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Introduction: Tobacco smoking is a huge public health issue. Prevention campaigns have an important role in reducing smoking. Method: An observational study was conducted with 365 students in a university of Auvergne-Rhône-Alpes through anonymous multiple-choice questionnaire.Results: Through 365 respondents,the average knowledge score was 7,73 ± 2,04 of 14. There was no statistical difference according to the respondent smoking status.Discussion: The low knowledge score about use of nicotine replacement therapies during pregnancy ; and also about prevention to give to a pregnant woman who smokes, are the two main entities. Adaptating prevention campaign seems to be the key.Conclusion: Adverse effects of tobacco smoking during pregnancy and after the birth delivery, are well known. Nevertheless, some areas have to be improved. Users information about these effects before they want to become parents, could be the cornerstone in the prevention against this public health issue.; Introduction : Le tabagisme est un enjeu majeur de santé publique, et les campagnes de prévention sont importantes dans la réduction de ce phénomène.Méthode : Étude observationnelle menée auprès de 365 étudiants d’une université de la région Auvergne-Rhône-Alpes grâce à des questionnaires anonymes adressés à ces derniers.Résultats : Parmi les 365 étudiants interrogés, le score de connaissances moyen des étudiants était de 7,73 ± 2,04 sur 14. Il n’y avait pas de différences de connaissances suivant le statut tabagique du répondant. Discussion : Le faible score de connaissances sur l’utilisation des substituts nicotiniques pendant la grossesse ; ainsi que sur la prévention à apporter chez une femme enceinte semblent être les deux entités qui ressortent. L’adaptation des campagnes de prévention semble être la clé.Conclusion : Les méfaits du tabac sur la grossesse et après la naissance sont connus de manière quasi-unanime, mais des points sont encore à améliorer. L’information des usagers quant à ces méfaits avant un projet parental pourrait être une pierre angulaire de la prévention contre cet enjeu de santé publique.

Orientador: Ana Maria Rodriguez Costas Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes Resumo: Esta dissertação compõe-se como a síntese das investigações de uma artista-docente sobre o potencial do ensino de dança na construção de saberes sensíveis a partir da realização de processos criativos interdisciplinares, mais especificamente, de videodanças com crianças em uma escola de educação integral do município de Campinas. Lecionando no componente curricular Arte no ensino fundamental I, a pesquisadora constatou a familiaridade que seus alunos têm com ferramentas digitais, em especial os smartphones e as redes sociais, fator motivador para a inserção, no processo artístico-pedagógico, de formas artísticas que relacionam a dança e as tecnologias digitais. Contextualiza-se inicialmente o estar na escola ¿ a vida escolar, o ensino da dança e o desenvolvimento da corporeidade ¿, e na sequência apresenta-se uma análise sobre a cultura digital e o estabelecimento de novas formas de significação e relacionamento humano com o mundo, através das ferramentas, plataformas e modos de produção, armazenamento, difusão e acesso à informação. Nesse cenário localiza-se a emergência da videodança, expressão híbrida entre dança, vídeo, linguagem cinematográfica e tecnologias digitais e são apresentados alguns dos artistas relevantes por suas contribuições no campo. Guiada pela prática como pesquisa, a artista-docente realiza com os seus alunos e alunas do quinto ano investigações em videodança, sendo o recorte desta pesquisa a descrição e análise de um processo criativo desenvolvido a partir da obra de Ítalo Calvino "Marcovaldo ou as estações na cidade", que resultou na série de videodanças "Aventuras de Marcovaldo". As experiências vividas durante o processo revelaram a importância da inserção da dança enquanto arte na escola, na perspectiva de um processo de construção de saberes pautado no desenvolvimento da criatividade e da criticidade, objetivando contribuir para a formação de cidadãos que, plenamente, se movam no mundo de forma ética e autônoma Abstract: This dissertation is composed as a synthesis of the investigations of an artist-teacher into the potential of dance teaching in the construction of a series of interdisciplinary learning exercises, more specifically, of videodances with children in an integral education classroom in the municipality of Campinas. By teaching in the curricular component Art in elementary education, the researcher has perceived the familiarity that her students have with digital devices, especially smartphones and social networks. This had motivated her for the insertion, in an artistic-pedagogical process, of artistic forms that relate dance and digital technologies. This study initially contextualizes her singular experience in the school - school life, dance teaching and the development of corporeality - and in its sequence it presents an analysis on the digital culture and the establishment of new forms of signification and human relationship with the world through the tools, platforms and modes of production, storage, diffusion and access to information. In this context the author discusses the emergence of videodance, hybrid artistic expression in between dance, video, cinema and digital tecnologies, showing some of the contributions of relevant artists on this field. Guided by the methodology of practice as research, the artist-teacher have also conducted an investigation into videdodance with her students as well as a creative process from the work of Ítalo Calvino "Marcovaldo or the seasons in the city", which has culminated in the videodance series "Adventures of Marcovaldo" and is described and analyzed in this dissertation. The experiences during the process have proved the importance of the presence of dance as an art form in the school, in the perspective of knowledge constrution based on creativity and criticity, in order to contribute to the formation of citizens who can fully move in the world in a ethical and autonomous way Mestrado Teatro, Dança e Performance Mestra em Artes da Cena

Higher Education Institutions (HEIs) are a critical component to develop and promote sustainable solutions for both society and the planet. A challenge to HEIs is to provide students with the knowledge and skills required to achieve Sustainable Development (SD), as they are important stakeholders. In order for a person to take responsibility for a sustainable future, it is not only important to implement SDs in higher education, but to follow the progress of the individuals&rsquo, awareness of the sustainable world and lifestyle. This study aimed to analyze students of Universidad Aut&oacute, noma de Madrid (UAM), focusing on their attitudes, behaviors, and level of knowledge concerning education for sustainable development (ESD), to better understand the situation of students in terms of learning and applying sustainability. The students&rsquo, perception of the University practices and initiatives, as well as pedagogical methodologies for promoting and learning SD, were also examined. An online survey was applied to undergraduate students from several faculties at UAM, and a sample of 504 students returned from a total population of 30,000 students. Descriptive and inferential analyses were carried out and included Chi-square tests, correlation analyses, and ANOVA analyses for independent and repeated measures. The results reveal good levels for the three dimensions (global Index &gt, 3.5), with consistency demonstrating the highest correlation between attitudes and behaviors, although differences between faculties were identified. Knowledge has the highest score among all faculties. In addition, the results point to a need to better communicate the initiatives promoted, as well as to realign some learning methodologies with students&rsquo, preferences. The most important contributions of the paper are as follows: Shedding fresh light on the knowledge, attitudes, and behavioral dispositions of university students and improving strategies concerning education in higher education institutions. Furthermore, it is relevant to say that UAM has pushed sustainability in environmental management and education, so it is also important to assess the impact of these initiatives. Our research aimed to help understand how students incorporate sustainability into their attitudes and behaviors, and whether this incorporation depends on the type of faculty. It also makes it possible to verify whether the sustainability measures implemented by universities are identified and applied by their students.

Objective To explore how people experience organ donation decision-making under the conditions of an opt-in, opt-out or no-objection registration system. Design A between-subjects experimental 3 x 2 design (registration system x preselection). Participants (N = 1312) were presented with a description of one of the three registration systems and went through a mock donor registration process. In half of the conditions, the default option of the system was visualized by a ticked box. After, participants answered questions about their perceived autonomy and perceived effective decision-making. Main outcome measurements Perceived autonomy, perceived decision effectiveness and registration choice. Results The preselected box did not impact any of the outcomes. Participants had higher perceived autonomy under the conditions of an opt-in system. There were no differences in effective decision-making across conditions. Registration choices did differ across conditions and educational levels. In the opt-in system, participants more often made an active decision. Lower-educated participants were more likely to choose to do nothing, while higher-educated people more often made an active decision, especially in the no-objection system. Conclusion Where the opt-out system potentially leads to the highest number of donors, the opt-in system seems better in terms of preserving people's autonomy and motivating people to make an active decision.

Uvod: Endotrahealna intubacija se še vedno šteje za zlati standard pri oskrbi dihalne poti pri bolnikih, kateri sami ne morejo zagotoviti zadostne predihanosti pljuč. Diplomirana medicinska sestra/ diplomirani zdravstvenik imata pomembno vlogo pri pripravi bolnika na intubacijo, med samo intubacijo ter v času, ko je bolnik že intubiran. Ves čas obravnave bolnika sta z njim, ga opazujeta, zadovoljujeta njegove potrebe in mu pomagata. Namen: Namen diplomskega dela je s pomočjo pregleda domače in tuje literature ugotoviti, kdaj in zakaj se lahko pojavijo zapleti zaradi vstavljanja endotrahealnega tubusa in kako jih lahko kot diplomirana medicinska sestra/diplomirani zdravstvenik preprečimo. V raziskovalnem delu želimo ugotoviti, kakšna so stališča študentov zdravstvene nege do možnih zapletov pri bolniku z endotrahealnim tubusom in vlogo diplomirane medicinske sestre/ diplomiranega zdravstvenika pri tem. Metode dela: V diplomskem delu je bila uporabljena opisna ali deskriptivna metoda dela s pregledom angleške in slovenske strokovne ter znanstvene literature s področja endotrahealne intubacije. Stališča študentov o možnih zapletih pri uvajanju enotrahealnega tubusa in vlogi diplomirane medicinske sestre/diplomiranega zdravstvenika pri njihovi obravnavi smo proučevali s kvantitativno metodo empiričnega raziskovanja. Uporabili smo vprašalnik z naslovom: Poznavanje zapletov pri uvajanju endotrahealnega tubusa – stališča študentov. Rezultati: V raziskavi je sodelovalo skupaj 25 študentov 3. letnika in 20 absolventov študijskega programa Zdravstvena nega, 1. stopnja. Študenti se zavedajo pomembne vloge diplomirane medicinske sestre/ diplomiranega zdravstvenika pri preprečevanju zapletov. Stališča študentov o zapletih pri endotrahealni intubaciji pa so različna. Razprava in sklep: Pomembni zapleti so hipoksemija, hipoksija, vstavitev endotrahealnega tubusa v požiralnik, hipotenzija, aspiracija in srčni zastoj. Vsaka ponovitev endotrahealne intubacije pa možnost zapletov še poveča. Pomembno vlogo ima diplomirana medicinska sestra/ diplomirani zdravstvenik, saj sodeluje pri sami pripravi bolnika na endotrahealno intubacijo, med uvajanjem in tudi v času, ko ima bolnik vstavljen endotrahealni tubus. Iz raziskave je razvidno, da imajo študentje zdravstvene nege premalo znanja o zapletih pri endotrahealni intubaciji, se pa zavedajo pomembne vloge diplomirane medicinske sestre/diplomiranega zdravstvenika med uvajanjem in v času intubacije. Anketiranci so v 12 primerih nepopolno izpolnili vprašalnik, zato lahko sklepamo, da imajo na tem področju premalo znanja, da bi na njih lahko odgovorili Introduction: Endotracheal intubation is still considered to be a gold standard in the supply of respiratory tracts in patients who alone cannot provide sufficient lung suppression. Throughout the patient's treatment a graduate nurse stays with the patient, watching them, tending to their needs and helping them. Purpose: The purpose of this diploma work is to determine, by studying Slovene and foreign works, when and why the complications while endotracheal intubation can occur, and how they can be prevented by a graduate nurse. In the research section we want to find out what the views of the healthcare students are on possible complications and the role of a graduate nurse in the endotracheal intubation. Methods: A descriptive method of work was used in this diploma work along with studying English and Slovene professional and scientific literature covering the domain of endotracheal intubation. Students' views on possible complications in the endotracheal intubation and the role of a graduated nurse were studied with a quantitative method of empirical research. We used the questionnaire entitled: Students' views on knowing and understanding the possible complications while inserting an endotracheal tube. Results: 25 students of the 3rd year and 20 students who have completed their studies but not yet graduated in the programme of Health Care, Level 1 took part in the survey. Students are aware of the important role of a graduate nurse in the endotracheal intubation. Discussion and conclusion: Important complications include hypoxemia, insertion of the endotracheal tube into the oesophagus, aspiration and cardiac arrest. A graduate nurse plays an important role as they participate in the preparation of the patient for endotracheal intubation, during the introduction, and also the time when the patient has it inserted. The findings of the survey show that nursing students lack knowledge of complications in endotracheal intubation, but they are aware of the important role of a graduate nurse. Since some of the questionnaires that we got back from the students were not fully completed, we believe that students lack knowledge in this field of expertise.

Relatório Final de Prática de Ensino Supervisionada do Mestrado em Ensino do 1º e 2º Ciclos do Ensino Básico apresentado na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo O presente relatório reflete o trabalho realizado paralelamente à Prática de Ensino Supervisionada II, durante a qual se implementou uma investigação na área das Ciências da Natureza. A qualidade da água no mundo é um tema atual e importante para a vida e para a educação em ciências no Ensino Básico, que deve privilegiar os conhecimentos científicos essenciais para a vida, seja em termos de saúde ou em termos humanitários. O presente estudo, desenvolvido com os alunos do 2º Ciclo Ensino Básico, tem como principal objetivo compreender se os conhecimentos dos alunos acerca da qualidade da água no mundo se inserem numa perspetiva fiel a uma realidade global, ou se são distantes das vivências de diversas sociedades. Neste estudo optou-se por uma metodologia de investigação de natureza quantitativa, onde se conciliou a análise estatística com a análise de conteúdo das respostas obtidas nos questionários aplicados à turma onde decorreu a Prática de Ensino Supervisionada. O conceito de ciências para todos, ciências para a vida e ciências para a saúde, que requer abordagens mais humanistas, tal como referem alguns autores apresentados ao longo do presente relatório, parece não ser privilegiado nas abordagens do tema no Ensino Básico. This report reflects the work done parallel to the practice of supervised teaching II, during which an investigation on the Natural Science area was implemented. The water quality in the world is a current and important topic for life and science teaching in primary education, which should favour the scientific knowledge essential to life, both in health or humanitarian terms. The present study, developed with students from middle school, has as primary goal to understand if the students knowledge about the water quality in the world is close to a global reality, or if it is far from the experiences of different societies. In this Study a quantitative methodology was chosen, where the statistical analysis was conciliated with answer content obtained in quizzes given to 5th and 6th grade classes of the school where the practice of supervised teaching was applied. The concept of Science for all, Science for life and Science for health, requires more humanistic approaches, just as some of the authors presented on this report claim, it appears not to be favoured in the topic approaches in basic education.

Esta pesquisa analisa os saberes docentes e os conhecimentos discentes do 3º ano do Ensino Fundamental sobre o sistema de numeração decimal – SND. A História do SND, de acordo com Ifrah (2005) e Eves (2011), permite conhecer o desenvolvimento das suas características – as bases, os algarismos, a criação do zero – o que favorece uma Educação Matemática problematizadora. Os objetivos dessa pesquisa, que é um estudo de caso, são: i) identificar os conhecimentos de estudantes do 3º ano do Ensino Fundamental na escrita de números, com 2 e 3 ordens, e os saberes docentes mobilizados na interpretação de tais registros; ii) conhecer registros de representação de estudantes do 3º ano do Ensino Fundamental na escrita de números, com 2 e 3 ordens; e iii) investigar como a professora analisa as escritas discentes de números, com 2 e 3 ordens, em diferentes registros de representação. Participaram da pesquisa 24 estudantes do 3º ano do Ensino Fundamental e uma professora de uma escola pública do município de Maranguape, região Metropolitana de Fortaleza. Os saberes discentes foram avaliados nos seguintes aspectos: Comparação de numerais com quantidade diferente de algarismos; Comparação de numerais com a mesma quantidade de algarismos; Do numeral verbal falado para o numeral arábico (escrever); Do numeral verbal falado para o numeral arábico (escolher uma opção); Do numeral arábico para numeral verbal escrito (por extenso); Do numeral escrito (por extenso) para o numeral arábico. As questões foram organizadas em itens que continham numerais com 2, 3 e 4 algarismos. Após a aplicação do teste, realizou-se com a professora regente uma entrevista estruturada dividida em 3 momentos: o primeiro, relacionado aos seus saberes do conhecimento, pedagógicos e existenciais sobre o SND; o segundo, com perguntas com o objetivo de compreender como esta analisa as produções dos seus estudantes; e o terceiro, abordando as reflexões da professora sobre a pesquisa realizada. Os resultados com os estudantes revelaram a necessidade do trabalho com as diversas representações do SND e o fato que mais da metade dos estudantes já possui algum conceito sobre a quarta ordem do SND, mesmo sem esse conteúdo constar do currículo referente ao seu ano e não ter sido estudado, ratificando outros estudos os quais afirmam que os estudantes estão na escola com aprendizagens que esta não os proporcionou. O currículo, portanto, precisa ser revisto, pois o engessamento de alguns conteúdos a determinado momento restringe a aprendizagem dos estudantes. Os resultados com a professora evidenciam uma prática que tem no livro didático seu principal recurso metodológico e desconhecimento das características do SND. Ratifica-se, dessa forma, a necessidade de uma formação docente dessa etapa da escolarização que englobe todos os saberes do conhecimento. Espero que este estudo contribua para novas pesquisas, favorecendo o desenvolvimento de uma Educação Matemática que as crianças merecem para uma vida mais plena.

Praca recenzowana / Peer-reviewed paper

The study describes a teaching action undertaken in the belief that the use of methodologies based on active and cooperative learning could obviate some of the most worrying deficiencies in current scientific teaching, while at the same time supporting the validity of the constructivistic theory that prompted them. A teaching action on genetically modified organisms (GMOs) was planned which involved the setting up of tools (diagnostic tools, strategies imbued with problem-based learning and concept cartoons), a teaching sequence and laboratory materials (replica-plating aimed at the recognition of transformed bacteria, Nicotiana cultures, electrophoresis comparing protein patterns of GM and non-GM plants). It was then carried out in 10 classes of six upper secondary schools (three specialising in classical and three in scientific studies) in Rome, with a total of 144 students ranging in age from 16 to 19. The written texts of students' views and arguments were analysed statistically and conceptually, which led to an overall positive evaluation of the teaching activity, at least as regards the acquisition of scientific terminology and argumentation. The action can also be considered effective with respect to scientific education as well as overall intellectual and social maturity. Though the structure and the organisation of the schools involved were very different, autonomous inquiry, group work, and plenary discussion were not impeded in any way.

During five years of education students learn and improve their knowledge about HIV infection. Aim of our examination was to compare knowledge about HIV infection between five groups of students. We have examined 378 students regarding the year they attended using questionnaire. On the first year there was 89 students, on the second 56, third consisted of 58 students, on the fourth there was 50 students and on the fifth year 125 students. Observed parameters were knowledge about HIV infection, protection, and risks from HIV infection. We can conclude that knowledge about HIV infection as well as protection from the HIV infection was satysfying and without significant differences through all examined groups. The main differences in students knowledge regarded the risks of HIV infection, expressing clearly that during years of studies students do improve their knowledge about risks for HIV infection.