results from the questionnaire survey and the individual interview with the school principal are evaluated. On the basis of the identified facts, improving proposals are finally mentioned to increase work satisfaction and optimize working conditions.