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Search Results: 1 - 10 of 30278 matches for " Santos Naila JS "
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Mulheres HIV positivas, reprodu??o e sexualidade
Santos,Naila JS; Buchalla,Cassia Maria; Fillipe,Elvira Ventura; Bugamelli,Laura; Garcia,Sonia; Paiva,Vera;
Revista de Saúde Pública , 2002, DOI: 10.1590/S0034-89102002000500004
Abstract: objective: to assess sexual and reproductive health needs of hiv-positive women and factors that affect their access to prevention, safer sex practices and treatment and to appraise their ability of making informed choices concerning motherhood. methods: this exploratory study was conducted among women of an outpatient clinic in a reference center for std/aids in the city of s?o paulo, brazil, in 1997. a consecutive non-probabilistic sample of 148 hiv-positive women was investigated. the exclusion criteria included those aged under 18 years and who were physically unable. data were collected using structured interviews. statistical analysis was performed using chi-square test and t-test. results: the participants' mean age was 32 years old. as for education, 92 women (62.2%) had completed elementary school and 12.2% had attended university. the median number of lifetime sexual partners was 4, and half of the interviewees were still sexually active after diagnosed hiv-positive. of the total, 76% had children and 21% were still thinking about having children in future. having many children, alive and living with their mothers were determinant factors for not wanting any more children. it was found no association between wanting children, risk perception, partner's serologic status, contraceptive use and other factors. after getting hiv infected, there was a substantial change in the contraceptive methods used. conclusions: hiv infection did not change women's desire for having children. hiv-positive women's sexual and reproductive rights need to be discussed and respected in health care settings. compliance to medication and safe sex practices are essential but difficult to meet requiring both counseling and support. couples' counseling on reproductive choices is important for preventing infection of negative partners. supportive services that promote open discussions of the sexual and reproductive rights of hiv-positive women are urgently needed.
Mulheres HIV positivas, reprodu o e sexualidade
Santos Naila JS,Buchalla Cassia Maria,Fillipe Elvira Ventura,Bugamelli Laura
Revista de Saúde Pública , 2002,
Abstract: OBJETIVO: Estudar quest es relativas à sexualidade e à saúde reprodutiva de mulheres HIV-positivas, seu acesso às práticas de preven o, sua aderência a tratamentos e a possibilidade de fazerem op es conscientes quanto à gravidez. MéTODOS: Estudo exploratório realizado, em 1997, em um ambulatório de um centro de referência na área de doen as sexualmente transmissíveis e Aids localizado na cidade de S o Paulo, Brasil. Foi estudada uma amostra consecutiva, n o-probabilística, constituída de 148 mulheres HIV-positivas. Foram excluídas as menores de 18 anos e as fisicamente debilitadas. Os dados foram colhidos por meio de entrevistas estruturadas. Foram aplicados os testes de chi2 e t-Student. RESULTADOS: A média de idade das mulheres pesquisadas foi de 32 anos, sendo que 92 (62,2%) tinham até o primeiro grau de escolaridade, e 12,2% chegaram a cursar uma faculdade. A mediana do número de parceiros na vida foi quatro, e metade das entrevistadas manteve vida sexual ativa após infec o pelo HIV. Do total das mulheres, 76% tinham filhos, e 21% ainda pensavam em tê-los. Um maior número de filhos, maior número de filhos vivos e de filhos que moravam com as m es foram os fatores mais indicados como interferência negativa na inten o de ter filhos. N o foi encontrada associa o entre pensar em ter filhos com as variáveis como percep o de risco, situa o sorológica do parceiro, uso de contraceptivos e outras. Os métodos contraceptivos mudaram, sensivelmente, na vigência da infec o pelo HIV. CONCLUS ES: A inten o de ter filhos n o se alterou substancialmente nas mulheres em conseqüência da infec o pelo HIV. Mulheres HIV-positivas precisam ter seus direitos reprodutivos e sexuais discutidos e respeitados em todos os servi os de aten o à saúde. A ades o ao medicamento e ao sexo seguro s o importantes, mas difíceis, requerendo aconselhamento e apoio. S o necessários servi os que promovam ambiente de apoio para essas mulheres e seus parceiros, propiciando às pessoas com HIV/Aids condi es de conhecer, discutir e realizar op es conscientes no que concerne às decis es reprodutivas e sua sexualidade.
Teachers’ Thought Processes: The Case of Tunisian Gymnastic University Teachers  [PDF]
Naila Bali
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.47A2020
Abstract:

Teacher’s behaviour is substantially influenced and even determined by teachers’ thought processes. Several studies concerning effectiveness in physical education have analysed various topics such as student engagement, curriculum time allocation, teaching methods, teacher behaviour, and teacher perceptions. However, these investigations have not applied the classroom research findings identified by other researchers. Firstly, this study explains the implied thoughts of the explained Tunisian Gymnastic University Teachers (TGUT) to teach gymnastics learning processes by analyzing their thought processes. Secondly, we included the analysis of the connection, interaction and relationship between the three topics reviewed. Thirdly, we identified and analyzed the difference between different Tunisian physical educational teachers’ thoughts and its influence on their didactical practice intervention. Data were collected during 4 months of observations and interviews with six TGUT at the high institute of sport and physical education (ISSEP) in Tunisia. They all teach not mixed class in Level1 (first year, BAC + 1). These interviews were semi structured (40 minutes each) and gave teachers the opportunity to share their perspectives on broad topics such as education, teaching, and society, and also on more succinct topics such as individual students and situations that had occurred in previous lessons. The data were analyzed using constant comparison. Three topics emerged illustrate how the teachers’ thinking influenced their selecting, ordering, and formulating of curriculum units, their didactic and pedagogical manoeuvring during lessons. This study revealed three major conceptions used by TGUT: 1) Teaching based on pedagogical conceptions (7.20%), 2) Teaching based on sciences (17.42%), and 3) Teaching based on means and practices (75.37%). A number of themes emerged from the analysis of each case, aside to the contextualised responses of individuals. The perception of the TGUT had two consequences: 1) a didactic consequence; the TGUT plan activities that will assist students in developing only physical skills, 2) the legitimacy of the contributory sciences in training programs for student teachers of physical education (PE). Basis on this argument, we might reasonably ask what might be done to address this problem. The issues discussed in this paper will encourage teachers to reflect on their own teaching beliefs and practices and to include them in the process of planning and teaching effectiveness.

The Tunisians Cooperative Teachers and Student Teachers’ Conceptions about Class Management Skill  [PDF]
Naila Bali
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.61008
Abstract: The first teaching year is a crucial time for professional growth and teacher development requiring pedagogical and emotional support from a qualified mentor. According to Ingersoll (2003), 46% of all teachers in public schools will leave the profession within their first five years of teaching. Until 1990, there was a considerable discussion about how the novice teachers can develop more competence. There has been limited empirical research on the effectiveness of physical education student teacher (PESTT), particularly as they relate to teaching. The aim of this research is to study the conceptions of Authority of Tunisian High School Physical Education Cooperative teachers and student teachers. The method used in the quoted investigation is based on directing a semi-directive interview with 10 mentors and their PESTT (24) in the initiation of practical pedagogy, at the Higher Institute of Sport and Physical Education (ISSEP) Ksar Saïd Tunis. The PESTT were teaching at a school in Tunis with mixed classes (aged 12 - 14). Data were collected from monitor interviews, PESTT interviews, observations and analysis of the PESTT teaching. Data analysis occurred, through the efforts of the teacher-researcher to meet the “on the spot” learning needs of his students; the systematic collection, organisation and analysis of the gathered data; and the peer debriefing, which occurred throughout the collection and writing processes. Two tendencies of unequal importance were constructed from analysis of data sources according to mentor reflections: a majority teacher-centred pedagogy (77%) and a minority student-centred pedagogy (22%). A number of themes emerged from the analysis of each case. These themes are discussed within the data resources from PESTT of how their perceptions of authority. This study shows that the commonly perception of mentors about their PESTT is negative. However, the findings of this study support the idea that PESTT can not well manage the indiscipline behaviour of their pupils and are not able to think about real reason of this problem.
The Tunisians Cooperative Teachers and Student Teachers’ Conceptions about Class Management Skill  [PDF]
Naila Bali
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.61008
Abstract: The first teaching year is a crucial time for professional growth and teacher development requiring pedagogical and emotional support from a qualified mentor. According to Ingersoll (2003), 46% of all teachers in public schools will leave the profession within their first five years of teaching. Until 1990, there was a considerable discussion about how the novice teachers can develop more competence. There has been limited empirical research on the effectiveness of physical education student teacher (PESTT), particularly as they relate to teaching. The aim of this research is to study the conceptions of Authority of Tunisian High School Physical Education Cooperative teachers and student teachers. The method used in the quoted investigation is based on directing a semi-directive interview with 10 mentors and their PESTT (24) in the initiation of practical pedagogy, at the Higher Institute of Sport and Physical Education (ISSEP) Ksar Saïd Tunis. The PESTT were teaching at a school in Tunis with mixed classes (aged 12 - 14). Data were collected from monitor interviews, PESTT interviews, observations and analysis of the PESTT teaching. Data analysis occurred, through the efforts of the teacher-researcher to meet the “on the spot” learning needs of his students; the systematic collection, organisation and analysis of the gathered data; and the peer debriefing, which occurred throughout the collection and writing processes. Two tendencies of unequal importance were constructed from analysis of data sources according to mentor reflections: a majority teacher-centred pedagogy (77%) and a minority student-centred pedagogy (22%). A number of themes emerged from the analysis of each case. These themes are discussed within the data resources from PESTT of how their perceptions of authority. This study shows that the commonly perception of mentors about their PESTT is negative. However, the findings of this study support the idea that PESTT can not well manage the indiscipline behaviour of their pupils and are not able to think about real reason of this problem.
The No-Participation of Students in Physical Education: A Comparative Study of Tunisian Trainee Teachers  [PDF]
Naila Bali
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.710154
Abstract: Although most students are conscious of the benefits of physical activity, there is a small proportion that practices sufficiently physical activity. Firstly, our studies aimed to find out the degree of importance of the problematic of no-participation of students in physical education. For this reason, we based our analysis on a questionnaire consisting of eighteen questions that were variables to clarify the latent construct “the no-participation of students”. The value of Cronbach alpha index is 0.723. For this, we had used a questionnaire consisting of eighteen variables in order to find out the degree of importance of the variables associated to the no-participation of students. Our data were collected in the end of the course with 150 physical education student teachers (PE-STs) at the Higher Institute of Sport and Physical Education (ISSEP) in Tunisia. They are all mixed classes of Level 1 and 2 (first and second year of secondary school) teachers. These questions are constructed to give the PE-STs the opportunity to distribute their responses to the no-participation variables such as the physical complex, motivation, hourly, Injury, study sector, teacher Characteristics, external influences, and relationship with other students, infrastructure, lesson content and sport taught. The major response of PE-STs response is in the following order: 1) Teacher Characteristics (72.7%), 2) Relationship with other students and Motivation (69.3%), 3) Relationship with teacher (66.7%).
Comparative Study of Physical Education Students Teachers Style Interventions Teaching Styles Skill  [PDF]
Naila Bali, Khemais Souissi
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.61009
Abstract: The first classroom experiences are essential to learn how to teach. Anxiety and doubts related to their abilities to teach are the main characteristics that define the novice teachers (Scott, 1995). The aim of the research is to study the educational intervention of the physical education student teachers (PEST) and their evolution in the period of the preparation training for the professional life from the perspective of teaching styles that they used. Participants who had accepted to participate in this study were physical education students registered at high institute of sports and physical education in Tunisia (ISSEP). All were young males (21 ± 1 years old) enrolled in an introductory course to professional life, what we call in Tunisia introductory course to practice pedagogy (introductory practicum applied to pedagogy), where share of the curriculum was of the last year of the fundamental of physical education license. This professional learning activity was held in three high schools with mixed age classes (12 - 14 years old pupils) of a rural area in Tunis. The activity lasted two semesters, four hours per week on Tuesday or Thursday for a cumulative total time of 116 hours of teaching. A macro analysis of the results showed that the preferred styles by PEST were command style, practical style and reciprocal style (Table 1). The micro analysis of each of these styles indicated that ten sessions (62.5%) had been conducted with the command style of teaching, four (25%) with the practical teaching style, and only two (12.5%) with the reciprocal teaching style. Finally, this study shows that the plurality teachers prefer teaching with the style of command that represents the lower limit of individualization; autonomy and creativity as the teacher centers his intervention on its own activities and not on the activity of the student.
Comparative Study of Physical Education Students Teachers Style Interventions Teaching Styles Skill  [PDF]
Naila Bali, Khemais Souissi
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.61009
Abstract: The first classroom experiences are essential to learn how to teach. Anxiety and doubts related to their abilities to teach are the main characteristics that define the novice teachers (Scott, 1995). The aim of the research is to study the educational intervention of the physical education student teachers (PEST) and their evolution in the period of the preparation training for the professional life from the perspective of teaching styles that they used. Participants who had accepted to participate in this study were physical education students registered at high institute of sports and physical education in Tunisia (ISSEP). All were young males (21 ± 1 years old) enrolled in an introductory course to professional life, what we call in Tunisia introductory course to practice pedagogy (introductory practicum applied to pedagogy), where share of the curriculum was of the last year of the fundamental of physical education license. This professional learning activity was held in three high schools with mixed age classes (12 - 14 years old pupils) of a rural area in Tunis. The activity lasted two semesters, four hours per week on Tuesday or Thursday for a cumulative total time of 116 hours of teaching. A macro analysis of the results showed that the preferred styles by PEST were command style, practical style and reciprocal style (Table 1). The micro analysis of each of these styles indicated that ten sessions (62.5%) had been conducted with the command style of teaching, four (25%) with the practical teaching style, and only two (12.5%) with the reciprocal teaching style. Finally, this study shows that the plurality teachers prefer teaching with the style of command that represents the lower limit of individualization; autonomy and creativity as the teacher centers his intervention on its own activities and not on the activity of the student.
Introduction of Student Teachers in Tunisian Secondary Schools: A Discourse Analysis of Cooperative Teacher  [PDF]
Wadii Zayed, Naila Bali
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.63034
Abstract: In reference to professional training for trainee teachers, the tutor or cooperative teacher (CT) is considered as an alternation between two environments, academia and training, contributing to the training by the advice and support. Our research provides “support for physical education student teachers (PE-STs)” as determinants of teaching advice of CT. This study includes a qualitative analysis which aims to identify the advice of CTs to the student teachers for whom they are responsible for training. It’s a descriptive/exploratory methodology based on observation and video recorded six (6) physical education (PE) sessions lasting one hour each and six semi structured interviews (30 minutes each) and gave CTs the opportunity to share their perspectives on broad topics such as professional training, teaching, and characteristics of the training environment and succinct topics such as training program and their preoccupation. Data were collected during 2 months of observations and interviews with six CTs during professional training of 12 PE-STs in Level 3 (third year, BAC+3). CTs justify their teaching by six categories in which we have grouped the different types of advice. The CTs are more interested by problems of organization and control students. They believe that educational content is worthless without a good control of the class.
Tunisian Physical Education Student Trainees’ Agreement Rate about the Consistency between Initial Training and Integration during the Preparatory Internship for Professional Life  [PDF]
Ghazi Rekik, Naila Bali
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.83029
Abstract:
This article aims at describing Physical Education Student Trainees’ (PEST) agreement rate towards consistency between training and integration during the Preparatory Internship for Professional Life (PIPL). In order to achieve this research, the method used in the quoted investigation is based on an administration of a questionnaire among 116 PEST (average age ± SD = 21 ± 1.8; sex = males and females) inscribed at one of the four Higher Institutes of Sport and Physical Education in Tunisia. This study resulted in a consensus that there is a lack of consistency between training and integration in the PIPL with a student trainees’ global agreement rate on ten equal to 5.09 ± 0.22. The results discussed in this article will encourage pushing towards an improvement of the Tunisian physical education initial training devices to prepare well for the future teachers to a successful professional life.
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