Acompanha: Caderno pedagógico: aplicação da oficina: conhecendo a geometria fractal. / A presente dissertação trata do ensino de Geometria proposto nas Diretrizes Curriculares Estaduais de Matemática do Paraná. Neste documento a orientação é que, paralelamente, ao ensino dos conceitos de geometria euclidiana também sejam contemplados tópicos de Geometria Fractal. O objetivo da investigação foi propor diferentes atividades de ensino, que permitam aos alunos perceberem a existência e as características básicas da Geometria Fractal. Do ponto de vista metodológico, o estudo inseriu-se numa pesquisa qualitativa, baseado num estudo, envolvendo alunos da 1ª série do Ensino Médio de um colégio público estadual da cidade de Ponta Grossa (PR). A pesquisa orientou-se pela seguinte questão: Como introduzir os conceitos básicos de Geometria Fractal no Ensino Médio, por meio de diferentes atividades? Os dados foram recolhidos a partir da aplicação de uma oficina, envolvendo esta geometria. A investigação evidenciou a defasagem dos alunos que iniciam o Ensino Médio, em relação à compreensão dos conceitos geométricos básicos e também que é possível o professor abordar outras geometrias integradas ao ensino desde que busque atividades diferenciadas que possibilite aos alunos uma participação ativa no processo ensino e aprendizagem. / The present investigation deals with the teaching of geometry proposed by the Curriculum Guidelines for Mathematics State of Parana. In this guidance document that is parallel to teaching the concepts of Euclidean geometry are also covered topics Fractal Geometry. The aim of the research was to propose different teaching activities that allow students to realize the existence and basic characteristics of fractal geometry and also present an educational booklet to help teachers in tackling this issue. From the methodological point of view the study was part of a qualitative study, based on a study involving students from one grade of high school to a state public school of Ponta Grossa in Parana state. The research was guided by the following question: The use of diversified activities that can contribute to high school students understand the basic concepts of fractal geometry? Data were collected from the application of a workshop involving this geometry. The investigation showed the gap of pupils starting secondary school in relation to the basic understanding of geometric concepts and that the teacher can address other geometries integrated education from the different activities that seeks to enable students to participate actively in the learning process.

Anhöriga hamnar ofta i bakgrunden av närståendes sjukdomar. Syftet med studien var att undersöka hur anhöriga upplever emotionellt stöd, skuld samt hantering av att leva nära någon som överlevt en potentiellt livshotande fysisk sjukdom. Den hermeneutiskt upplagda studien baserades på semistrukturerade intervjuer. Åtta kvinnliga deltagare med differentierad sysselsättning och ålder kunde återfinnas genom snöbollsurval samt sociala medier. Analysen utfördes genom en meningskoncentrering, där fyra teman kunde återfinnas: de fanns där för mig, självanklagelser för känslor och tankar, lärdomar om det sårbara livet, samt att sysselsätta sig eller fly undan. Studien visade att det emotionella stödet upplevdes som konstant, skuld yttrades i form av tankar och känslor, deltagarna rapporterade nya lärdomar samt hanteringsprocessen var övergripande lik hos deltagarna. Studien kan ligga till grund för fördjupning inom området att vara anhörig. Dels för att främja förståelse men också för att låta anhöriga kliva ur skuggan och göra sin röst hörd.

Orientador: Eliana Goldfarb Cyrino / Banca: Ana Cecília Silveira Lins Sucupira / Banca: Márcia Cristina Argenti Perez / Resumo: O presente estudo tem por objetivo identificar a percepção de profissionais da Estratégia de Saúde da Família (ESF) sobre a atenção à saúde da criança em idade escolar no trabalho realizado por equipes da Saúde da Família. Trata-se de uma pesquisa qualitativa, de abordagem interpretativa na qual foram entrevistados integrantes de duas Equipes da Saúde da Família de Botucatu, Município do interior de São Paulo com implantação da ESF em 2003. Como procedimentos para a coleta de dados, utilizou-se uma entrevista semiestruturada com questões abertas sobre a percepção do processo de escolarização e seus determinantes, o trabalho com a demanda e as necessidades de escolares na ESF e a interação entre saúde e escola. As entrevistas foram gravadas e tiveram duração, em média, de 40 minutos. Após a transcrição das entrevistas, foi feita escolha de trechos significativos e análise geral das mesmas articulando-as também e com o referencial teórico. As seguintes categorias foram identificadas: O cuidado ao escolar: família, escolarização e suas necessidades; o discurso da ação multiprofissional e intersetorial: a prática desarticulada no cuidado ao escolar; o lugar da escola no ensino sobre saúde; a prática do atendimento a escolares e o trabalho com grupos de educação em saúde nas unidades: a percepção da precariedade do cuidado ao escolar; o planejamento das práticas nas USF nas ações desenvolvidas aos escolares, o outro lado da moeda: o olhar valorizado ao escolar e ações que o entende como ser transformador da sociedade; a formação do profissional de saúde sobre a saúde escolar e as reflexões despertadas com a pesquisa. Os resultados permitem identificar que os profissionais de saúde tem conceitos sobre o adequado cuidado à atenção a saúde do escolar, porém a prática identificada mostra-se bastante limitada, quando não nula... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study aims to identify the perception of professionals of the Family Health Strategy (FHS) towards the school-age child health care in the study conducted by Family Health teams. This is a qualitative research with an interpretative approach in which it was interviewed members of two Family Health Teams from a midsized city of São Paulo with the deployment of the ESF in 2003. As procedures for data collection it was used a semi-structured interview with open questions on the perception of the educational process and its determinants and worked with the demands and needs of students in the FHS and the interaction between health and schooling. The interviews were taped and lasted on average 40 minutes. After transcribing and analyzing some significant portions of the interview they were linked to the theoretical concepts. The following categories were identified: the school-age child care : family, schooling and needs, the discourse of multidisciplinary and intersectoral action: a disjointed practice in the care of school, the role of the school in teaching about health care, the attendance to school-age children and the work with groups of health education teams in the units: the perception of precariousness of health care towards the school-age child, planning practices at USF in the actions undertaken at school, the other side of the coin: the valued look towards the school-age child and actions which understand this child as a transformative being of society, formative of health professionals on school health and reflections sparked by the research. The results suggest that health professionals have concepts about the appropriate care towards school-age health care , but the practice identified appears to be quite limited if not nil, whether in the individual care, or in the collective action. A difference was noticed between the perception of community health agents... (Complete abstract click electronic access below) / Mestre

In this era of global mobility, it is increasingly common for individuals to travel beyond their home contexts to live and work. However, adjusting to life and work in an unfamiliar cultural setting can pose challenges due to the differing cultural values, norms and expectations which one might encounter. This thesis focuses on the UAE where, because of the relatively small numbers of UAE nationals, the demographic profile is characterized by the numerical dominance of foreign nationals at almost every occupational level. However, the shaping forces of the indigenous culture remain at the forefront of virtually every aspect of life in that country exerting a strong influence on working practices and expectations. This thesis investigates the experiences of a small group of expatriates recruited to leadership positions in the UAE tertiary sector, specifically it focuses on what challenges they experience in their work in that context and what coping strategies they may employ to help them navigate their new environment. This research was carried out in two tertiary institutions and data were gathered through interviews with seven expatriates new to the context; the views of two Emirati colleagues also contributed to this study. The findings of the study reveal that while tertiary educational institutions in the UAE appear to share structural similarities with western counterparts, local interpretations of organizational roles, structures and processes combine to create organizational cultures unique to that context. The resulting mismatch of expectations between western recruits and their Emirati hosts can sometimes be a source of tensions and misunderstandings. The study additionally found that participants who were able to draw upon attitudes and behaviours associated with the ongoing development of intercultural competence were better equipped to cope with the challenges they encountered in ways which were more beneficial to them in terms of their individual well-being and peace of mind, as well as to their employing institutions. The findings of this study have implications for the way UAE human resources departments organize and conduct not only the recruitment of senior expatriate staff, but also the ongoing orientation and professional support that is offered to them.

In several countries, the contributions of Non-Government Organizations (NGOs) in promoting the livelihood of the communities can clearly be identified. As a matter of fact, international development agencies increase their trust to NGOs in running development projects because they have proven capable of running these projects at a lower cost while reaching the huge number of poor communities. However, several factors have influenced the development of NGOs had little participation, contribution, and impact in undertaking the more structurally-entrenched causes and indicators of poverty. In addition, in most of the countries in Africa, local NGOs are weak with regards to the implementation of development projects. Consequently, there are ongoing questions towards these challenges faced by NGOs, especially at the local level. Most of the research focus on the external factors such as corruption, political instability, climatic unreliability, inadequate resources as the main reasons for less performance of the projects. Additionally, other researchers pinpoint the issue of upward accountability from sponsors and donors, but still they do not tell us the full story, therefore, realizing the gap of internal factors that have been overlooked by many researchers in the successful implementation of projects in Africa. This research seeks to explore the concept of leadership within local NGOs that conduct Economic Empowerment Projects, in East Africa. Through the qualitative study, our research findings would be analyzed to provide an insight to management team on how managerial and entrepreneurial thinking may influence the performance of the community development projects. In this study, the capacity development model will be identified and proposed as a guideline for organizational leaders in the capacity building interventions. This would support development practitioners of NGO sector in tackling the ongoing practical challenges in developing countries. In several countries, the contributions of Non-government Organizations (NGOs) in promoting the livelihood of the communities can clearly be identified. As a matter of fact, international development agencies increase their trust to NGOs in running development projects because they have proven capable of running these projects at a lower cost while reaching the huge number of poor communities. However, several factors have influenced the development of NGOs had little participation, contribution, and impact in undertaking the more structurally-entrenched causes and indicators of poverty. In addition, in most of the countries in Africa, local NGOs are weak with regards to the implementation of development projects. Consequently, there are ongoing questions towards these challenges faced by NGOs, especially at the local level. Most of the research focus on the external factors such as corruption, political instability, climatic unreliability, inadequate resources as the main reasons for less performance of the projects. Additionally, other researchers pinpoint the issue of upward accountability from sponsors and donors, but still they do not tell us the full story, therefore, realizing the gap of internal factors that have been overlooked by many researchers in the successful implementation of projects in Africa. This research seeks to explore the concept of leadership within local NGOs that conduct Economic Empowerment Projects, in East Africa. Through the qualitative study, our research findings would be analyzed to provide an insight to management team on how managerial and entrepreneurial thinking may influence the performance of the community development projects. In this study, the capacity development model will be identified and proposed as a guideline for organizational leaders in the capacity building interventions. This would support development practitioners of NGO sector in tackling the ongoing practical challenges in developing countries.

Research has shown that language anxiety often hampers performance in spoken communication. However, research has also shown that students experiencing anxiety are helped significantly when teachers adopt cooperative and/or collaborative teaching strategies, two different approaches to group work. This study examines whether or not English teachers in Sweden, working in the context of upper-secondary school, actually perceive these strategies to be as helpful as research shows. It was hypothesized that English teachers employ the two approaches. To explore this topic and hypothesis, three semi-structured interviews were conducted. The results proved the initial hypothesis to be correct since all three teachers who participated use collaborative and cooperative teaching strategies and find them helpful, confirming research findings in other educational contexts; however, collaborative teaching strategies are less common than cooperative strategies. The results are discussed, and it is suggested that it is best if the teachers make the group formations since it facilitates the group work which in turn optimizes the teaching strategies employed and yields improved results for students with language anxiety. The results also showed that it is suggested that teachers not only assess the learners as a whole group, but also the learners individually.

This thesis examined relations between preschoolers's oppositional strategies and their social cognitive skills and behavioral competence. There is a gap between theoretical formulation and empirical investigation regarding children's oppositional behaviors in the literature. Although positive functions of oppositional behavior have been proposed by theorists, research has focused primarily on its negative nature. The present study intended to show that opposition was not a homogeneous construct and that certain noncompliant strategies were not destructive but rather healthy and desirable. Forty-nine mothers and their preschool children (age 3 to 5) participated. Mother-child interaction data were collected using naturalistic observation in a structured setting. Children's oppositional strategies were classified into four categories: aversive opposition (e.g., temper tantrums), passive noncompliance (e.g., ignoring), simple refusal, and negotiation. While social cognitive skills (perspective-taking and social problem-solving) were measured through experiments, behavioral competence was indexed using a questionnaire filled by day-care teachers. The data were analyzed using correlation and regression procedures. Results showed that aversive opposition was more likely to be seen in the children who were less able to see other's feelings and to generate problem-solving solutions, and who were less competent in a day-care setting. Passive noncompliance was more likely employed by the children who did poorly at a day-care setting, however, they were not necessarily deficient in social cognitive skills. Negotiators were more likely to be the children who were better at affective role-taking and social problem-solving and were more competent in a day-care setting. Finally, simple refusal had a weak and ambiguous relation to social cognition and competence. These results and their implications were discussed in the light of the existing literature on children's opposition. / Graduate

Orientador: Tânia Gracy Martins do Valle / Banca: Maria de Lourdes Merighi Tabaquim / Banca: Carmen Maria Bueno Neme / Resumo: O presente trabalho objetivou avaliar estratégias de enfrentamento e o nível de ansiedade em mulheres em atendimento psicológico do Centro de Apoio Psicossocial de Bauru. Participaram deste estudo 40 mulheres com idade entre 40 a 62 anos, pacientes psiquiátricos, em atendimento psicológico. Os instrumentos utilizados para a pesquisa foram o inventário Beck de Ansiedade (BAI) e o Inventário Estratégias de Coping de Folkman e Lazarus. Para análise estatística foi utilizado o teste não paramétrico de Mann-Whitney para a comparação de dois grupos utilizando como nível de significância 5%. Os resultados do BAI revelaram um índice de ansiedade considerado grave presente no grupo de mulheres em estudo bem como revelaram significância estatística nas estratégias de enfrentamento Passividade e Suporte Social. A análise das alternativas que compõem os fatores Suporte social, Fuga Esquiva e Passividade caracterizam em termos de enfrentamento o perfil das mulheres ansiosas deste estudo / Abstract: This study aimed coping strategies and level of anxiety in women, in psychological treatment at the Center for Psychosocial Support of Bauru. The study included 40 women aged between 40 and 62 years of psychiatric patients in psychological treatment. The instrument used for research were the Beck Anxiety Inventory (BAI) and the Coping Strategies Inventory Folkman and Lazarus. For statistical analysis we used the nonparametric Mann-Whitney test for comparing two groups using the signficance level of 5%. The results of the BAI showed in index of anxiety which is serious in this group of women in the study showed statistical significance as well as strategies for coping Passivity and Social Support coping. The analysis of alternatives that make the factors and social support, Passivity characterized in terms of coping profile of the anxious women in this study / Mestre

In the 1990s, globalisation became the 'Zeitgeist', with commercial companies striving to become "global players". Under these globalising influences, European construction companies have to respond to a significant reorientation of their markets, which range from the Domestic to the European and the Global markets. They have, therefore, to formulate global strategies to create and sustain competitive positions. This thesis reviews organisation and management theory on global strategies, and applies this theory to examine how a sample of European contractors has approached this strategic challenge. In this thesis "global player" is defined qualitatively as a firm that regards the whole world as a playing field, and shows that some European contractors are leading global players. This research study determines the global position, applied global strategies and competitive advantage of the top European international contractors, for three market levels (Domestic, European and Global) and also for individual international markets. For this, a research model has been developed to illustrate a logical relationship of the factors and markets which influence the position of a company, via global strategies, to a proposed global organisation based on the principles of "glocalisation". In part inspired by Porter's (1990) work, competitive advantage of contractors has also been examined in relation to home country specific characteristics. Furthermore Michael Porter's (1980) 'five forces model' has been developed to the special characteristics of the construction industry, from a contractors perspective, into a 'seven forces model'. The study is carried out by means of in-depth interviews with executives from 11 UK and 11 German top international contractors. In addition, 68 interviews were conducted with European contractors in South East Asia (Indonesia 21; Laos 3; Malaysia 11; Singapore 3; Thailand 14; Vietnam 5); and the United Arab Emirates 11). Comparative analysis between the two contracting nations (UK and Germany), market levels, individual overseas markets and European contracting nations (France, Holland, Italy, Sweden) is carried out using quantitative and qualitative measurements. This information was supplemented by semi-structured qualitative case studies of European contractors as global players, so the applying a holistic approach to the research methodology. The study reveals that the power of the seven competitive forces is similar in each market, whilst the competition structure among contractors differed between each market, which is partly explained due to contractors' nationality. The study shows that successful strategies and operational performance of European global contractors in international contracting are especially dependent on certain markets and certain time periods, which makes them distinct global players. This non-homogenous market behaviour is proven by the underlying theory that positioning factors, global strategies in part and competitive advantage differ between markets and contractors. It is suggested that the top European contractors are global players. In their search for sustainable global, regional and local competitive advantage, towards the new millennium, they may be able to alleviate national barriers and differences among the markets from a superior global position in the ideal form of a global organisation. The realisation of glocalisation might then replace nation-specific advantages by global ownership.

Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-09T19:19:50Z No. of bitstreams: 1 Dissertacao Ludimilia da Silva.pdf: 837010 bytes, checksum: 6d9b17114801b66ad2171afbb4b0ee62 (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-05-10T17:30:50Z (GMT) No. of bitstreams: 1 Dissertacao Ludimilia da Silva.pdf: 837010 bytes, checksum: 6d9b17114801b66ad2171afbb4b0ee62 (MD5) / Made available in DSpace on 2013-05-10T17:30:50Z (GMT). No. of bitstreams: 1 Dissertacao Ludimilia da Silva.pdf: 837010 bytes, checksum: 6d9b17114801b66ad2171afbb4b0ee62 (MD5) Previous issue date: 2009 / Nesta pesquisa, levanta-se a hipótese de que o blog, como instrumento didáticopedagógico, tem o potencial de incentivar a autonomia dos aprendizes através da interação, colaboração e produção de conhecimentos, compartilhados através de comentários e postagens elaborados pelos participantes. Para tanto, foram realizados questionários e uma análise do blog da disciplina Língua Inglesa II para verificar se, na prática os aprendizes se tornam mais autônomos ao utilizarem essa ferramenta. No que se refere aos pressupostos teóricos, são apresentadas e discutidas idéias de autores como Anita Szabó, Agatha Scharle, Dam, Holec, Vilson Leffa, Paulo Freire, Fabiana Komesu, dentre outros. Ao longo do trabalho, discute-se a relação entre autonomia e as condições para que ela se desenvolva, bem como são apresentadas as estratégias que podem favorecer a autonomia do aprendiz de língua inglesa. São apresentadas também algumas definições e características de um blog, além das vantagens e limitações em se utilizar essa ferramenta como um instrumento didáticopedagógico na educação. As conclusões desta pesquisa apontam para a confirmação da hipótese de que o uso do blog como instrumento didático-pedagógico no ensino de inglês como língua estrangeira proporciona maior autonomia na aprendizagem, através da colaboração e interação entre os participantes. / Salvador