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Bruhn, Magdalena, and Jessica Persson. "Regioner, framtidens arbetsgivare? : Hur studenter uppfattar framtida karriärer inom regional verksamhet." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84898.
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Syftet med studien är att identifiera studenters uppfattningar och värderingar i valet av framtida arbetsgivare, för att skapa bättre förutsättningar att som arbetsgivare attrahera studenter. En kvantitativ studie med deduktiv ansats. För insamling av empiri utfördes en enkätundersökning på studenter inom specifika inriktningar. Studien visar att studenter har skilda uppfattningar om Region Kalmar län som arbetsgivare, beroende på vilken studieinriktningar de har. De studenter som har mer kontakt med arbetsgivare i form av exempelvis praktik, visar en större benägenhet att söka sig till dem efter studietiden. Således kan frekvent kontakt med studenter bidra till att man blir ett mer självklart alternativ på arbetsmark- naden. Studien visar även att värderingar kan skilja sig mellan olika studieinriktningar men att det främst har att göra med ålder och vart man befinner sig i livet. Yngre medarbetare har höga ambitioner men realistiska förväntningar i början av karriären vilket skapar möjligheter för arbetsgivare att överträffa deras förväntningar och därmed uppfattas som attraktiva.The purpose of the study is to identify students perceptions and values in their selection of future employers, to create better conditions for attracting students as an employer. A quantitative study with deductive approach. For the collection of empirical data, a survey was conducted on students in specific fields. The study shows that students have different opinions about Region Kalmar County as an employer, depending on their field of study. The students who have more contact with employers in the form of internships, show a greater tendency to apply to them after the study period. Therefore, frequent contact with students can contribute to a more obvious alternative in the labor market. The study also shows that values can differ between different fields of study, but mainly it depends on age and where you are in life. Younger employees have high ambitions but realistic expectations at the beginning of their careers. This creates more opportunities and leads to employers having their expectations exceed, thus is perceived attractive.
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Young, Patricia. "Tertiary student connectedness : Intervention influence on student connectedness as measured in health and academic behaviours of regional tertiary students." Thesis, Federation University Australia, 2018. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/166535.
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At a time when university student diversity is heightened and when national government regulations have shifted their quality focus from support improvements to student achievement, little is known about the mechanism of the latter. University efforts to support quality, caring interactions between students and staff, known as connectedness, are currently favoured, and this thesis examines connectedness, mood, emotional well-being and academic behaviours of commencing students at a regional Australian university. This is done through the lens of a first semester intervention, known as Tertiary Learning Communities (TLC). Drawing on existing connectedness research, across both school and university settings and guided by a whole-school framework, details of the establishment of a suitable working party, the development of survey, pilot and intervention activities, and monitoring the ability of a cross-campus intervention to influence student connectedness and behaviour markers, are highlighted to advance further understanding of the mechanics of connectedness in a university setting. The developed survey, which collected data from undergraduate students early in their first semester, effectively captured perceptions of connectedness across a broad range of sources in addition to their mood, emotional well-being and academic student behaviours. Paired sample-tests assessed connectedness changes, and chi square analysis assessed behaviour changes when comparing the experimental and control groups on two occasions. A single intervention aligned to a first year core unit to support academic and social interactions, was shown to be ineffective in enhancing student connectedness during the semester of the intervention or the semester following the intervention. However, the level of connectedness decreases measured across ‘personal’, ‘other students’ and ‘lecturers’ were indeed significant, as was the finding that connectedness decreases for intervention participants exceeded the decreases of the control group. Furthermore, mood and emotional well-being challenges and the slow emergence of academic behaviours were also revealed. These findings provided support for future inclusive student support initiatives, maintained the involvement of working party members and extended support beyond the first semester to across first year.Doctor of Philosophy
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Widney, Brittany M. "ESL Students Recognition of and Attitudes Towards American Regional Dialects." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1429803862.
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Ferguson, Chen W. "Factors Contributing to Students' Global Perspectives: An Empirical Study of Regional Campus, Business, and Study Abroad Students." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1385479976.
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White, Janice M. "Are schools preparing students for the regional workforce? teacher and employer perspectives /." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009baker_e.PDF.
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Thesis (E.Ed.)--The Sage Colleges, 2009."A Doctoral Research Project presented to Associate Professor Daniel Alemu, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: workforce preparation; perceptions of employers and teachers; 21st centuary knowledge; skills and abilities; proficiency of high school graduates. Includes bibliographical references:(p. 69-74).
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Bailey, Beth, Lana McGrady, Judy G. McCook, and Audry Greenwell. "Educating Nursing Students on Pregnancy Smoking Issues to Improve Regional Intervention Efforts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7182.
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Objective: Rates of pregnancy smoking in the rural South are twice national averages and contribute to poor birth and long term outcomes for affected women and children. Efforts to intervene during prenatal care with pregnant women have been hampered by lack of knowledge, skill, comfort, and commitment from prenatal providers and their nursing staff. Regional community providers and staff have been reluctant to participate in available trainings, and even those who do seldom exhibit attitude and practice change long term. Therefore, efforts to educate health care professionals on the dangers of pregnancy smoking, and to provide necessary skills for intervention efforts, may need to occur before they ever enter practice. Thus, the goal of the current project was to implement and evaluate a pregnancy smoking-related training session for baccalaureate nursing students in rural Southern Appalachia. Design: Nursing students attended training on pregnancy smoking dangers/intervention techniques.
Sample: Third year students beginning clinical rotations in obstetrics.
Methods: 1.5-hour training including pre- and post-tests.
Implementation Strategies: Four months later, follow-up survey assessed gains in knowledge, skill, comfort, and willingness to address smoking.
Results: Over seven semesters, 659 nursing students were trained. Substantial gains in knowledge of pregnancy smoking issues were seen from pre- to post-testing, with knowledge retained at four- month follow-up. The percentage of students who felt they lacked skills to intervene with pregnant smokers dropped from 39% at pre-test to 6% at same day post-test. In addition, the percentage who reported they would be uncomfortable talking with pregnant women about smoking dropped from 10% to 1%, while the percentage who indicated they would always make time to address smoking with pregnant women increased from 54% to 87%. While most students did address smoking with multiple pregnant patients encountered during clinicals, and over half felt the patients benefited from their actions, only 58% were confident in their intervention skills at four month follow-up. Finally, 83% felt the training had been beneficial, and over 90% committed to addressing smoking with pregnant patients once they graduated.
Conclusion/Implications for nursing practice: Training can increase nursing student knowledge, skill, comfort, and willingness to address smoking with pregnant women. However, it appears ongoing education may be needed to promote skills and confidence long term. In the rural South, where smoking rates are high and provider efforts to address pregnancy smoking are inconsistent, educating future nurses could have substantial impact on pregnancy smoking rates and birth outcomes into the future.
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Sproston, Carlyn, and res cand@acu edu au. "When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006.
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This action research study examines the learning experiences of Year 8 students and their teacher as they negotiate aspects of their English classes. The study takes place in a regional Catholic co-educational secondary college in Victoria, Australia. The question of understanding the lived experience of ourselves and other is fundamental to this study, which is situated within an holistic, enactivist view of the world. From this perspective learning is a shared activity in which students participate in creating their own interpretation as they interact with others to bring forth understanding. The study focuses on classroom practice which aims to include all participants, through negotiation, in the actions that take place in the classroom. I have used a narrative approach to describe the way in which three action research cycles were implemented in the English classroom during one academic year. A variety of data gathering techniques was used and these included: classroom questionnaires, classroom meetings, journals, partnership observation and interviews. The main sources of data were the interviews that I undertook with each of the twenty five students in the class. The three action research cycles allowed both the students and me to reflect upon classroom activities and make appropriate changes as the cycles progressed. In addition, negotiating in this English class has helped me to better understand my students and, through reflection, to improve my teaching practice. Analysis of the data suggests that students experience greater commitment and motivation when they are given opportunities to be actively involved in contributing to their own learning. The data also supports research that recognises the importance of collaboration, positive relationships within the classroom, the importance of metacognitive skills and student voice. In addition, the findings point to the value of action research as a method of improving teaching practice.
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Hedderwick, Helen. "Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/2031.
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The purpose of this study was to examine teacher and students' perceptions of teacher-student interpersonal behaviour in regional secondary classrooms. Teachers were then presented with this information so that a comparison between teacher ideal, teacher actual and student perceptions of their classroom could be examined. The results were then able to be used by teachers to reflect on and seek to improve their teaching practice. This study utilised the Questionnaire on Teacher Interaction (QTI) to collect data about the classroom learning environment of Australian regional mathematics and science classrooms. Qualitative information in the form of classroom observations and informal interviews has also been collected from a small subset of the student sample. This qualitative information was collected by the researcher in the dual roles of teacher and researcher. Triangulation of the methods of data collection sought to better validate the data collected, and assess multiple perspectives in the classroom. The study has involved a large sample of students from one country high school in Western Australia. All the mathematics classes from Years 8, 9 and 10 and all science classes from Years 8 and 10 have been included in this study. A particular focus for this study was the inclusion of both streamed and non-streamed classes from the mathematics and science areas.The value of this research has been enhanced in that the results have been used as a teaching feedback tool for participants involved in the study to examine, reflect and improve on their teaching practice. The research is a real world, authentic example of one instance where results from the study were used immediately on a local scale by participants. A unique feature of the outcomes from this project is that the teacher appears to play a greater role in determining the classroom climate than does the homogeneous or heterogenous grouping of students within a subject.
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Daniel, James L. "Advisement Effectiveness and Self-directed Learning: A Comparison Between Traditional and Non-traditional Students in Selected Regional Universities in Tennessee." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2902.
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Because most academic advisement programs were established to accomodate traditional student populations, it was the purpose of this study to compare the effectiveness of these systems as perceived by traditional and non-traditional undergraduate students at three of Tennessee's regional universities. Traditional and non-traditional students were also compared on the extent to which they exhibit self-directed learning. A comparison of mean scores was made for responses made to items contained in the American College Testing (ACT) Survey of Academic Advising, including the total mean score for the Oddi Continuing Learning Inventory (OCLI) between traditional/non-traditional students, full-time/part-time students, students at the three universities, males/females, students of different races, and married/unmarried students. There were no significant differences found as to the perception of overall advisement effectiveness between traditional/non-traditional students, full-time/part-time students, students at the three universities, males/females, students of different races, or married/unmarried students. However, differences were found among the groups. Part-time students were more satisfied with the performance of their advisors in relation to various questions than full-time students. Non-traditional students were generally more satisfied with their personal relationship with their advisors and also obtained a higher mean score on the OCLI than traditional students. Significant differences were found among students responding from the three universities to questions regarding advisor availability, referrals by advisors, and the initiation of meetings on the part of the advisor. It is recommended that academic advisement programs be evaluated on a continuing basis and that advisors be made available to meet the needs of various groups represented in each college, especially part-time and non-traditional students. It is also recommended that more research be conducted relative to the various groups that presently make up student populations as to possible correlation between various individual and group characteristics that might impact academic advisement. Included in those additional studies could be examination of differences of perceived advisement between students at various types and sizes of institutions as well as a comparison of perceived advisement effectiveness between institutions having various student/advisor ratios. (Abstract shortened with permission of author.)
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Meier, Lori T. "“Isn’t That for Grad Students?” Exploring Curriculum Studies with Elementary Undergraduates at a Regional University." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5906.
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Hedderwick, Helen. "Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18064.
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The purpose of this study was to examine teacher and students' perceptions of teacher-student interpersonal behaviour in regional secondary classrooms. Teachers were then presented with this information so that a comparison between teacher ideal, teacher actual and student perceptions of their classroom could be examined. The results were then able to be used by teachers to reflect on and seek to improve their teaching practice. This study utilised the Questionnaire on Teacher Interaction (QTI) to collect data about the classroom learning environment of Australian regional mathematics and science classrooms. Qualitative information in the form of classroom observations and informal interviews has also been collected from a small subset of the student sample. This qualitative information was collected by the researcher in the dual roles of teacher and researcher. Triangulation of the methods of data collection sought to better validate the data collected, and assess multiple perspectives in the classroom. The study has involved a large sample of students from one country high school in Western Australia. All the mathematics classes from Years 8, 9 and 10 and all science classes from Years 8 and 10 have been included in this study. A particular focus for this study was the inclusion of both streamed and non-streamed classes from the mathematics and science areas.The value of this research has been enhanced in that the results have been used as a teaching feedback tool for participants involved in the study to examine, reflect and improve on their teaching practice. The research is a real world, authentic example of one instance where results from the study were used immediately on a local scale by participants. A unique feature of the outcomes from this project is that the teacher appears to play a greater role in determining the classroom climate than does the homogeneous or heterogenous grouping of students within a subject.
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Melton, Sarah, and Nicholas E. Hagemeier. "Prescription Drug Abuse: Regional Realities and Recommendations." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1419.
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Mays, Thomas A. "A Multiple Case Study of Social Capital Development at a Public Midwestern University." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1501067146670989.
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Bewley, Jason Loyd. "Living-learning communities and ethnicity: A study on closing the achievement gap at Regional University." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28393/.
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This quasi-experimental study examined the impact of living-learning communities on GPA and fall-to-fall retention rates for college freshmen at Regional University (RU). The specific focus of this study was the effect of these communities on students of different ethnic groups and on the potential of these communities to reduce the academic performance gap. RU was a small public university that offered both undergraduate and graduate degree programs. RU required all freshman students to live on campus in living-learning communities beginning with the 2007-2008 academic year. This study utilized the 343 student freshman cohort class of 2008 in the living-learning communities as the treatment group. This treatment group was compared against the 193 student freshman cohort class of 2008 living off campus and against the 643 student freshman cohort class of 2006 living on campus prior to the implementation of living-learning communities. In addition, the statistics were analyzed by ethnicity to examine the impact of these communities on White, Hispanic, African American, and Native American students and their ability to reduce the academic performance gap. The research revealed that the communities implemented at RU were not statistically significant at improving academic performance or at reducing the achievement gap. The results of this study were not consistent with the literature available on living-learning communities. Current research identifies six fundamental factors critical to the success of living-learning communities: positive working relationship between academic affairs and student affairs, involvement of faculty in the residence halls, appropriate funding, assessment strategies, university wide buy-in to implementing these communities, and commitment from institutional leadership. Examination of the inputs and processes on which these learning communities developed and operated indicated that the majority of these were not well developed to sustain these communities. The divergence of these findings from the literature may be attributed to key departures from the literature regarding the set-up and operation of these communities at RU.
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Tatman, Ashlee Rae Rauckhorst. "How They Choose: How Appalachian College Students Choose to Pursue Higher Education." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou162798981474258.
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Tatman, Ashlee Rae Rauckhorst. "How They Choose: How Appalachian College Students Choose to Pursue Higher Education." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou162798981474258.
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Dorothy, Wayne F. "Relationships between ensemble placement, musical independence, gender, and instrument family, among band students at three regional universities." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019475.
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Little is known about post-secondary band students' growth in musical independence, nor have the relationships between ensemble placement, year in school, gender, and instrument family been documented. Little research is available regarding the effects of instrument family (on which the student performs) or gender on the development of musical independence among music majors. Additionally, previous studies have identified a drop in music achievement test scores for college music majors as they progress from their freshman to sophomore or sophomore to junior years. This study attempts to address and evaluate these issues.The introduction presents a brief overview of the purpose and importance of the study. The review of related literature explores musical independence and the assessment of musical independence, as well as relationships between musical independence, ensemble placement, related listening skills, gender, and instrument family.Richard Colwell's Music Achievement Test 3 and Music Achievement Test 4 were administered to 354 band students at Ball State University, Florida State University, and Wichita State University. Test scores and demographic data including school, student identification number (usually a social security number), top ensemble in which the student participated (1st, 2nd, or 3rd), college major (music major or non-music major), year in school (freshman through graduate student), gender (male or female), and instrument family (woodwind, brass, or percussion) were collected. Data was entered into Statview II, a statistical analysis program for the Macintosh computer. Data was analyzed using ANOVA, Scheffe, and permutation analysis. Conclusions were drawn and recommendations for additional research were made.School of Music
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Angchun, Peemasak. "Factors Related to the Selection of Information Sources: A Study of Ramkhamhaeng University Regional Campuses Graduate Students." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84161/.
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This study assessed students’ satisfaction with Ramkhamhaeng University regional library services (RURLs) and the perceived quality of information retrieved from other information sources. In particular, this study investigated factors relating to regional students’ selection of information sources to meet their information needs. The researcher applied the principle of least effort and Simon’s satisficing theory for this study. The former principle governs and predicts the selection of these students’ perceived source accessibility, whereas the latter theory explains the selection and use of the information retrieved without considering whether the information is optimal. This study employed a web-based survey to collect data from 188 respondents. The researcher found that convenience and ease of use were the top two variables relating to respondent’s selection of information sources and use. The Internet had the highest mean for convenience. Results of testing a multiple linear regression model of all four RURCs showed that these four independent variables (convenience, ease of use, availability, and familiarity) were able to explain 69% of the total variance in the frequency of use of information sources. Convenience and ease of use were able to increase respondents’ perceived source accessibility and explain the variance of the frequency of use of sources more than availability and familiarity. These findings imply that respondents’ selection of information sources at the RURCs were governed by the principle of least effort. Libraries could consider the idea of one-stop services in the design of the Web portal, making it user friendly and convenient to access. Ideally, students could have one card to check out materials from any library in the resources sharing network.
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Einfalt, Johanna Theresia. "Using a dialogic approach to develop intercultural competence in university students." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134242/1/Johanna_Einfalt_Thesis.pdf.
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Higher education seeks to produce interculturally competent students; however, it is not clear how to achieve this as part of the university experience. This study investigated how to develop intercultural competence at a regional Australian university, demonstrating growth in a group of commencing students' intercultural attitudes, knowledge and skills through participation in a series of dialogic forums. A fine-grained analysis of forum moments also revealed how students used interactional tools to facilitate intercultural understandings with diverse others. Implications highlight the importance of promoting dialogic interaction as a means to stimulate intercultural competence in higher education institutions.
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Hobold, Edilson 1972. "Survey regional sobre crescimento e desenvolvimento : relações com maturação, sobrepeso e obesidade, nível socioeconômico e desempenho motor." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275120.
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Orientador: Miguel de ArrudaTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física
Made available in DSpace on 2018-08-23T22:52:26Z (GMT). No. of bitstreams: 1 Hobold_Edilson_D.pdf: 4000725 bytes, checksum: 322d6417d5127637733fd987c21244f7 (MD5) Previous issue date: 2013
Resumo: O presente estudo teve o objetivo de analisar, em escolares de ambos os sexos, de seis a 17 anos de idade, residentes nos municípios lindeiros ao lago de Itaipu, no extremo oeste paranaense, o crescimento e o desenvolvimento humano e suas respectivas relações com a maturação, com o sobrepeso e a obesidade, com o nível socioeconômico e com o desempenho motor. O projeto foi aprovado pelo Comitê de Ética em Pesquisa da FCM/UNICAMP, Parecer CEP Nº 370/2011. Foram selecionadas de forma probabilística estratificada 5.962 crianças e adolescentes de ambos os sexos, sendo 3.024 do sexo feminino e 2.938 do sexo masculino, estudantes de escolas públicas de 11 municípios. Avaliou-se o nível socioeconômico, a antropometria (massa corporal, estatura, altura tronco-cefálica e dobras cutâneas tricipital e subescapular). Calculou-se o Índice de Massa Corporal, o Percentual de Gordura e o Pico de Velocidade de Crescimento (PVC). O desempenho motor foi avaliado pelos testes de salto horizontal, sentar e alcançar, flexão e extensão de braços no solo e vai-e-vem de 20m. Para a criação do banco de dados e a realização das análises estatísticas foi utilizado o programa estatístico SPSS for Windows - versão 11.5. Como tratamento estatístico utilizou-se: estatística descritiva, teste de normalidade K-S (Kolmogorov-Smirnov), ANOVA One-way, "post-hoc" de Tukey, ANOVA Two way, "post-hoc" de Sheffé, cálculo de regressão logística "odds ratios" (OR), correlação de Pearson (r) e regressão múltipla (stepwise). Em todas as análises adotou-se o nível de significância estatística menor ou igual a 5%. A tese foi elaborada no modelo escandinavo com um artigo de revisão e três artigos originais, intitulados: 1) Prevalência de sobrepeso e obesidade de crianças e adolescentes no Brasil: uma revisão sistemática; 2) Prevalência de sobrepeso e obesidade em escolares: relações com nível socioeconômico, sexo e idade; 3) Pico de velocidade de crescimento associado à antropometria e composição corporal de escolares; 4) Pico de velocidade de crescimento como alternativa de classificação da maturação somática associado ao desempenho motor de escolares. Os resultados mostraram que: 1) Apesar das diferenças metodológicas, a maioria dos estudos apresentou valores bastante elevados de prevalência de sobrepeso e obesidade. Mais de 70% dos estudos analisados mostraram prevalências superiores a 20%, sendo mais elevada nos rapazes e de forma homogênea em todas as regiões do país. 2) As prevalências de sobrepeso e obesidade foram consideravelmente maiores nos escolares de famílias de maior poder aquisitivo e os valores observados foram altos indicando que existe um comportamento parecido com o observado em outras regiões do país. 3) Os resultados indicaram uma crescente evolução das variáveis antropométricas e de composição corporal à medida que os escolares avançaram na viii maturação. O uso do PVC como alternativa de classificação da maturação somática é indicado. 4) Quando foi considerado o PVC como indicador de maturação somática, encontrou-se uma melhor explicação para o desempenho motor dos escolares, superando os valores encontrados nas comparações por idade cronológica. A classificação da maturação pelo PVC isoladamente pôde explicar a maior variabilidade verificada nos testes motores. Sugere-se o desenvolvimento de intervenções "in loco" visando combater ou minimizar os problemas aqui detectados
Abstract: The present study aimed to examine in students of both genders, aged six to 17 years old, living in cities surrounding the Itaipu Lake in far western Paraná, growth and human development and their relationships with maturation, with overweight and obesity, and socioeconomic level and motor performance. The project was approved by the Ethics Committee in Research of FCM / UNICAMP, CEP Opinion No. 370/2011. Were selected in a stratified 5,962 children and adolescents of both genders, with 3,024 females and 2,938 males students from public schools in 11 municipalities. We assessed socioeconomic status, anthropometry (weight, height, trunk-cephalic height and triceps skinfold and subscapular). We calculated the body mass index, fat percentage and the peak height velocity (PHV). Motor performance was assessed for horizontal jump, sit and reach, flexion and extension arms on the ground and back-and-forth 20m. To create the database and carrying out statistical analyzes we used SPSS for Windows - Version 11.5. As statistical analysis we used descriptive statistics, testing normality KS (Kolmogorov-Smirnov), One-way ANOVA, "post-hoc" Tukey, Two way ANOVA, "post-hoc" Sheffe, calculating logistic regression "odds ratio "(OR), correlation coefficient (r) and multiple regression (stepwise). In all analyzes, we adopted the statistical significance level less than or equal to 5%. The thesis has been developed in the Scandinavian model with a review article and three original articles, titled: 1) Prevalence of overweight and obesity in children and adolescents in Brazil: a systematic review, 2) Prevalence of overweight and obesity in school children: relationships with level socioeconomic, gender and age; 3) Peak height velocity associated with anthropometric and body composition of school; 4) Peak height velocity as an alternative classification of somatic maturation associated with motor performance of students. The results showed that: 1) Despite the methodological differences, most studies showed very high values of prevalence of overweight and obesity. Over 70% of the studies analyzed showed prevalence rates above 20%, being higher in boys and homogeneously in all regions of the country. 2) The prevalence of overweight and obesity were significantly higher in students from families with high affluence and the values were high indicating that there is a behavior similar to that observed in other regions of the country. 3) The results indicated an increasing trend of anthropometric and body composition as the students advanced in maturity. The use of PHV as an alternative classification of somatic maturation is indicated. 4) When PHV was considered as an indicator of somatic maturation, we found a better explanation for the motor performance of the school, exceeding the values obtained by comparison chronological age. The classification of the maturation of PHV alone could explain the greater variability observed in the x motor tests. We suggest the development of interventions "in loco" to combat or minimize the problems detected here
Doutorado
Biodinamica do Movimento e Esporte
Doutor em Educação Física
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Barron, John Joseph. "An investigation into the sources for ideas and research of students participating at the regional science fair level." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34161.pdf.
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Mebane, Carla. "An investigation of African American socialization influences on gender satisfaction as measured by the Noel-Levitz Inventory at selected peer, regional universities." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6058.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2009) Vita. Includes bibliographical references.
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Kaya, Nisa Gokden. "The Role Of Self-esteem, Hope And External Factors In Predicting The Resilience Among Regional Boarding Elemantary School Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608375/index.pdf.
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This syudy aims to find out the role of self-esteem, hope and external factors in predicting resilience of students in Regional Boarding Elemantary Schools. The sample was 391 students in 6. 7. and 8. grades of Regional Boarding Elemantary Schools in Ankara. A demographic data form developed by the researcher, California Resilience and Youth Developmant Module (CDE, WestEd, 2001Gizir, 2004), Rosenberg Self-esteem Scale (Ç
uhadaroglu, 1985
Rosenberg, 1965), and Children'
s Hope Scale (Kemer &
Atik, 2006
Synder et al., 1997) were used to collect data. Multiple regression analysis for the total sample results revealed that predictor variables explained 69% of the total variance. According to results Hope, and some external assets (Home Caring Relationships, High Expectations, and Meaningful Participation, Community Caring Relationships and High Expectations
School and Community Meaningful Participation
Peer Caring Relationships and High Expectations) were important predictors of resilience. However, Self-esteem and two external assets (School Caring Relationships and High Expectations
and School Connectedness) did not contribute to internal assets of resilience scores. Furthermore, findings showed differences between boys and girls in terms of the predictor variables of resilience. Regression analysis indicated that the model with eight predictors explained 69% of the total variance among females and %70 for males. On the other hand, male students possesed five protective factors predicting resilience, whereas females had three.
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Lechman, Kathleen M. "An Exploration of the Role of Perceived Instructor Cultural Intelligence, Students' Feelings of Validation, and Sense of Belonging on Students' Intent to Persist." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1428914849.
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Fullingim, James Fred. "Regional airline qualifications: A study in the marketability of higher education graduates." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5181/.
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The recent emergence and growth of the regional airlines in the United States has placed a strain on the supply of pilots that are needed for staffing scheduled flights. This present pilot shortage is presenting challenges for 2-year colleges and 4-year universities with aviation programs to produce more pilot graduates in less time to meet the staffing demands made by the regional airlines. With this shortage, the pressing issues of how to train and hire qualified pilots to fly technologically advanced regional airline jet aircraft have forced the industry to demand more aviation skills from a shrinking market of aviation pilot candidates. Colleges and universities with aviation programs have been forced to compete with outside private aviation schools on a larger scale in the training of collegiate students for airline employment opportunities. The primary purpose of this study was to expose any inadequacies in the higher-education aviation curricula and to propose changes needed to better qualify aviation students in the hiring process at regional air carriers. This study concentrated on the principle that higher education is necessary for advancing a pilot's aptitudes and abilities to perform the highly technical tasks of a professional pilot in a regional airline environment. The avenues of obtaining aviation experience along with flight certificates and ratings in an academic environment from 2-year colleges and 4-year universities with aviation programs is examined, along with qualifying these schools with the criteria regional airlines expects from new pilots hired. A survey was used to poll the pilots from two regional airlines that were based in Texas. By analyzing the responses from the returned surveys, the quality of training that existed in higher education aviation programs was revealed. The study confirmed the value of advising a path of higher education for students embarking on an aviation career as a pilot for a regional airline. The study concluded that 2-year colleges and 4-year universities with aviation programs are meeting the present demands made by the regional airlines.
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Mander, David James. "The transition experience to boarding school for male Aboriginal secondary school students from regional and remote communities across Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/521.
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The experience of transitioning to boarding schools away from home for Aboriginal secondary school students from regional and remote communities in Australia has not received the attention it deserves (Calma, 2009; Dodson, 2009). The weight of public discourse and a paucity in research provided strong testimony for undertaking the current study. Moreover, it was evident the voice of those Aboriginal students undertaking the experience was absent from this public dialogue and the literature. This qualitative research investigated from a social constructionist perspective how 32 male Aboriginal secondary school students from regional and remote communities constructed meaning and understanding around the experience of studying away from home at five boarding schools located in Perth, Western Australia (WA). While students’ experiences with being away at boarding school were explored, it also investigated how meaning was constructed around the experience of having a child away from home for 11 parents and the experience for 16 staff employed at boarding schools in supporting students. Congruent with the assertions of the National Health and Medical Research Council (NHMRC, 2003) this research was supported by an Aboriginal Advisory Group. A narrative interviewing style was used to collect data from student, parent, and staff informants. Thematic analysis of the data revealed three major themes emerged for student informants, these were 1) Decision Making and the sub-themes of Choice-Less Choice and Opportunity 2) Organisational Climate and the sub-themes of School Environment and Belonging, Culture Shock, Homesickness, Identity and Rites of Passage, Code-Switching, Teachers, Academic Expectations, Residential Life, and Friendships and Peer relations, and 3) Relational Change and the sub-themes of Family Dynamics, Friendships at home, and Cultural Connectedness. For parent informants the following major themes emerged from the data 1) Access, Standards and Quality, and the sub-themes of Declining Local Schools, Opportunity, and Worldliness 2) Parental Agency and the sub-themes of Parent-School Connection, Parenting Style, Communication, and Milestones and Siblings, and 3) Cultural Heritage and the sub-theme of Maintenance and Transmission. Finally, for staff informants the following major themes were identified 1) Indigenous Education and the sub-themes of Social Responsibility and Opportunity 2) Academic and Social Determinants and the sub-themes of Culture Shock, Homesickness, Friendships and Peer Support, Literacy and Numeracy, and Prejudice, Stereotypes, and Racism 3) Relationships and the sub-themes of Staff-Student Relationship, Staff-Parent Relationship, and School-Community Relationship. The key findings from each informant group are reviewed. However, to provide a wider discussion of informant’s experiences and constructions of the transition experience, attention is also drawn to meta-themes that were evident across the student, parent, and staff informant groups. The findings of this research are discussed in relation to policy and practice implications pertinent to boarding schools in WA. The strengths and limitations of the current research are considered and future research directions are suggested. This research offers a unique contribution to current understandings of the transition experience to boarding school for male Aboriginal secondary school students from regional and remote communities.
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Nunes, Maria Simone Mendes. "A inserÃÃo dos egressos dos cursos de graduaÃÃo na Ãrea de tecnologia da informaÃÃo dos campi de interior da UFC no mercado regional." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18195.
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nÃo hÃA qualificaÃÃo profissional à uma exigÃncia atual do mercado de trabalho, pois, para se manter ativo em uma profissÃo, à necessÃrio a atualizaÃÃo constante de acordo com as tendÃncias econÃmicas, as novas tecnologias e as demandas do mundo laboral. Tais pressupostos formativos tÃm por objetivo a inserÃÃo ou a permanÃncia do profissional no mercado de trabalho. O objetivo maior desta pesquisa foi investigar como se deu a inserÃÃo laboral dos alunos oriundos de turmas de graduaÃÃo na Ãrea de Tecnologia da InformaÃÃo dos campi da Universidade Federal do Cearà - UFC em Quixadà e em Sobral e sua relaÃÃo com o mercado de trabalho da regiÃo onde esses egressos concluÃram a formaÃÃo. A avaliaÃÃo deste quadro permitiu identificar quais as facilidades e dificuldades que os egressos encontraram ante o mundo do trabalho, permitindo assim trazer indicativos para a melhoria da qualificaÃÃo que vem sendo ofertada nestas instituiÃÃes de ensino superior. Desse modo, essa pesquisa buscou contribuir com as discussÃes sobre a AvaliaÃÃo de PolÃticas PÃblicas de Ensino Superior, por meio da anÃlise da estreita relaÃÃo entre universidade, qualificaÃÃo profissional, mercado de trabalho e desenvolvimento regional. A metodologia utilizada contou com pesquisa exploratÃria e descritiva. O instrumento de coletas de dados utilizado foi o questionÃrio composto de perguntas abertas e fechadas que foram analisadas tanto na perspectiva quantitativa quanto qualitativa. A coleta de dados foi feita de forma censitÃria, aplicada aos 148 egressos dos cursos em estudo, atà o primeiro semestre de 2015, sendo que 102 egressos responderam ao questionÃrio. Foi utilizado o coeficiente Alfa de Cronbach para verificaÃÃo da consistÃncia interna do instrumento. Os resultados apontaram questÃes como: significativo fluxo de egressos trabalhando em grandes centros urbanos, escassez de vagas no mercado de trabalho das regiÃes onde os egressos se formaram e necessidade de incentivo ao crescimento e fortalecimento das economias regionais.
The professional qualification is a current demand from the labor market, so, to keep oneself active in a profession, a constant update is necessary according to economical tendencies, new technologies and the demands of the labor world. Those formative presuppositions have the objective of professional entrance or maintenance in the labor market. The main objective of this research is to investigate how the introduction to the professional activity occurred to students that have graduated in the Information Technology field of study at the Federal University of Cearà â UFC from both the campi of Sobral-CE and QuixadÃ-CE and its relation to the labor market of the area where the students majored. The analysis of this context assisted in identifying which difficulties and facilities the students have encountered in the labor market, enabling us to propose indications to the qualification improvement of those higher education institutions. By doing that, this research aimed at contributing to the discussion on the Higher Education Public Policies Evaluation through the analysis of the close relation among university, professional qualification, labor market and regional development. The methodology used was a descriptive and exploratory research. The data collection instrument was a questionnaire constituted of objective and subjective questions that were analyzed both in quantitative and qualitative approaches. The data collection was performed in a census-like form applied to the 148 majored students resulting in 102 answered questionnaires. The Alfa Cronbach coefficient was used to verify the internal consistency of the instrument. Results indicated issues as significant flow of professionals working in great urban areas, scarcity of positions in the labor market of the regions where the workers majored and the need to promote the growth and enhancement of the regional economies.
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Aly, Ilvaita Maria Morais de Carvalho. "Análise do Programa de Bochechos de flúor em escolares da 13ª Delegacia de Ensino da 3ª Divisão Regional de Ensino da Capital do Município de São Paulo." Universidade de São Paulo, 1987. http://www.teses.usp.br/teses/disponiveis/6/6135/tde-09102017-153605/.
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O objetivo do presente estudo é a avaliação do programa de bochechos de solução de fluor realizada pela Divisão de Estudos, Normas e Programas do Departamento de Assistência ao Escolar da Secretaria de Educação do Estado de São Paulo. A análise consistiu em se observar a atuação do ministrador do bochecho, verificando-se conjuntamente o preparo da solução e o tempo de duração do mesmo, a quantidade da solução e a freqüência do bochecho proporcionado aos escolares, além da incidência de cárie ocorrida desde o início até o final das observações, comparando-a através da aplicação do índice CPOS com a incidência ocorrida com escolares nos quais o bochecho foi rigorosamente controlado. A ausência de prevenção verificada torna evidente que o método não está sendo executado corretamente.The present study comprehends an evaluation of a program of fluoride solution mouthrinsing application worked out by the Branch of study, Norms and Programmes of the Schoolchild Assistance Division of the Sao Paulo State Department of Education, Brazil. The analysis has comprised the observation of the performance of the persons in charge of the mouthrinsing ministration, taking into account lenght of time spent, the quantity and concentration of solution and frequency of mouthrinsing offered to schoolchildren, besides the incidence of caries occurred since the beginning till the end of the observations, comparing this incidence - through the application of the CPOS index - to trat occurred in school children with whom the mouthrinsing was completely controlled. The absence of prevention observed indicates that the method is not being correctly performed.
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Clarke, Vilma. "'Virtual shock' : adult students' perceptions of their emotional experience on an online learning undergraduate degree at a regional Caribbean university." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/389517/.
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This phenomenological case study focuses on the emotional experiences of adult learners on an online undergraduate degree course at a regional Caribbean university. It examines four major elements as they relate to online learning environments: perceptions of the learning environment; perceptions of the learning process; descriptions of emotional experiences; and manifestations of behavioural outcomes. Online learning as an instructional strategy for adult learners has gained global acceptance because it can accommodate those who work, and have family responsibilities and other social obligations. A qualitative design was used to facilitate the collection of data, using interviews as the primary instrument and documentary sources as secondary data. A special effort was made to retain the voice of the ten participants, all full-time employees pursuing undergraduate degrees at the University of the West Indies Open Campus. It was a purposeful sample for a phenomenological study. The findings show that both positive and negative emotions formed part of the learning experience in online learning and also influenced the learning. Negative emotions did not necessarily impede learning, as is implied by many studies. In this learning environment, despite the presence of many negative emotions and little support from instructors, the majority of participants survived the learning experience and some achieved good learning outcomes; for others, the consequences were failure, repeats and low grade point averages. The findings were that positive emotions encouraged students to persist, but that negative emotions did not necessarily deter them. In fact, the majority of the students remained highly motivated and seemed to strive even harder. This suggests that, more than being an impediment, negative emotions lead to positive outcomes, yet this is not automatic. It depends primarily on what the students bring to the learning environment; that is, a capacity to survive, determination, persistence, willingness to take hard knocks and not to give up, and openness to new experiences. Those students who survived were distinguished by their attitudes to the realities of online learning; they developed strategies to cope as they focused on their short- and long-term goals. It is recommended that instructors use diverse technology applications in delivery episodes to provide opportunities for social interaction and stimulation. Online collaborative learning (OCL) based on constructivism could provide a framework for adult learners, especially in developing nations where resources are limited, in order to avoid the emotional shock of having to adjust to the new online environments. This study adds to the ongoing empirical and theoretical contributions to the emotional dynamics of adult learning in online environments in higher education.
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Valdez, Elsa O. "Political Activism, Ethnic Identity, and Regional Differences among Chicano and Latino College Students in Southern California and Northern New Mexico." Mexican American Studies & Research Center, The University of Arizona (Tucson, AZ), 2000. http://hdl.handle.net/10150/624840.
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Gundrum, Kyle. "INTERalliance of Greater Cincinnati: Connecting High School Students with Information Technology Career Pathways." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504871611177919.
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Nunes, Maria Simone Mendes. "A inserção dos egressos dos cursos de graduação na área de tecnologia da informação dos campi de interior da UFC no mercado regional." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/21230.
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NUNES, Maria Simone Mendes. A inserção dos egressos dos cursos de graduação na área de tecnologia da informação dos campi de interior da UFC no mercado regional. 2016. 117f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza (CE), 2016.Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-12-08T13:50:03Z No. of bitstreams: 1 2016_dis_msmnunes.pdf: 2399547 bytes, checksum: 387865f53a9f129c4df596564e85cef8 (MD5)
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The professional qualification is a current demand from the labor market, so, to keep oneself active in a profession, a constant update is necessary according to economical tendencies, new technologies and the demands of the labor world. Those formative presuppositions have the objective of professional entrance or maintenance in the labor market. The main objective of this research is to investigate how the introduction to the professional activity occurred to students that have graduated in the Information Technology field of study at the Federal University of Ceará – UFC from both the campi of Sobral-CE and Quixadá-CE and its relation to the labor market of the area where the students majored. The analysis of this context assisted in identifying which difficulties and facilities the students have encountered in the labor market, enabling us to propose indications to the qualification improvement of those higher education institutions. By doing that, this research aimed at contributing to the discussion on the Higher Education Public Policies Evaluation through the analysis of the close relation among university, professional qualification, labor market and regional development. The methodology used was a descriptive and exploratory research. The data collection instrument was a questionnaire constituted of objective and subjective questions that were analyzed both in quantitative and qualitative approaches. The data collection was performed in a census-like form applied to the 148 majored students resulting in 102 answered questionnaires. The Alfa Cronbach coefficient was used to verify the internal consistency of the instrument. Results indicated issues as significant flow of professionals working in great urban areas, scarcity of positions in the labor market of the regions where the workers majored and the need to promote the growth and enhancement of the regional economies.
A qualificação profissional é uma exigência atual do mercado de trabalho, pois, para se manter ativo em uma profissão, é necessário a atualização constante de acordo com as tendências econômicas, as novas tecnologias e as demandas do mundo laboral. Tais pressupostos formativos têm por objetivo a inserção ou a permanência do profissional no mercado de trabalho. O objetivo maior desta pesquisa foi investigar como se deu a inserção laboral dos alunos oriundos de turmas de graduação na área de Tecnologia da Informação dos campi da Universidade Federal do Ceará - UFC em Quixadá e em Sobral e sua relação com o mercado de trabalho da região onde esses egressos concluíram a formação. A avaliação deste quadro permitiu identificar quais as facilidades e dificuldades que os egressos encontraram ante o mundo do trabalho, permitindo assim trazer indicativos para a melhoria da qualificação que vem sendo ofertada nestas instituições de ensino superior. Desse modo, essa pesquisa buscou contribuir com as discussões sobre a Avaliação de Políticas Públicas de Ensino Superior, por meio da análise da estreita relação entre universidade, qualificação profissional, mercado de trabalho e desenvolvimento regional. A metodologia utilizada contou com pesquisa exploratória e descritiva. O instrumento de coletas de dados utilizado foi o questionário composto de perguntas abertas e fechadas que foram analisadas tanto na perspectiva quantitativa quanto qualitativa. A coleta de dados foi feita de forma censitária, aplicada aos 148 egressos dos cursos em estudo, até o primeiro semestre de 2015, sendo que 102 egressos responderam ao questionário. Foi utilizado o coeficiente Alfa de Cronbach para verificação da consistência interna do instrumento. Os resultados apontaram questões como: significativo fluxo de egressos trabalhando em grandes centros urbanos, escassez de vagas no mercado de trabalho das regiões onde os egressos se formaram e necessidade de incentivo ao crescimento e fortalecimento das economias regionais.
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Sproston, Carlyn. "When students negotiate: An action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/e46f143e249c69606d6805767aad1f4b7852e47ade9cfbc640f0d4c8764777af/793569/65095_downloaded_stream_320.pdf.
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Belcher, Erik M. "EFFECTS of PEARSON’S DIGITAL LEARNING SOLUTION ON THE 11TH GRADE STUDENTS’ ACT GROWTH IN A REGIONAL EDUCATION CONSORTIUM IN NORTHWEST OHIO." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595442893373809.
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Myers, Nancy Ann. "A study of the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management of nursing students on a regional campus of a large Midwestern university." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1117714.
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The research study regarding learning strategies of nursing students incorporated a descriptive correlational action research design. This study examined the differences between associate and baccalaureate degree nursing students regarding each of the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management.Data were collected from 34 associate degree and 19 baccalaureate degree nursing students on a regional campus of a large Midwestern University in the United States. The demographic variables of age, gender, previous college degree, health care experience, other work experience, marital status, type of residence, location of residence, and grade point average were gathered. The demographic data of GPA and age were correlated with the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management as measured by the SKILLS (Self-Knowledge Inventory of Lifelong Learning Strategies) instrument modified with nursing contexts. Finally, an analysis of variance was used among the learning strategies and among the associate and baccalaureate degree student nurses' utilization of the learning strategies.Findings demonstrated that the associate degree students used metamotivation learning strategies more than the baccalaureate degree students did. Those pursuing an associate degree in nursing used the metacognition strategy more than they used either resource management or critical thinking. Finally, baccalaureate degree students used metacognition more than metamotivation, critical thinking, or resource management and memory more than they used the motivation learning strategy.Conclusions regarding less metamotivation of the baccalaureate students versus associate degree students' supported the literature equating intrinsic values with motivation. Another conclusion might be that associate degree students were pursuing a nursing degree to solve an acute problem in their life. The finding that metacognition was used more than the other strategies by the participants supports previous literature regarding the central role metacognition plays in education.Recommendations based on the findings included media campaigns and K- 12 programs addressing altruistic values. Other recommendations included methods that could be utilized by nursing instructors to promote each of the learning strategies. Recommendations for further research included the use of larger samples, longitudinal studies, and a comprehensive qualitative component.Department of Educational Leadership
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Owens, Robert L. "Factors associated with African-American freshmen and non-African-American freshmen retention and graduation at a predominantly white, regional university a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=21&did=1908036061&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1264697153&clientId=28564.
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Rich-Gross, Denise A. "The Perceptions of the Transition Process by Ohio Students With Intellectual Disabilities." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365891156.
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Briggs, Michael Steven. "On the Outside Looking In: A Qualitative Study of Southern Appalachian First-Generation Students' Perceptions of Higher Education." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1758.
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This study was designed to investigate Southern Appalachian, first-generation students' expectations of higher education. Research indicates that many first-generation students drop out of college after only 1 semester; however, little research exists concerning the expectations and experiences of first-generation college students from Southern Appalachia.
The study employs a qualitative methodology based in the tradition of grounded theory to highlight students' experiences while encouraging the emergence of data-driven theory based on what the researcher heard. Thus, the entire study is couched in the interpretivist philosophy of research.
Eleven full-time university students were interviewed for the study. They were asked to identify their perceptions of college and the effect of parents, friends, and culture on their decision to attend college. Students talked about their life goals and how a university education has helped them move toward those goals. Ultimately, students commented on the transformational aspects of higher education in their lives and how they have begun a life journey that will transform their lives for the better.
The primary significance of this study lies in the fact that it addresses first-generation students from Southern Appalachia, a group of students that has been ignored by most research dealing with the issue of first-generation students generally. This study highlights issues related to first-generation students' college experiences and how institutions of higher education might better serve those students and keep them engaged in the educational process through to graduation.
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Draper, Amanda. "Motherhood first: An interpretive description of the experience of mature age female students with dependent children at one regional university campus in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1718.
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This study explored the experience of mature age female students with dependent children at one regional university campus in Western Australia, Edith Cowan University South West (ECUSW). These students are one of many student groups whose experience differs to that of more traditional students such as young, unmarried, and well-supported school-leaver students. Although all students enter university with experiences that make them valuable to the university institution, mature age female students with dependent children enter university with unique knowledge, experiences and attitudes making them potentially valuable contributors to their own and others’ learning (Martins & Anthony, 2007). Whilst at university, these students often face unique challenges in balancing their time and energy between their multiple roles (White, 2008).
The timing of this study was important in response to the Bradley Report (Bradley, 2008) which was released in 2008, which stemmed from a review of Higher Education in Australia. This report recommended national targets of at least 40% of 25 to 34 year olds are to have a bachelor level qualification or higher by 2020 (Bradley, 2008). The Bradley report also recommended an increase in enrolments of non-traditional students, including those with a low socio-economic status (SES) and those residing in regional areas. Research focusing on these students is essential as the actual experience of these non-traditional students, mature age female students with dependent children, and their specific needs is significantly under-researched. Thus, the purpose of this study was to add to the existing and emerging body of knowledge related to the population of interest to inform, guide and improve decisions relating to future Australian mature age female university students with dependent children.
The methodology guiding this study was Interpretive Description, a second-generation qualitative methodology whose ancestry lies in phenomenology, ethnography and grounded theory. The purpose of this methodology, which was developed by Thorne, Reimer-Kirkham and MacDonald-Emes (1997), is to guide the researcher in the exploration of the experiences of multiple participants in a particular social setting, such as attending university. The methodology facilitates the creation of a conceptual description capturing the themes and patterns conveyed by the participants (Thorne, 2008).
Data were collected from 32 participants who were involved in this study, with 21 participating in individual interviews and 11 participating in one of three mini-focus groups. Each of these 32 participants also completed the same 20-question demographic questionnaire. These methods supported the analysis of the participants’ experience, resulting in a multi-layered conceptual description. The foundational layer of the conceptual description illustrates two complex and interrelated themes of expectations and management. The expectations theme included three aspects; students’ academic expectations, expectations of the overall university experience and their expectations of time. The management theme included five aspects; students’ management of time, family, well-being, money and other significant external factors. The interpretive analysis of these themes identified three protective coping concepts and one central concept forming the conceptual layers. The three protective coping concepts included having access to, and receiving appropriate support from others; sacrifices which were required or made by the student and others; and students’ individual perception of their own university experience. Central to these protective coping concepts was the concept of “motherhood first” that was identified by the students as their primary social role, and that this role took precedence over other social roles, and influenced all aspects of their experience. This conceptual description synthesised the experience of mature age female students with dependent children who were studying at ECUSW, aligning with similar concepts highlighted for students with dependent children in existing literature (Estes, 2011; Marandet & Wainwright, 2010; White, 2008).
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Rodriguez, Malamed Rene. "USING COMMUNITY CULTURAL WEALTH NARRATIVES OF LOW-INCOME HIGH SCHOOL STUDENTS IN A RURAL NORTHERN CALIFORNIA COMMUNITY." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3710.
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This study examined the experiences of white, low-income high school students completing their senior year in a rural community and earning their diplomas. The purpose of the study was to examine participants’ stories during high school using a community cultural wealth framework and narrative methodological approach. Results showed that students utilized capitals such as social, moral, familial and resistant in their small communities. Multiple capitals interacted and influenced each other as rural youth draw on these for support.
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Huffman, William E. (William Eugene). "Fluency Training as a Pedagogical Tool to Improve Performance of Undergraduate Students Enrolled in the First Financial Accounting Course at a Regional Oklahoma University." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278248/.
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This study contributes to the debate on accounting pedagogy in the basic financial accounting course by examining the pedagogical tool of fluency training as a way to improve student performance. Fluency training has been shown to improve performance of students in other academic disciplines.
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Barty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.
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The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.
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Huang, Binlan. "An evaluative analysis of the opinions of policy-makers, employers, teachers & students on college English education in improving the regional economic development of Guangxi, China." Thesis, University of Hull, 2006. http://hydra.hull.ac.uk/resources/hull:15103.
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With China's increasingly active involvement in the process of economic globalisation and international cooperation, college English education has played a more and more important role in developing high-quality talents for China's fast integration into the global economy. China's firm belief in its "open-door" policy, its fast economic development, its successful bidding for the 2008 Olympics Games and its access to the WTO further strengthen its requirement of large numbers of high-quality talents or Guojixing Rencai who possess not only rich specialised knowledge but also strong competence in English. Guangxi, one of the less developed minority regions in China, is in great shortage of such talents. However, little is known about how people, particularly policy-makers, employers, teachers and students perceive college English education in improving the region's economic development. This research provides an exploratory investigation into the perceptions of policy-makers, employers, teachers and students of Guangxi on college English education in improving the region's economic development. Data were collected during the two-year study among policy-makers, employers, teachers and students. They consisted of 20 semi-structured interviews with four different groups of respondents, together with evidence from other scholastic work and official documents. Data were subsequently analysed within the theoretical framework of economic globalisation, the economic value of English as a global language, and the role of college English education in promoting regional economic development. The data suggested that the respondents were positive towards the economic value of English, which is in conformity with the theoretical and conceptual discussions. It was clear from the data that English as a global language has had great impact upon regional economic development, language planning and policy-making, and college English education had played a key role in developing Guojixing Rencai for the region's economic development. Their perceptions had clear impact on their own practical work, which offered insights into the development of the current college English education of Guangxi. It was found, however, that the standards of the current college English education were still too low to meet the needs of the region's economic development and quite a number of problems still existed. The thesis concludes by recommending a series of solutions to the existing problems of the region's college English education and offers some suggestions for future research.
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Norwood, Robert Lee. "Tertiary wastewater treatment using riparian wetlands: A curriculum guide for high school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/44.
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Oliveira, Marla Vieira Moreira de. "Acessibilidade e ensino superior: desvendando caminhos para o ingresso e permanÃncia de alunos com deficiÃncia visual na Universidade Regional do Cariri â URCA sob a perspectiva da avaliaÃÃo educacional." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20295.
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nÃo hÃA EducaÃÃo à um direito social, sendo dever do Estado garantir o ingresso ao Ensino Superior. No entanto, o importante nÃo à apenas o acesso universal, mas principalmente a permanÃncia dos indivÃduos nas instituiÃÃes de ensino. Nesse sentido, a avaliaÃÃo da aprendizagem à um momento privilegiado no que concerne à pessoa com deficiÃncia visual. à necessÃrio o reconhecimento de suas caraterÃsticas para que possa aprender e ser avaliada de forma qualificada. Ainda à constatada uma escassez de estudos sobre a avaliaÃÃo da aprendizagem para a pessoa com deficiÃncia visual no Ensino Superior em Ãmbito nacional. Este estudo se fundamenta na compreensÃo de avaliaÃÃo da aprendizagem em uma perspectiva inclusiva, como propÃem Beyer (2005), Hoffmann (2001, 2005, 2008, 2011), Luckesi (2005), e nas ideias de Amiralian (1997, 2004), Lemos (1999, 2000), Masini (1993, 2007, 2013), Vianna (2000, 2005), dentre outros. Seu objetivo geral à investigar as condiÃÃes de acessibilidade no vestibular da Universidade Regional do Cariri - URCA e na avaliaÃÃo da aprendizagem para alunos com deficiÃncia visual na instituiÃÃo. Especificamente, objetiva: i) identificar os recursos ofertados pela instituiÃÃo com o intuito de garantir a acessibilidade ao candidato com deficiÃncia visual no vestibular; ii) verificar a realidade avaliativa dos alunos com deficiÃncia visual na entrada e permanÃncia na universidade; iii) coletar sugestÃes dos alunos com deficiÃncia visual e dos professores para a melhoria dos procedimentos de seleÃÃo ao Ensino Superior e da avaliaÃÃo da aprendizagem. Para esse propÃsito, foi realizada uma pesquisa qualitativa na forma de estudo de caso na URCA. Os instrumentos utilizados para a coleta de dados foram a entrevista semiestruturada, o questionÃrio aberto e a anÃlise de documentos. Foi realizada uma anÃlise de conteÃdo dos dados coletados. A amostra à intencional, formada por 33 sujeitos: i) 5 alunos com deficiÃncia visual matriculados nos seguintes cursos de graduaÃÃo: CiÃncias Sociais, Biologia, Direito, Geografia e Letras; ii) a Vice-Presidente da ComissÃo Executiva do Vestibular (CEV); iii) um membro do grupo gestor do NÃcleo de Acessibilidade da URCA (Nuarc) ; iv) 20 professores e 4 coordenadores; v) um candidato aprovado no mestrado profissional em EducaÃÃo que possui deficiÃncia visual e vi) o PrÃ-Reitor de Ensino de GraduaÃÃo (PROGRAD). Os resultados apontam para a inadequaÃÃo de recursos de acessibilidade no sentido de reconhecer, nos candidatos ao vestibular com deficiÃncia visual, a diferenÃa entre pessoas com cegueira e com baixa visÃo. Inclusive, com a necessidade de identificar distinÃÃes entre os candidatos com baixa visÃo. Os resultados sÃo ratificados quando observado o processo de avaliaÃÃo no decurso da graduaÃÃo, que comprovam essa necessidade de distinÃÃo mesmo com alunos com perdas visuais bem similares. Conclui-se que existe uma identidade da pessoa com deficiÃncia visual que està respaldada nas necessidades pedagÃgicas individuais e nas diferenÃas entre alunos com cegueira e baixa visÃo no que diz respeito tanto à seleÃÃo de ingresso como à avaliaÃÃo da aprendizagem.
La educaciÃn es un derecho social. Es deber del Estado garantizar el ingreso a la enseÃanza superior. No obstante, no se trata sÃlo del acceso universal, sino tambiÃn de la permanencia en las instituciones de enseÃanza. Asà que la evaluaciÃn del aprendizaje es un momento privilegiado no que se refiere a una persona con discapacidad visual. Es necesario o reconocimiento de sus caracterÃsticas para que pueda aprender y ser evaluada de forma cualificada. AÃn se constata una escasez de estudios acerca de la evalu aciÃn del aprendizaje para la persona con discapacidad visual en la enseÃanza superior a nivel nacional. Este estudio se fundamenta en la comprensiÃn de la evaluaciÃn del aprendizaje desde una perspectiva inclusiva, como propone Beyer (2005), Hoffmann (2001, 2005, 2008, 2011), Luckesi (2005), y en las ideas de Amiralian (1997, 2004), Lemos (1999, 2000), Masini (1993, 2007, 2013), Vianna (2000, 2005), entre otros. El objetivo general de la investigaciÃn fue investigar las condiciones de accesibilidad en el procedimiento de selecciÃn de la Universidade Regional do Cariri - URCA y en la evaluaciÃn del aprendizaje para los alumnos con discapacidad visual en la universidad. Los objetivos especÃficos fueron: i) identificar los recursos ofrecidos por la instituciÃn con el fin de garantizar la accesibilidad del candidato con discapacidad visual en el procedimiento de selecciÃn ; ii) verificar la realidad evaluativa de los alumnos con discapacidad visual en la entra da y permanencia en la universidad; iii) recoger sugerencias de los alumnos con discapacidad visual y de sus profesores para la mejora de los procedimientos de selecciÃn a la EnseÃanza Superior y de la evaluaciÃn del aprendizaje. AsÃ, una investigaciÃn cualitativa fue llevada a cabo , caracterizada como un estudio del caso en la URCA. Los instrumentos utilizados para la recolecciÃn de datos fueron la entrevista semiestructurada, el cuestionario abierto y el anÃlisis de documentos. Se realizà un anÃlisis de contenido de los datos recolectados. La muestra es intencional y està compuesta por 33 sujetos: 5 alumnos con discapacidad visual matriculados en los siguientes cursos de graduaciÃn: Ciencias Sociales, BiologÃa, Derecho, GeografÃa y Letras; ii) la vicepresi denta del procedimiento de selecciÃn; iii) un miembro del grupo gestor del nÃcleo de accesibilidad de la URCA (Nuarc); iv) 20 profesores y 4 coordinadores; v) un candidato aprobado en el mÃster en EducaciÃn que presenta discapacidad visual y vi) el Prorre ctor de EnseÃanza. Los resultados dan cuenta de una inadecuaciÃn de recursos de accesibilidad a fin de reconocer, en los candidatos a l procedimiento de selecciÃn con discapacidad visual, la diferencia entre personas con ceguera y con baja visiÃn. Incluso, con la necesidad de identificar distinciones entre los candidatos con baja visiÃn. Los resultados se ratifican cuando se observa el proceso de evaluaciÃn en el cu rso de la graduaciÃn, que comprueba esa necesidad de distinciÃn incluso con alumnos con pÃrdidas visuales similares. Se concluye que existe una identidad de la persona con discapacidad visual que està respaldada en las necesidades pedagÃgicas individuales y en las diferencias entre alumnos con ceguera y baja visiÃn en lo que se refiere al procedimiento de selecciÃn y a la evaluaciÃn del aprendizaje.
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Campos, Ana Emilia Rosa. "Percepção ambiental dos estudantes formandos de enfermagem da UCSAL (matriz curricular 2010.2)." Universidade Catolica de Salvador, 2018. http://ri.ucsal.br:8080/jspui/handle/prefix/441.
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A crise socioambiental é um desafio para os profissionais da saúde devido aos efeitos das alterações ambientais na saúde da população. A forma como o profissional cuida desse meio depende da percepção ambiental que tem do mesmo. Trata se de um estudo de caso, do tipo descritivo com abordagem qualitativa, de corte transversal. Objetivo geral: Identificar e analisar como os formandos de Enfermagem da Universidade Católica do Salvador percebem a conexão entre o meio ambiente e a saúde da população. O estudo foi realizado em uma Universidade de Salvador - BA, com 21 formandos do curso de enfermagem. Utilizou-se observações e entrevistas como instrumentos de coleta. As entrevistas foram gravadas, transcritas e analisadas com base no referencial metodológico de Análise de Conteúdo proposto por Bardin. A percepção ambiental predominante é reducionista, e embora os formandos percebam o meio como propagador de doenças, não conseguem referir nenhum tipo de cuidado no que tange às ações concretas de proteção, conservação e zelo com o ambiente. Os alunos percebem que sua formação é mais voltada para a assistência curativa, não se sentindo preparados para trabalhar com as comunidades no sentido da promoção e prevenção da saúde, mesmo indo na direção oposta ao PPC do curso. Recomenda se rever as práticas docentes em relação a inclusão da dimensão ambiental nas salas de aula, nos estágios, em atividades de extensão e em atividades interdisciplinares. A sensibilização/ação dos alunos e docentes permitiria uma percepção mais abrangente do meio ambiente, incluindo a necessidade de cuidar do mesmo, favorecendo práticas de cuidado na construção de ambientes mais saudáveis.
The socio-environmental crisis is a challenge for health professionals due to the effects of environmental changes on the health of the population. The way the professional takes care of this environment depends on the environmental perception that it has of it. This is a descriptive case study with a qualitative, cross-sectional approach. General objective: To identify and analyze how the Nursing graduates of the Catholic University of Salvador perceive the connection between the environment and the health of the population. The study was carried out at a University of Salvador - Bahia, with 21 trainees from the nursing course. Observations and interviews were used as instruments of collection. The interviews were recorded, transcribed and analyzed based on the methodological framework of Content Analysis proposed by Bardin. The predominant environmental perception is reductionist, and although the trainees perceive the environment as a propagator of diseases, they can not mention any kind of care regarding the concrete actions of protection, conservation and zeal with the environment. Students realize that their training is more geared towards curative care, not feeling prepared to work with communities towards health promotion and prevention, even going in the opposite direction to the PPC course. It is recommended to review teaching practices regarding the inclusion of the environmental dimension in classrooms, in the stages, in extension activities and in interdisciplinary activities. The sensitization / action of the students and teachers would allow a more comprehensive perception of the environment, including the need to care for it, favoring care practices in the construction of healthier environments
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Taylor, Beatrice Dietering. "A study of high school biology students engaged in a Science-Technology-Society (STS) landfill restoration project." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37429.
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Caner, Havva Ayşe, and Fatma Nevra Seggie. "Gender, student achievement, and regional discrepancies." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6592/.
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Weyant, Thomas Bradley. ""Your Years Here Have Been Most Unreal": Political and Social Activism during the Vietnam War Era at Northern Appalachian Universities." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1459955464.
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Taylor, Linda Diane. "A descriptive study of special education costs to local education agencies and program administrators' perceptions of quality in self-contained and regional programs for seriously emotionally disturbed students in the Hampton Roads area of Virginia." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135932/.
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