The thesis named "Opinions of opinions of contemporary mothers on the upbringing and education of children up to three years " examines and describes the services of day care centres for children up to three years in the Czech Republic in context with the family policy of our country and the Barcelona aims. Contemporary education possibilities of children up to three years in the selected states of EU in connection with their respective family policy are outlined too. The thesis also includes a research investigation of problematic questions concerning the upbringing and education of children up to three years, whose aim was to determine the concrete opinions and attitudes of the examined group of 75 mothers with children up to three years towards the family and non-family care in the region of Mladá Boleslav and its surroundings. It also examines which options of the children early care are used by mothers most often and what are the reasons behind. In the practical part of the thesis the general awareness of mothers about the options of the day care for children up to three years, including the personal attitude towards the nursery, was established. The harmonization of working and family roles represents an intensively discussed issue not only in our country, but in the whole European scale....

A presente pesquisa investiga qual o lugar da Geografia nos currículos das escolas dos três primeiros anos do Ensino Fundamental no Brasil, buscando tecer um comparativo entre o PNAIC (Pacto Nacional pela Alfabetização na Idade Certa), da Secretaria de Educação Básica do Governo Federal e o programa Ler e Escrever, da Secretaria da Educação do Estado de São Paulo. A pesquisa aborda os anos iniciais do Ensino Fundamental por ser uma fase em que a Geografia costuma ser relegada a segundo plano havendo a priorização das disciplinas de Língua Portuguesa e Matemática. A abordagem metodológica escolhida é a análise documental com contornos qualitativos, o que possibilitou estabelecer paralelos entre os referidos programas, partindo dos documentos disponibilizados nos sítios dos referidos programas. O procedimento para levantamento de dados e a organização dos mesmos pauta-se na análise descritiva dos referidos documentos. Os resultados possibilitam ainda, discutir sobre as atuais políticas públicas para a educação dos anos iniciais no Brasil, identificando como a Geografia Escolar está presente e se esses programas. Para além, discutimos a importância da Geografia Escolar para o educando que começa a realizar a leitura da palavra escrita, de seu entorno e seu cotidiano e embasamo-nos em teóricos da área da Geografia Escolar como: Bitencourt, Callai, Cavalcânti, Pontuschka e Straforini / This essay researches what is the place of the Geography on the first three years of Brazilian Elementary School curriculum, building a comparative approach between PNAIC (Pacto Nacional pela Alfabetização na Idade Certa), a program of the Federal Government, and the Ler e Escrever, a program of State Government of São Paulo. The essay approaches the initial years of the Elementary School, through the period where Geography is sent to background and Portuguese Language and Mathematics are the main discipline of the curriculum. The chosen method is the qualitative documental analysis to raise parallels between both programs, using the published documents on their websites. The procedure to raise data and organize them is the documental descriptive analysis. Even more, the results give the possibility to discuss about the nowadays educational politics on early schooling in Brazil, identifying how is Geography being and if those government programs enables the students to reach the geographic knowledge. Furthermore, we discussed about the importance of the Scholar Geography to the student, who begins to read the written word, the surrounding and the daily life routine

A presente pesquisa investiga qual o lugar da Geografia nos currículos das escolas dos três primeiros anos do Ensino Fundamental no Brasil, buscando tecer um comparativo entre o PNAIC (Pacto Nacional pela Alfabetização na Idade Certa), da Secretaria de Educação Básica do Governo Federal e o programa Ler e Escrever, da Secretaria da Educação do Estado de São Paulo. A pesquisa aborda os anos iniciais do Ensino Fundamental por ser uma fase em que a Geografia costuma ser relegada a segundo plano havendo a priorização das disciplinas de Língua Portuguesa e Matemática. A abordagem metodológica escolhida é a análise documental com contornos qualitativos, o que possibilitou estabelecer paralelos entre os referidos programas, partindo dos documentos disponibilizados nos sítios dos referidos programas. O procedimento para levantamento de dados e a organização dos mesmos pauta-se na análise descritiva dos referidos documentos. Os resultados possibilitam ainda, discutir sobre as atuais políticas públicas para a educação dos anos iniciais no Brasil, identificando como a Geografia Escolar está presente e se esses programas. Para além, discutimos a importância da Geografia Escolar para o educando que começa a realizar a leitura da palavra escrita, de seu entorno e seu cotidiano e embasamo-nos em teóricos da área da Geografia Escolar como: Bitencourt, Callai, Cavalcânti, Pontuschka e Straforini / This essay researches what is the place of the Geography on the first three years of Brazilian Elementary School curriculum, building a comparative approach between PNAIC (Pacto Nacional pela Alfabetização na Idade Certa), a program of the Federal Government, and the Ler e Escrever, a program of State Government of São Paulo. The essay approaches the initial years of the Elementary School, through the period where Geography is sent to background and Portuguese Language and Mathematics are the main discipline of the curriculum. The chosen method is the qualitative documental analysis to raise parallels between both programs, using the published documents on their websites. The procedure to raise data and organize them is the documental descriptive analysis. Even more, the results give the possibility to discuss about the nowadays educational politics on early schooling in Brazil, identifying how is Geography being and if those government programs enables the students to reach the geographic knowledge. Furthermore, we discussed about the importance of the Scholar Geography to the student, who begins to read the written word, the surrounding and the daily life routine

Submitted by Livia Mello (liviacmello@yahoo.com.br) on 2016-09-12T19:28:23Z No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T13:24:36Z (GMT) No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T13:24:45Z (GMT) No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5) / Made available in DSpace on 2016-09-15T13:24:53Z (GMT). No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5) Previous issue date: 2015-08-06 / Não recebi financiamento / The general objective of this research paper is to have an understanding of the process of curricular development in the Initial Years of Basic Education from the perspective of teachers and teacher coordinator. This general objective breaks itself up into two specific ones: 1. to describe the perceptions of teachers about the project “Mathematical Education in the Initial Years (EMAI)”; 2. to point out the main aspects involved in curricular development for these teachers and teacher coordinator of the Initial Years within the scope of teacher formation. To this aim a qualitative research was done, of the interpretative type, in a State Public School in the city of Franca (SP) and three instruments were employed for data compiling: open and closed question type questionnaires for teachers; interview with three pre-selected teachers and a teacher coordinator of the school besides videos furnished by the school and the Regional Educational Bureau of the São Paulo State Educational Secretary. Results indicate that teachers realize positive aspects of the EMAI Project, such as well-built learning sequences containing diversified activities, teaching work guidance, enhancement of student thought and creativity, and spiral teaching and learning. On the other hand they point out some limitations of pedagogical practice in relation to the need for concept systematizing, insufficient time for activities, and the need for more problem-solving situations within the learning sequences. In relation to the curricular development in the school we were able to demonstrate that the formation done with the teachers has been directed to the implementation of the prescribed and presented curriculum, although we have gathered indications, voiced by teachers and the coordinator, of the need to enhance the formation under the perspective of collaborative teams that could give greater autonomy to the teacher providing him with a differentiated look, mainly on the real curriculum, as observed in classroom practice, in search for a comprehension of mathematical contents and forms of teaching and learning. / Esta pesquisa tem como objetivo geral compreender o processo de desenvolvimento curricular nos Anos Iniciais a partir da perspectiva dos professores e do coordenador. Esse objeto se desmembra em dois objetivos específicos: 1. descrever as percepções dos professores sobre o projeto “Educação Matemática nos Anos Iniciais (EMAI)”; 2. apontar os principais aspectos envolvidos no desenvolvimento curricular dos professores e do coordenador nos Anos Iniciais a partir de espaços de formação de professores. Para isso foi realizada uma pesquisa qualitativa, do tipo interpretativa, em uma Escola Pública Estadual na cidade de Franca (SP) e utilizou três instrumentos para a construção dos dados: questionário contendo questões fechadas e abertas com os professores; entrevistas com três professoras selecionadas e coordenadora pedagógica da escola e vídeos disponibilizados pela escola e pela Diretoria de Ensino. Os resultados revelam que os professores percebem aspectos positivos do Projeto EMAI, como as sequências didáticas bem elaboradas com atividades diversificadas, direcionamento do trabalho docente, valorização do pensamento do aluno e da criatividade, conteúdo em espiral. Por outro lado, apontam limitações na prática pedagógica em relação à necessidade de sistematização dos conceitos, ao tempo insuficiente para o desenvolvimento das atividades, ao acréscimo de mais situações-problema nas sequências. Em relação ao desenvolvimento curricular na escola, pudemos evidenciar que a formação desenvolvida com os professores têm se constituído de forma direcionada na implementação do currículo prescrito e apresentado, porém percebemos indícios, nas vozes das professoras e da coordenadora, da necessidade de ampliar a formação em uma perspectiva de grupos colaborativos, que podem oportunizar maior autonomia ao professor, permitindo-lhe um olhar diferenciado, sobretudo para o currículo real, efetivado na prática da sala de aula, buscando a compreensão dos conteúdos matemáticos e das formas de ensinar e aprender.

Cette thèse a démontré que les athlètes élites vivent en moyenne 7 ans de plus que la population générale, notamment en raison d’une réduction de 35 à 45% de la mortalité par maladies cardiovasculaires et par cancers. Ces résultats s’appuient sur l’analyse de l’ensemble des sportifs français (n= 3.600) ayant participé aux Jeux Olympiques depuis 1912 et au Tour de France depuis 1947. Des nouvelles méthodes en analyse de survie ont été mises au point pour investiguer ces cohortes qui ont la particularité de survivre mieux que leurs référents. A ces démonstrations s’ajoute le ralentissement de la progression de la longévité maximale humaine. Ce constat résulte de la comparaison des tendances de durée de vie de tous les olympiens depuis 1896 (n= 19.012) et des doyens de l’humanité (n= 1.205). Ces travaux répondent au besoin de mieux comprendre la relation dose-réponse de l’activité physique, médicament du 21ème siècle, en raison de son impact majeur sur la longévité des populations, ainsi qu’à l’intérêt d’explorer les marges d’augmentation possibles de cette longévité. / Background and objectives: along their careers, elite athletes are subjected to specific constraints that distinguish them from the general population. Such constraints, related to the high intensity of their physical activity, their overexposure to injuries or particular lifestyle, may have long-term consequences on the athletes' health, and ultimately on their longevity. Thus, the main goals of the present study are the following: 1) to describe and analyze elite athletes’ longevity and specific causes of mortality in comparison with the general population and according to the type of effort they performed; and 2) to investigate their lifespan trends in comparison with the longest-lived humans in order to apprehend the current scenario of human longevity trends. Methods: we collected data on the biography and the athletic performances of all the French athletes who participated in the Olympic Games (OG) from 1912 to 2012 (n = 4708), and all the French cyclists who participated in the Tour de France (TDF) from 1947 to 2012 (n=786). Then, we verified their vital statuses through the National Registry of Identification of Physical Persons (RNIPP). For the deceased athletes, we obtained the causes of their deaths through the Centre for epidemiology on medical causes of death (CépiDc). We compared the athletes’ overall and specific mortality (according to the main chapters of the International Classification of Disease) with the French civilian life tables using Standardized Mortality Ratio (SMR) and the Kaplan-Meier methods. We adapted and applied the life years-lost method under the competing risk model to quantify differences on longevity due to major causes of death according to the athletes’ type of effort. Furthermore, we collected data on worldwide deceased Olympians participating in the OG from 1896 to 2012 (n=19 012) and on worldwide supercentenarians (>110 years) deceased between 1900 and 2013 (n= 1 205) in order to analyze their lifespan trends using a density analysis tool (total number of life durations per birth date). Findings and conclusion: French elite athletes show consistently lower mortality (≈40-50% lower) in comparison with their compatriots, whether female or male Olympians, or professional cyclists, mostly related with a lower cardiovascular (≈ 40-60% lower) and cancer mortality (≈ 45% lower). No excess mortality was observed in elite athletes for any of the specific causes of death we studied. French Olympians’ lower mortality results in an average of seven years of life saved in relation to the general population. This gain partitioned according to specific causes of deaths shows that cardiovascular longevity benefit is associated with the type of sports practiced during the Olympic career, favoring combined type of effort over very short- or very long-duration effort. In relation to cancer mortality, all types of effort studied were associated with better longevity. Despite their survival advantage, no Olympian in the world, up to date, has ever reached the status of a supercentenarian, as the longest-lived was 106 years old. The common lifespan trends between Olympians and supercentenarians indicate similar mortality pressures over both populations that increase with age, a scenario that is better explained by a biological “barrier” limiting further progression. The supercentenarians’ density trends show a current stagnation of the human longevity.

Philosophiae Doctor - PhD / Injuries, and head injuries in particular, are a common cause of childhood, adolescent and young adulthood morbidity and mortality. The risk factors for injuries in general have been well researched. But it remains uncertain whether these factors are similar for specific injuries, such as head injuries. The inter-relationships between individual and environmental risk factors are difficult to study. Whilst much is know of the short-term consequences of head injuries, relatively little information is available on their long-term conseque~ces. The follow-up period in most research is short (often less than 1 year) and studies are weak in terms of design. Studies generally find a variety of social, cognitive and psychological consequences in children and young adults experiencing head injuries. This study assessed in two large, nationally representative samples, a 1946 birth cohort and a 1997 cross-sectional health survey: 1) the occurrence and risk factors for childhood, adolescent and early adulthood head and other injuries, and 2) the long-term cognitive and psychiatric effects of skull injuries. The overall findings for the risk factors across the two data sets and over 5 decades of data collection were strikingly similar. Maleness was a major risk factor for the head and other injuries. Some of the behaviour and personality factors such as hyperactivity and being neurotic, even after adjusting for sex, socioeconomic status and family type, remained significantly related to injuries, particularly those affecting the head region. A clustering of demographic, socioeconomic, family and behavioural risk factors significantly increased the likelihood of injuries, particularly recurring injuries with at least one being a head injury. In the unadjusted analyses socioeconomic status and family type were less consistently related to injuries. The long-term psychiatric and cognitive consequences of skull injuries causing concussion and skull fractures in childhood and early adulthood were negligible. Other childhood factors such as educational ability, behaviour and personality, and level of education achieved were more predictive of psychiatric symptoms and cognitive problems in adulthood. This study suggests that children and adolescents with behavioural and personality problems were at greater risk of head and other injuries in childhood, adolescence and later in adulthood. Children and adolescents with behavioural and personality problems were more likely to live in manual social class families and families with a single parent or stepparent. This combination of behavioural problems and deprived socioeconomic and family circumstances may increase tendencies for violent behaviour, alcohol dependence and manual occupations later in adulthood, which all increase the risk of injuries. There is therefore a need to identify children and adolescents with behavioural and personality problems as early as possible to prevent the impact in the short- and longterm. This will not only reduce the burden of injuries but also the many other consequence of behavioural and personality problems, particularly when located within deprived socioeconomic and family circumstances.

Several researchers have concluded that there is little or no relationship between specific gravity and ring width or growth rate in yellow-poplar (Liriodendron tulipifera L.). Because most mechanical properties of wood are also closely related to specific gravity, it would thus be of interest to learn how minimum suppression and maximum release years' evidence that can be extracted from radial growth patterns based on a modified radial growth averaging (RGA) technique's influence the compression parallel to grain strength and specific gravity of wood. This study is designed to evaluate the effects of growth suppression and release on ultimate crushing stress and specific gravity for small-sized yellow-poplar specimens. Additionally, the relationship between specific gravity and ultimate crushing stress is investigated. Twenty-three yellow-poplar cores were examined for their growth ring widths. Minimum suppression and maximum release years were identified based on the modified RGA criteria method. From each increment core, three 1 Ã 1 Ã 4 mm specimens from both minimum suppression and maximum release years were tested for their ultimate crushing stresses using a micro-mechanical test system. The specific gravity of each specimen was also recorded. These data were analyzed using a paired samples t test and a simple linear regression. The results indicate that the mean ultimate crushing stress and specific gravity of maximum release years were significantly higher than that of minimum suppression years. Furthermore, the ultimate crushing stress was linearly related to the specific gravity of the specimens. / Master of Science

The study was a descriptive quantitative survey which endeavoured to identify challenges experienced by IMCI trained registered nurses in implementing the guidelines and procedures of the strategy when tending children under 5 years in Gaborone health district. The study also solicited for recommendations on how to address the identified challenges. The research population comprised of all the IMCI-1 trained registered nurses and systematic sampling was employed to randomly select study participants. Data were collected using a questionnaire and was analysed using Excel Advanced software package. Study findings identified challenges related to political support, cost of IMCI training, training coverage, health systems and features of the IMCI strategy. Recommendations for improving use of the strategy included garnering for more political support, adopting short duration training courses, scaling up both pre-service and in-service training as well as addressing the challenges related to health systems and the unique features of the strategy / Health Studies / M.A. (Public Health)

No description available.

This research explores parent-teacher consultations in a range of early years settings. Data were collected from eighteen audio-recorded parent-teacher consultations from six different settings and from follow up interviews with parents and teachers. The data related to the consultations and participants’ direct experience of these and revealed the practices of power within these consultations. Using a Foucauldian approach to analysis, the exercise of power and its impact on the parent-teacher relationship was explored. The analysis revealed the ways in which surveillance, normalising judgements and the ‘examination’ of all involved in the reporting process to parents, constitutes an exercise of power. Within the consultation parents, teachers and children are positioned as subjects who are homogenised and judged accordingly. Conversely, the presentation of observations and assessment information leads to the individualisation of children, allowing classifications and comparisons to be made in relation to a particular set of ‘truths’ about what it is to be a child, a parent and a teacher. Throughout the consultations parents and teachers assert and defend their positions and in doing so, attempts at resistance are evident. The findings of the research open up new possibilities for challenging existing modes of practice in parent-teacher consultations. These include implications for initial teacher education and CPD programmes, in order to develop awareness of the way in which power is exercised through parent-teacher interactions and the effects it can have. The need for policy makers to take greater account of the exercise of power when developing policies in relation to partnership with parents, and indeed in evaluating the impact of existing policy is also identified.