This review article examines previous weightlifting literature and provides a rationale for the use of weightlifting pulling derivatives that eliminate the catch phase for athletes who are not competitive weightlifters. Practitioners should emphasize the completion of the triple extension movement during the second pull phase that is characteristic of weightlifting movements as this is likely to have the greatest transference to athletic performance that is dependent on hip, knee, and ankle extension. The clean pull, snatch pull, hang high pull, jump shrug, and mid-thigh pull are weightlifting pulling derivatives that can be used in the teaching progression of the full weightlifting movements and are thus less complex with regard to exercise technique. Previous literature suggests that the clean pull, snatch pull, hang high pull, jump shrug, and mid-thigh pull may provide a training stimulus that is as good as, if not better than, weightlifting movements that include the catch phase. Weightlifting pulling derivatives can be implemented throughout the training year, but an emphasis and de-emphasis should be used in order to meet the goals of particular training phases. When implementing weightlifting pulling derivatives, athletes must make a maximum effort, understand that pulling derivatives can be used for both technique work and building strength–power characteristics, and be coached with proper exercise technique. Future research should consider examining the effect of various loads on kinetic and kinematic characteristics of weightlifting pulling derivatives, training with full weightlifting movements as compared to training with weightlifting pulling derivatives, and how kinetic and kinematic variables vary between derivatives of the snatch.

The purpose of the present study was to explore and examine the stressors and coping mechanisms used by Master of Social Work (MSW) students. A quantitative survey with some qualitative questions was conducted using a sample of MSW students from California State University, San Bernardino. Data for this study was collected through a self-administered, online questionnaire survey distributed by the MSW program administration. Quantitative data was analyzed through SPSS software by conducting descriptive statistics, frequencies, and independent sample t-test. Qualitative data was analyzed by coding and identifying major themes. Student groups were compared based on program format, which was determined on their standing status as a stipend recipient. The majority of survey participants were non-recipient students (n=45, 60%) and 24 identified as Title IV-E Child Welfare stipend recipients (32%). Results showed that there was no significant difference in the amount of stress experienced by students depending on their program format; however, some differences were identified in preferred coping mechanisms. Based on the results of this study, it is respectfully recommended that the MSW program at California State University, San Bernardino further explores and considers the responses of the students. This study also calls for future research related to MSW students’ stressors and coping mechanisms.

<p> <p>Syftet med den här studien är att undersöka vilka yrkes- och studiebakgrunder yrkesverksamma datalärare har och om olika bakgrund leder till skillnad i uppfattningar om deras yrke och utbildning. Dessutom syftar arbetet till att undersöka hur datalärare håller sina ämneskunskaper ajour och om det finns skillnader i fortbildning beroende på utbildning och yrkesbakgrund. För att besvara arbetets frågeställningar används en kartläggande kvantitativ enkätundersökning som besvaras av yrkesverksamma datalärare från hela landet. För att få fram resultaten görs vissa sambandsanalyser och dessutom presenteras deskriptiv statistik. Undersökningen visar att majoriteten av datalärarna saknar lärarbehörighet samt att ungefär hälften tidigare har arbetat utanför skola och har professionella tillämpningar inom sitt ämne. Det visar sig även att det finns vissa skillnader i datalärarnas uppfattningar i vissa frågor beroende på yrkesbakgrund och utbildning.</p></p> / <p> <p>The main purpose of this rapport is to investigate which different backgrounds concerning working experience and education working computer science teachers have and if different backgrounds lead to a difference in opinion concerning their profession and education. Furthermore the rapport aims to examine how computer science teachers keep their knowledge of the subject up to date and if there are differences depending on education and earlier working experiences. A quantitative survey using a questionnaire answered by working computer science teachers from across Sweden is used to answer the questions which this rapport is based upon. The results are presented as descriptive statistics and some relations analysis has also been made. The research shows that the majority of computer science teachers lack teacher certification and approximately half of them have previously worked outside school with something within the area in which they are teaching. In addition some differences in opinion among computer science teachers depending on working experience and education are found concerning certain issues.</p></p>

Syftet med den här studien är att undersöka vilka yrkes- och studiebakgrunder yrkesverksamma datalärare har och om olika bakgrund leder till skillnad i uppfattningar om deras yrke och utbildning. Dessutom syftar arbetet till att undersöka hur datalärare håller sina ämneskunskaper ajour och om det finns skillnader i fortbildning beroende på utbildning och yrkesbakgrund. För att besvara arbetets frågeställningar används en kartläggande kvantitativ enkätundersökning som besvaras av yrkesverksamma datalärare från hela landet. För att få fram resultaten görs vissa sambandsanalyser och dessutom presenteras deskriptiv statistik. Undersökningen visar att majoriteten av datalärarna saknar lärarbehörighet samt att ungefär hälften tidigare har arbetat utanför skola och har professionella tillämpningar inom sitt ämne. Det visar sig även att det finns vissa skillnader i datalärarnas uppfattningar i vissa frågor beroende på yrkesbakgrund och utbildning. / The main purpose of this rapport is to investigate which different backgrounds concerning working experience and education working computer science teachers have and if different backgrounds lead to a difference in opinion concerning their profession and education. Furthermore the rapport aims to examine how computer science teachers keep their knowledge of the subject up to date and if there are differences depending on education and earlier working experiences. A quantitative survey using a questionnaire answered by working computer science teachers from across Sweden is used to answer the questions which this rapport is based upon. The results are presented as descriptive statistics and some relations analysis has also been made. The research shows that the majority of computer science teachers lack teacher certification and approximately half of them have previously worked outside school with something within the area in which they are teaching. In addition some differences in opinion among computer science teachers depending on working experience and education are found concerning certain issues.

No description available.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Made available in DSpace on 2014-12-17T14:46:37Z (GMT). No. of bitstreams: 1 CleaMCM.pdf: 417326 bytes, checksum: 8d51335e421592516c6f711c3decffed (MD5) Previous issue date: 2008-04-30 / Hansen?s disease is considered a serious public health problem. In 2006, the Ministry of Health reported that worldwide, Brazil ranked 2nd in the number of cases of the disease, surpassed only by India. The North region is the geographical area in Brazil that presents the most cases. In the state of Rio Grande do Norte, the disease is considered to be eliminated because its prevalence has been identified as 1 per 10.000 inhabitants, criteria established by the State Elimination Letter of 2005. Training programs have been offered by the Coordination for the Control of Hansen?s Disease Program of Rio Grande do Norte, PCH-RN since 1997, with the support of the English governmental agency Leprosy Relief Association, LRA, with no evaluation having been conducted. The objective of this study was to evaluate the training programs in clinical diagnosis of Hansen?s disease and their contribution to the detection of the disease in the state of Rio Grande do Norte. The study was conducted in seven municipalities that are known as Regional Public Health Units (URSAPs): S?o Jos? de Mipibu URSAP I, Mossor? URSAP II, Jo?o C?mara URSAP III, Caic? URSAP IV, Santa Cruz URSAP V, Pau dos Ferros URSAP VI and Natal, capital city of the State, in the Metropolitan Region. Physicians and nurses of the Family Health Program PSF were interviewed as to their perceptions of the implementation of the training program in clinica diagnosis of Hansen?s Disease conducted by the PCH-RN. They evaluated their own practice and the training program. These professionals presented a positive evaluation of the program and gave suggestions for future courses. The results of this study suggest the need for permanent education. Data of the disease obtained from the official records of the Secretariat of Health and from the interviews indicate that health education is the means to control Hansen?s disease effectively / A hansen?ase ? considerada um grave problema de sa?de p?blica, pois de acordo com dados do Minist?rio da Sa?de no ano de 2006, o Brasil posicionou-se em 2? lugar no mundo, em n?mero de casos da doen?a. A Regi?o Norte figura como a que mais apresenta casos. No Rio Grande do Norte, a hansen?ase j? ? considerada eliminada, pois possui menos de 1 caso/10.000 habitantes, segundo dados da carta de elimina??o de 2005. No Estado, treinamentos de cl?nica em hansen?ase tem sido oferecidos pela Coordena??o do Programa de Controle da Hansen?ase do Rio Grande do Norte (PCH-RN) desde 1997, com o apoio da organiza??o n?o governamental brit?nica The Leprosy Relief Association (LRA), sem nenhuma avalia??o ter sido realizada. O objetivo deste estudo foi avaliar o impacto do treinamento de cl?nica em hansen?ase e sua contribui??o para a detec??o da doen?a no Estado do Rio Grande do Norte. Para avaliar os treinamentos, foi escolhida a an?lise da interven??o. O estudo foi desenvolvido em sete munic?pios, os quais s?o as sedes das regionais de sa?de, atualmente designadas como Unidades Regionais de Sa?de P?blica (URSAPs), que s?o: S?o Jos? de Mipibu URSAP I, Mossor? URSAP II, Jo?o C?mara URSAP III, Caic? URSAP IV, Santa Cruz URSAP V, Pau dos Ferros URSAP VI e em Natal, a capital do Estado, que se localiza na regi?o metropolitana. Foram realizadas entrevistas com m?dicos e enfermeiros do Programa de Sa?de da Fam?lia (PSF), questionando as percep??es desses profissionais sobre a implementa??o do treinamento de cl?nica em hansen?ase, viabilizado atrav?s do Programa de Controle da Hansen?ase do Estado do Rio Grande do Norte. Os profissionais avaliaram a pr?pria pr?tica e o treinamento. Apresentaram uma avalia??o positiva e ofereceram sugest?es para os pr?ximos treinamentos. De acordo com os resultados deste estudo, h? necessidade da educa??o permanente. Tanto os dados oficiais sobre a doen?a apresentados pela Secretaria de Sa?de do Estado, quanto as respostas obtidas nas entrevistas, indicam que o caminho para o controle da hansen?ase, ? o da educa??o em sa?de

Thesis "Golf training program focused on children and youth with hearing disability in the context of leisure activities " in its theoretical part deals with the theme of hearing disability in terms of etiology, diagnosis and classification, focuses also on communication systems. More attention is devoted to the development, education and specifics of physical activities in children with hearing disability. Finally introduces golf training program called SNAG which is still new in the world and its versatility is ideal for teaching in schools. The research deals with the influence of the interventional motion program focused on golf lessons for children and youth with hearing disability aged 7 to 18 years. The aim of this thesis is to evaluate positive impact of golf training program on physical and psychosocial health within a standardized questionnaire PedsQLTM 4.0. Based on the results which are presented in graphs and tables each with a brief commentary confirms the positive impact of golf training program on physical and psychosocial health of all individuals in the experimental group. After completion of the three-month intervention program there was an overall average improvement of 6 % on physical health and 5.1 % on psychosocial health. The results of the control group were with no significant differences. The main contribution of this thesis is to verificate the positive impact of golf training program on physical and psychosocial health in children and youth with hearing disability in age from 7 to 18 years.

Submitted by MARIA MADALENA MORAES SANT´ANNA null (msantanna@sercomtel.com.br) on 2016-03-21T17:02:16Z No. of bitstreams: 1 Maria Madalena Moraes Sant'Anna PÓS DEFESA FINAL.pdf: 23679050 bytes, checksum: 84c3f11a95647560216157082f9b28e5 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-03-22T16:40:49Z (GMT) No. of bitstreams: 1 santanna_mmm_dr_mar.pdf: 23679050 bytes, checksum: 84c3f11a95647560216157082f9b28e5 (MD5) / Made available in DSpace on 2016-03-22T16:40:49Z (GMT). No. of bitstreams: 1 santanna_mmm_dr_mar.pdf: 23679050 bytes, checksum: 84c3f11a95647560216157082f9b28e5 (MD5) Previous issue date: 2016-02-23 / O brincar e as brincadeiras na infância são atividades significativas para alcançar o processo de aprendizagem da criança e a atuação do professor com o público-alvo de Educação Especial na educação infantil deve ser realizada com parcerias colaborativas e reflexivas entre os profissionais da Saúde e Educação. Este estudo teve como objetivo elaborar uma Formação Continuada em Serviço para professores da Educação Infantil, para o ensino comum das escolares regulares do ensino público, focando as brincadeiras de crianças público-alvo da Educação Especial. Foram desenvolvidas estratégias que facilitaram a participação e o aprendizado nas brincadeiras propostas no planeja¬mento pedagógico do professor, por meio do conhecimento de como esta criança brinca na escola e em sua casa, a partir de um Projeto Pedagógico individualizado (PPI), com ênfase na necessi¬dade de garantir o espaço lúdico para este público-alvo no centro de educação infantil municipal (CMEI). Os procedimentos metodológicos foram baseados no Método Desenvolvimento, que envolveram quatro fases operacionais: 1) Análise do Contexto, 2) Concepção do Objeto, 3) Prepa¬ração e 4) Desenvolvimento. Na Fase Operacional 1, participaram três crianças, uma mãe e dois pais, uma auxiliar de supervisão, uma diretora, todos de uma mesma CMEI, e 34 professores de seis CMEI do município que atuavam com o público-alvo da Educação Especial, sendo identifi¬cada a percepção sobre o brincar, estratégias e recursos utilizados pelo professor para conhecer e mediar as capacidades e o interesse da criança em brincar, por meio de entrevistas e de filmagem da atuação do professor com as crianças nas brincadeiras em três contextos escolares: sala, pátio e com o brinquedo trazido de casa. Nas Fases Operacionais 2 e 3, participaram duas crianças, oito professores, uma auxiliar de supervisão e uma diretora. Foram usados os dados advindos da 1ª e 2ª entrevistas e dez filmagens iniciais da atuação da professora. Foi verificada a falta de estratégia da professora, inviabilizando o incentivo ao interesse e a redução da dispersão para melhorar o envolvimento nas brincadeiras. Na Fase Operacional 4, que correspondeu à Formação Continuada em Serviço, foi realizada a filmagem da atuação da pesquisadora junto à professora em sala, com reu¬niões, inicialmente, semanais e, posteriormente quinzenais, com as duplas de professoras das duas crianças. Na perspectiva de elaborar estratégias conforme as habilidades e as competências das crianças do público-alvo da Educação Especial desenvolveu-se o PPI para viabilizar a redução da assistência do professor e aumentar a participação das crianças nas brincadeiras. Concluiu-se que este modelo de Formação Continuada em Serviço, baseado nas necessidades individuais do público-alvo da Educação Especial, bem como sustentado no dia a dia do contexto escolar para alcançar um autogerenciamento do professor para a elaboração do Planejamento Educacional Individualizado, deve ser realizado em cinco etapas: 1) Conhecer a demanda do professor; 2) Identificar as necessidades do público-alvo da Educação Especial na perspectiva da família; 3) Atuar juntamente com o professor em sala nas atividades em que ele tenha dificuldade; 4) Elaborar um planejamento Pedagógico Individualizado a partir das compe¬tências das crianças; 5) Construir estratégias para as situações planejadas para facilitar o processo ensino-aprendizagem. / Playing and types of play in childhood are meaningful activities for a child's learning process. A teacher’s performance towards Special Education target audience in early childhood education should be done in collaborative partnerships with health and education professionals. This study aimed at developing an In-Service Training Program for Early Childhood Education teachers of public regular schools, focusing on the play of children in Special Education. Strategies facilitating the participation and the learning process in the plays stated in the educational planning book were developed using the information on how the child plays at school and at home, from an Individualized Education Program, emphasizing the need for a play area for that target audience in the municipal early childhood education center (Centro Municipal de Educação Infantil - CMEI). Methodological procedures were based on the Development Method, which involved four operational steps: 1) Context Analysis, 2) Object Design, 3) Preparation, and 4) Development. Participants in Operational Step 1 were three children, a mother and two fathers, a supervisory assistant, one school principal, all of them from the same CMEI, and 34 teachers from six different CMEIs who worked with the special education target audience identifying the perception of the play, strategies and resources used by the teacher to understand and mediate child’s capabilities and interests play, through interviews and video recording the teacher’s performance with children while playing in three school contexts: in the classroom, during recess and playing with a toy brought from home. In the Operational Steps 2 and 3, participants were two children, eight teachers, a supervisory assistant and a principal. Data from 1st and 2nd interviews and ten first videos of the teacher's performance were used. Lack of strategy from the teacher was noticed, preventing the stimulus of children’s interest and attention span to improve engagement in play. In Operational Step 4, which corresponded to the In-Service Training, a video of the researcher's performance with the teacher in the classroom and in meetings (initially weekly and later every two weeks) with both teachers of the two children was made. In order to develop strategies according to the abilities and skills of children in the target audience in Special Education, the IEP was developed to enable the reduction of a teacher's assistance to children and increase their participation in play. The study concluded that the In-Service Training Program, based on the individual needs of the target audience in Special Education and underpinned on a daily basis of the school context to meet a teacher's self-management on preparing the Individualized Education Program should be conducted in five steps: 1) Be familiar with the teacher‘s demands; 2) Identify the target audience’s needs in special education from the family’s perspective; 3) Act together with the teacher in the classroom on the activities he struggles with; 4) Develop an Individualized Education Program according to the children’s skills; 5) Build strategies for situations designed to facilitate the teaching-learning process.

Orientador: Elza Taeko Doi / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-04T04:20:51Z (GMT). No. of bitstreams: 1 Claus_MaristelaMiyokoKondo_M.pdf: 870215 bytes, checksum: 2616acea232b7b22db31089afa417290 (MD5) Previous issue date: 2005 / Resumo: As pesquisas na área de formação de professores, especificamente voltadas para o ensino/aprendizagem de línguas estrangeiras, enfocando a relação teoria e prática têm mostrado que essa operacionalização é cercada de contradições e incertezas. De acordo com as pesquisas, a lacuna que ocorre nesse processo advém, fundamentalmente, da formação insuficiente do professor durante a graduação, entre outros fatores. O objetivo desta pesquisa é analisar como um curso de Letras de uma universidade pública apresenta as teorias de ensino/aprendizagem durante a graduação e se essas teorias são relacionadas na prática pelos alunos-professores durante os Estágios Supervisionados de Língua Inglesa. Os instrumentos utilizados para a coleta de registros foram: observações de aulas de Lingüística Aplicada (35:20h) e de Prática de Ensino (7:00h) gravadas em áudio; questionário semi-estruturado para os alunos-professores com o objetivo de estabelecer o seu perfil; entrevistas com os alunos-professores, professores de Lingüística Aplicada, de Prática de Ensino e de Língua Inglesa; observações de alguns mini-cursos apresentados pelos alunos-professores em ambientes externos à universidade. Os dados revelaram que a imprevisibilidade das questões de sala de aula não permite uma resposta única para essa questão complexa. Mesmo no contexto analisado, onde há uma visível preocupação dos professores formadores em apresentar teorias contemporâneas, além de informar sobre todo o processo histórico referente ao ensino/aprendizagem de línguas estrangeiras, relacionando-os à prática, ainda assim, nem sempre o graduando, ao receber todas essas informações, consegue traduzi-las em uma prática consciente. As interferências, nas minhas percepções, devem-se a fatores como expectativas, motivações e crenças, entre outras. Considero que a crença arraigada no ensino estruturalista trazida ao longo dos anos em suas experiências como alunos é a que mais influencia na prática de alguns alunos-professores. Os resultados mostram que as (in) formações trazidas pelos professores formadores podem colaborar na configuração das competências de Ensinar dos alunos-professores que compreenderam que a reflexão é a palavra-chave para o (des) envolvimento de um ensino que requer, acima de tudo, constantes transformações advindas, principalmente, da formação continuada / Abstract: Researches in the field of teachers¿ education programs, mainly those directed to foreign language teaching/learning process, which focus on the relationship between theory and practice have shown that those programs are surrounded by contradiction and uncertainty. The researches show that many of the graduation programs do not prepare the future teachers adequately. This work aims at analyzing how the teachers education program in a public university offers the theories of English as a Foreign/Second Language learning/teaching process during the course and if those theories are related to the practice by the pre-service teachers during their teaching training program. The instruments used to collect the data were: classes observations, a questionnaire and interviews. The analyses revealed that the unpredictable interactions which involve the classroom setting do not offer just one answer to this complex question. Even in this university where the professors are worried about offering contemporary theories, besides informing the pre-service teachers about the foreign language learning/teaching historical process, such relationship has not been properly understood by some of the future teachers. That context may be related to several factors as expectations, motivation and beliefs. I consider that the beliefs have a fundamental role in the perceptions of the student teachers. The results of this research show that the (in) formation offered by the teachers of the researched university can influence on the competence of the student teachers who understood that reflection on the theory and on the classroom practice is the key for the improvement of the teaching/learning process in the field of teachers education programs / Mestrado / Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira / Mestre em Linguística Aplicada