Orientador: Selma de Cassia Martinelli / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T06:58:54Z (GMT). No. of bitstreams: 1 Caliatto_SusanaGakyia_D.pdf: 969682 bytes, checksum: a930f95456216f2ca3f5a1fced97a069 (MD5) Previous issue date: 2011 / Resumo: A autoeficácia, constructo psicológico em crescente investigação principalmente no contexto acadêmico, diz respeito à crença do indivíduo nas próprias capacidades de executar ações com o intuito de atingir um resultado. No contexto da Educação de Jovens e Adultos (EJA), a autoeficácia pode se relacionar ao esforço dos estudantes para realizarem tarefas escolares, ao desempenho em organizar estratégias para o estudo, ao estabelecimento de metas e à persistência frente às adversidades, peculiares a esse público, ao retornarem tardiamente à escola. O presente estudo de caráter exploratório teve como objetivo verificar a autoeficácia de estudantes e ex-estudantes da EJA do segundo ciclo do Ensino Fundamental e do Ensino Médio. Participaram do estudo 108 estudantes de ambos os sexos, matriculados no Telecurso 2000, de uma cidade do Estado de São Paulo. A amostra foi composta por dois grupos no primeiro, participaram 57 estudantes que frequentavam as aulas nos horários matutino, vespertino ou noturno, no segundo grupo, denominado de ex-estudantes, participaram 51 indivíduos que efetivaram a matrícula nessa modalidade de ensino, mas que não frequentavam o curso no momento da pesquisa, o que configurava desistência ou evasão escolar. O instrumento utilizado para coleta de dados foi uma escala de Autoeficácia Acadêmica, especificamente construída para este estudo, composta de 17 itens e disposta em uma escala Likert de 3 pontos (pouco capaz, suficientemente capaz e muito capaz). Além de uma medida geral, a escala permite avaliar a autoeficácia para o estudo e para o desempenho. Os participantes também responderam a um questionário semidirigido que versava sobre a trajetória escolar do estudante. Como resultado geral, verificou-se que os grupos apresentam bons índices de autoeficácia acadêmica, sendo que o teste de Mann-Whitney não apontou diferenças estatisticamente significantes, entre os grupos. O fato de os grupos diferenciarem-se quanto estarem ou não cursando a EJA não interferiu nos resultados da autoeficácia percebida. As respostas ao questionário semidirigido também revelaram tendências positivas de autoeficácia acadêmica. Outras implicações educacionais e novas perspectivas de estudos são apresentadas na discussão dos resultados. / Abstract: Self-efficacy which is a psychological construct, widely investigated, specially in the academic context is concerned to the individuals' beliefs regarding their own abilities to do things as to reach some especific outcomes. When it comes to education of young and adults (EJA), one can relate self-efficacy to the students' efforts to carry out school tasks, to their performance of organizing study strategies, to the establishment of goals as well as their persistence to face some particular difficulties, due to their return to the studies, after a long time away from school. The present exploratory study had the objective of verifying students' and former students' selfefficacy from EJA in the second level of primary school and high school. The study consisted of 108 participants, both men and women, enrolled in Telecurso 2000, in a city of the state of São Paulo. The sample consisted of 2 groups, having the first one, 57 students, all enrolled in the course, attending classes in the morning, afternoon and evening. The second group, which was called "former students", consisted of 51 individuals that, although enrolled in this type of course, did not attend it at the moment of the research, which showed school evasion. The instrument used to collect data was a scale of Academic Self-efficacy, particularly built for this research. It consisted of 17 items, all arranged in a three-point Likert scale (little capable, capable enough and very capable). Besides being a general measurement scale, it can also evaluate self-efficacy on study and performance. The participants had also to respond to a semi-guided questionnaire about students' background. The findings showed that both groups had good ratings of academic selfefficacy and the Mann-Whitney test did not point out any differences statistically significant between them. In spite of the fact that the groups had some differences concerning attending or not the classes at EJA, that fact, however, did not interfere with the outcomes of the self-efficacy perceived. The answers to the semi-guided questionnaire also showed positive trends to academic self-efficacy. Other educational implications as well as new research perspectives are presented in the discussion of the findings. / Resumen: La autoeficacia, la construcción psicológica de una mayor investigación, particularmente en El contexto académico, se refiere a la creencia del individuo en sus propias capacidades para ejecutar acciones con el fin de lograr un resultado. En el contexto de la Educación de Jóvenes y Adultos (EJA) la autoeficacia puede estar relacionada con los esfuerzos de los estudiantes para llevar a cabo las tareas académicas, con las estrategias de actuación para la organización del estudio, el establecimiento de metas y la persistencia en el medio de la adversidad, peculiar a estas personas a su regreso a la escuela más tarde. Este estudio exploratorio tuvo como el fin verificar la auto-eficacia de los alumnos y antiguos alumnos de la educación de jovenes y adultos, en el segundo ciclo de primaria y de secundaria. En el estudio participaron 108 estudiantes de ambos sexos matriculados en el año 2000 en el telecurso, en una ciudad de São Pablo. La muestra fue compuesta por dos grupos, participaron en los primeros 57 estudiantes que asistieron a clases por la mañana, por la tarde o por la noche. El segundo grupo, llamado de los antiguos alumnos, estaba formado por 51 personas que inscribiranse em esta enseñanza, pero eso no asistian al curso en el momento de la encuesta, el que há configurado la retirada o absentismo escolar. El instrumento utilizado para la recolección de datos fue uma escala de Autoeficacia Académica , construida específicamente para este estudio, compuesta por 17 artículos y se disponen en una escala de 3 puntos de Likert (poço capaz, ló suficientemente capaz y muy capaz). Además de una medida general para evaluar la auto-eficacia la escala permite evaluar el estudio y el rendimiento. Los participantes también respondieron a um cuestionario semi-estructurado, que se centró en la vida escolar del estudiante. Como resultado general se encontró que los grupos tienen un buen nivel de autoeficacia académica y la prueba de Mann-Whitney no mostró diferencias estadísticamente significativas entre los grupos. El hecho de que los grupos se diferencian sobre la asistencia o no a la educación de jovenes y adultos no há interferido con los resultados de la autoeficacia percibida. Las respuestas AL cuestionario semi-estructurado también mostraron tendências positivas de la auto-eficacia académica. Otras implicaciones educativa y nuevas perspectivas de estudios se presentan em la discusión de los resultados. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação

The diploma thesis is aimed at reeducation of mechanical knowledge in the area of fractions. Since every student has different needs and pace in his/her process of gaining knowledge, the reeducation is set into their private supplementary tutoring lessons. In the theoretical part, the basic concepts (how is the private supplementary tutoring understood in this thesis, which students are taken into consideration, and what is mechanical knowledge) are explained based on Czech and foreign literary sources, subsequently, the constructivist way of teaching, which is suitable for the reeducation of mechanical knowledge, is described. The second part of this thesis is constituted by the practical implementation of the theoretical findings into three case studies. Three students were diagnosed with mechanical knowledge in the area of fractions. Subsequently, their knowledge was being reeducated during their private supplementary tutoring lessons. The process of reeducation of each student is described in detail, moreover, a kind of manual describing what should not be avoided when dealing with this topic is included. KEY WORDS mechanical knowledge, reeducation, private supplementary tutoring, fractions 5

Resume - Supplementary Protection Certificates for Medicinal Products Nowadays, the pharmaceutical industry plays an important role in the world's economy and the pharmaceutical research has a decisive impact on the continuing improvement in public health. The system of patent law is of cardinal significance to the industry because it confers monopolies, for a limited period of time, on using innovations and provides a crucial incentive for basic research activities. Innovative companies require the guaranteed period of market exclusivity afforded by patents in order to sustain drug prices, recoup research and development expenditures and finance the development of new products. Although the availability of a patent protection for chemical and pharmaceutical products has, from a historical perspective, only been reaffirmed in the near past, it has been widely accepted as a global standard mainly through the provisions of the WTO's TRIPS agreement. On the other hand, despite the existence of various international treaties harmonising patent laws, patents have to date in their effects remained strictly limited to individual jurisdictions. Closely bound to the patent system itself are the means of the so-called off-patent protection - supplementary protection certificates and the others, for example market...

This thesis deals with the analysis of the Czech insurance market of cars, where a detailed analysis of the market is devoted to hull insurance.

Many teachers known to the investigator had supplemented their teaching incomes by holding part-time jobs. Aware of many such instances, the writer decided to make a survey in San Bernardino County to determine to what extant male elementary school teachers were accepting part-time nonprofessional employment. It was hoped that this study would also determine why those nonprofessional jobs were being accepted by teachers.

Cette recherche explore la relation entre la supplémentation alimentaire et le développement cognitif des enfants de 2 ans au TOGO, à Lomé. Après une revue de la littérature en psychologie de la nutrition, l’étude présente trois contributions empiriques. La première étude définit le contexte de la recherche en interrogeant les théories naïves de 75 mères de Lomé sur le « bien manger » pour l’enfant. L’enquête indique que pour la majorité des mères, bien manger signifie s'alimenter en quantité suffisante plusieurs fois par jour. La réponse est d’autant plus fréquente que le niveau d’instruction des mères est faible. Le critère de la qualité des aliments est énoncé dans les groupes plus instruits. La qualité des aliments et l’équilibre des repas sont cités beaucoup moins que la quantité. La connaissance par les mères des compléments alimentaires est limitée.L’étude centrale compare les réussites d’enfants de 2 ans aux items cognitif de l’échelle de développement de Bayley, selon qu’ils consomment régulièrement ou non des suppléments alimentaires sous forme de farines enrichies pendant leur petite enfance. Elle montre un effet de la consommation sur les scores aux épreuves. Cet effet est augmenté en fonction de paramètres comme la taille de la famille, le niveau d’instruction des mères, l’ethnie.Enfin la troisième étude examine les conceptions des mères sur l’effet des suppléments alimentaires. Elle interroge 44 mères qui utilisent régulièrement les farines. Leurs réponses indiquent qu’elles considèrent que les farines facilitent la croissance de l’enfant, en particulier son poids, et aussi son développement intellectuel. / The relation between the food supplementation and the cognitive development of 2 years old infants in Lomé, TOGO, was explored in this research. After a review of the literature in developmental nutritional psychology, the study presents three empirical contributions. The first study defines the context of the research by questioning the naive theories of 75 mothers of Lomé on the "good to eat" for the child. The results indicate that for the majority of the mothers, the good to eat means feeding in sufficient amount several times a day. The answer is frequent all the more as the academic level of the mothers is low. The criterion of the quality of food is expressed in the more educated groups. The quality of food and the balance of the meals are much less quoted than the quantity. The knowledge by the mothers of the food complements is limited.The central study compares the 2 years old infant’s success with items cognitive of the cognitive scale of development of Bayley, as they consume regularly or not food supplements in the form of flours enriched during their early childhood. It shows an effect of the consumption on the scores in the tests. This effect increased according to parameters as the size of the family, the academic level of the mothers, the ethnic group.Finally, the third study examines the representations of the mothers concerning with the effect of the food supplements. 44 mothers who use regularly flours answered. Their answers indicate that they consider that flours facilitate the growth of the child, in particular his weight, and also its intellectual development.

South Africa is home to 11 official languages and speakers of these languages communicate with one another on a daily basis. Such multilingual communication occurs throughout the country, especially at hospitals and clinics. Every so often, someone needs to visit a healthcare facility and then it is difficult for the patient to find a health professional that speaks a language he/she understands. Some universities in South Africa, including the University of Pretoria, address this matter by teaching students an additional language to enable them to communicate with their patients. This study aimed to assist the University of Pretoria in this endeavour by providing three custom-designed, mobile-assisted Sepedi language learning applications to students from the Faculty of Health Sciences enrolled for the Sepedi language module. The students used the applications as supplementary tools for their studies over nine weeks and then completed a questionnaire on user experience. The questionnaire was used to determine whether the students perceived the mobile applications to be useful supplementary tools to their studies and whether they had a clear preference for a specific application. The results of this user experience study report a positive response to the applications, including strong preferences made by the students who participated in the study. / Dissertation (MA)--University of Pretoria, 2016. / African Languages / MA / Unrestricted

1 Current Issues of Supplementary Protection Certificates for Medicinal Products in the Case Law of the European Court of Justice Abstract Supplementary protection certificates (SPCs) are a sui generis industrial property right. Under the conditions, which are explained in more detail in this thesis, they can be obtained for the active ingridients of certain products. The type of products eligible for SPC protection are, inter alia, medicinal products which are characterized by their social importance and therefore by the need to ensure their safety, efficacy and quality. Given that the process of providing these guarantees is both costly and time consuming and that the commercialization of the product is conditional on such guarantees, the period for which medicinal products can benefit from patent protection is therefore shortened. The aim of the SPCs is to compensate for this shortening by an additional period of protection in order to incentivise research that has a positive effect on human health and quality of life. This work analyzes the evolution of the case law of the Court of Justice with regard to an interpretative shift or clarification, in particular as regards the substantive conditions for obtaining a certificate and provisions pertaining to the term of the SPC as laid down in the SPC...

BACKGROUND: Major Depressive Disorder (MDD) is a common mental health illness, characterized by persistent feelings of sadness, diminished interests, guilt, low-self esteem, and disturbances in sleep and appetite. A significant percentage of patients with MDD are treatment resistant. Electroconvulsive Therapy (ECT) is a biological procedure utilized for treatment resistant illnesses. Diagnosis and clinical conditions primarily dictate when ECT is the appropriate treatment modality for an individual. Circumstances requiring rapid clinical response, risks affiliated with alternative treatments, resistance to pharmacotherapy, and medical history are all factors that designate ECT as the treatment of choice. METHODS: The objective of this systematic review was to examine how different anesthetics or combinations of agents affect ECT’s therapeutic efficacy in depressed, adult patients. Electroencephalography (EEG) and motor seizure durations and Hamilton Depression Rating Scale (HDRS) scores were used as primary measures of clinical outcomes. Two rounds of literature searches were conducted in the PubMed, Web of Science, and Google Scholar databases to identify randomized controlled trials and crossover trials that examined the effects of different intravenous sedatives and hypnotic agents on ECT. Two reviewers independently evaluated the internal validity and quality of studies, extracted data, and analyzed statistics. Utilizing all relevant data, standardized mean differences (SMD) with 95% confidence intervals (CIs), and heterogeneity measures were calculated. Ten studies with 373 participants were included. RESULTS: Thiopental only anesthesia was associated with longer EEG seizure duration when compared to propofol only treatment. The pooled effect size from studies with propofol anesthesia also suggests that this agent is associated with shorter seizure durations. If assessed individually with thiopental, the combination of ketamine and thiopental is correlated with increased motor as well as EEG seizure durations. When pooled; however, studies with patient groups assigned to anesthesia consisting of ketamine and another primary agent do not show significant differences either in EEG or motor seizure durations. Additionally, no difference exists in HDRS score reductions between propofol and methohexital. Of note; however, ketamine combined with either propofol or thiopental had significantly greater decreases in HDRS scores. CONCLUSION: Choice of anesthetic should be determined based on anticipated clinical outcome, adverse effect profile, reemergence, and patient preference. If long seizures are preferred, thiopental may be a reasonable option. However, if significantly larger decreases in depression score are preferred, then the combinations of ketamine and propofol or ketamine and thiopental appear to be the therapies of choice. Small sample sizes and insufficient clinical data limit the interpretations of these variables that determine therapeutic efficacy. Larger randomized control trials and crossover trials would provide greater insight into the optimal use of intravenous anesthetic agents with minimal adverse effects.

Alkali-Aggregate Reaction (AAR) is one of the most harmful distress mechanisms affecting the serviceability and durability of concrete critical infrastructure worldwide. Over the past decades, several approaches and recommendations have been developed to assess the potential reactivity of aggregates in the laboratory and the efficiency of preventive measures (e.g., supplementary cementing materials – SCMs) to mitigate ASR in the field. Yet, recent findings suggest that the appropriate use of SCMs “only” delayed and does not entirely prevent ASR occurrence. Moreover, once ASR starts in the field, there is no “universal” solution that should be applied in various cases, and each situation should be evaluated as “unique”. Nevertheless, artificially triggering healing agents have been studied in the late years, thus presenting an interesting “physical” solution to reduce the ingress of water and recover damaged concrete elements, which could present an interesting solution for durability-related distress due to ASR. This Ph.D. project focuses on detailed laboratory investigations aiming first to understand the self-healing process of concrete (i.e., by the natural or engineered process). Then, its further influence on ASR-induced expansion and deterioration, either applied internally or externally to the concrete. To achieve this goal, concrete mixtures presenting a wide range of binder compositions, using distinct types of chemical admixtures (e.g., crystalline self-healing), and incorporating five different types/nature of highly reactive aggregates (i.e., coarse and fine) were combined to manufactured concrete specimens in the laboratory. Otherwise, in aging specimens, concrete samples were designed only with GU-cement as the binder material but incorporated two different types/nature of highly reactive aggregates. Then, the samples were exposed to ASR-induced development until they reached pre-determined expansion levels, in which a wide range of sealers and coating materials were applied on the surface of the affected specimens. Mechanical (i.e., stiffness damage test, modulus of elasticity, micro indentation, shear and compressive strengths) and microscopic (damage rating index and scanning electron microscopy) tests were performed on samples at different ages (up to two years of accelerated ASR development). The results show that besides changing AAR-kinetics, the different binder compositions or the chemical admixtures could modify the distress mechanism due to AAR. The addition of crystalline healing agents or their combination with SCMs in concrete not only delayed the development of inner damage but significantly lowered the compressive strength loss at equivalent expansion amplitudes than control specimens. Moreover, the combination of different binder materials modified the chemical and mechanical properties of the ASR-gel, changing its swelling properties and the further damage development in concrete. On the other hand, the wide range of surface treatments used were not able to alter ASR distress mechanism; yet, they changed ASR-kinetics. Moreover, their effectiveness to slower the reaction shows to be significantly influenced by the damage degree to which the surface treatment is applied. Finally, a comprehensive framework enabling the optimized selection of raw materials to prevent or mitigate ASR development is proposed.