Base de dados : MedCarib
Pesquisa : F02.463.425 [Categoria DeCS]
Referências encontradas : 11 [refinar]
Mostrando: 1 .. 10   no formato [Longo]

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Fotocópia
Id: 18136
Autor: Pinder, D. E. (aut).
Título: Background noise levels in unoccupied classrooms in Trinidad
Fonte: Caribbean medical journal;73(2):4-6, Dec. 2011. graf, tab.
Idioma: en.
Resumo: Background noise in a classroom is impediment to learning and can have negative effects on the health and psyche of both students and teachers. International standards for minimum background noise levels for unoccupied classrooms have been established for several countries and the World Health Organisation (WHO) has recommended a maximal allowable noise level of 35 dB. Little is known of the levels of background noise in the classrooms of this country and there are not acoustic standards in building codes for Trinidad and Tobago. Background noise levels in seventy-two (72) unoccupied classrooms were measured and analysed. No classroom was found to have background noise level which met the WHO recommended acoustic standard of 35 dB, and background noise level in 75% of classrooms were found to be 50 decibels or more. It is therefore recommended that acoustical standards be established for school buildings in Trinidad and Tobago and sources of noise in school be identified and reduced with implementation of noise isolation practices. Sensitization of key stakeholders on negative effects of excessive noise and the importance of noise reduction in schools and further studies on the levels of noise and its effects on the population are further recommended.
Responsável: TT5 - Médical Sciences Library
TT5; W1, CA 788


  2 / 11 MedCarib  
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Fotocópia
Id: 18043
Autor: Daley, S(aut); Haley, M(aut).
Título: No-one learns in a quiet classroom
Fonte: In: Caribbean Public Health Agency. Caribbean Public Health Agency: 60th Annual Scientific Meeting. Kingston, The University of the West Indies. Faculty of Medical Sciences, 2015. p.[1-75]. (West Indian Medical Journal Supplement).
Idioma: en.
Resumo: OBJECTIVE: To assess the value of an introductory sailing program, Buoyed Up, as an intervention strategy to improve the well-being of children at risk of isolation due to economic, cultural and social factors. DESIGN AND METHODS: Data was collected using a mixed method approach and involved primary school children (n=89) drawing and writing about their school and sailing experiences and a focus group and interviews with primary school teachers (n= 6). RESULTS: Most children appear to be happy attending school (78.2%) however, most were passive in content (67.3%) and even those who included their friends (21.8%) drew them sitting or standing. All children drew a picture of themselves actively sailing (100%) and most were happy to be involved in the program (83% of boys and 72% of girls). Most children included a sentence expressing their like for sailing (83% of boys and 72% of girls), which was particularly evident in pictures that reflected the technicalities of sailing. Teachers found children who participated in the program developed a sense of identity and belonging with a group, developed confidence and resilience to cope with challenges and were more engaged in the classroom. CONCLUSION: Children at risk of social exclusion due to economic, social and cultural adversity can be supported to stay in school through unique and targeted programs which can be linked to the curriculum.
Responsável: TT2.1 - Library


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Id: 16658
Autor: Anon.
Título: Study skills.
Fonte: St. Augustine; University of the West Indies; 1994. 22 p. ilus.
Idioma: En.
Responsável: TT5 - Médical Sciences Library
TT5; W 18 S915 1994


  4 / 11 MedCarib  
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Id: 16206
Autor: West, Steve A.
Autor: University of the West Indies (St. Augustine). Centre for Medical Sciences Education.
Título: An evaluation of problem-based learning at Mt. Hope: Vol.1: Analysis of four aspects of the Problem-based Learning in the class of '94.
Fonte: Champs Fleurs; CMSE,UWI; 1993. 34 p.
Idioma: En.
Resumo: This report has been produced to give the Faculty an idea of the performance of the class of 1994 in Problem-based learning in the Phase I of their programme. Four aspects of activities related to problem based learning have been analysed and some discussion and suggestions for the future. (AU)
Responsável: TT5 - Médical Sciences Library
TT5; LB 1027 W47 1993


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Id: 15315
Autor: anon.
Título: Guidelines for primary school teachers.
Fonte: Kingston; Caribbean Food and Nutrition Institute; s.d. 39 p. (CFNI-J-8-87).
Idioma: En.
Responsável: JM2.1 - Library
JM2.1; CFNI-J-8-87


  6 / 11 MedCarib  
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Fotocópia
Id: 12233
Autor: Paul, Tomlin J; Maharaj, Satnarine R.
Título: Student learning experiences with Jamaican practitioners
Fonte: Med Teach;12(2):223-5, 1990.
Idioma: En.
Resumo: Due to the destruction of teaching facilities in primary care by a recent hurricane, first clinical year medical students were placed with general practitioners, in order to fulfil the requirements of a community medicine clerkship. Student feedback indicated a very high level of interest, with a varity of learning experiences - the attitudinal attributes of general practitioners ranking highest. This experience has provided a useful opportunity to enhance the training of medical students and to develop collaborative links with non - university physicians. This paper summarizes the experiences of the first 39 students involved in the clerkship. (AU)
Responsável: JM3.1 - Médical Library
JM3.1; reprint collection


  7 / 11 MedCarib  
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Fotocópia
Id: 12009
Autor: Read, Merrill S.
Título: Malnutrition and learning
Fonte: Cajanus;3(1):36-43, 1970.
Idioma: En.
Responsável: JM3.1 - Médical Library
JM3.1; RA784.C3


  8 / 11 MedCarib  
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Fotocópia
Id: 9910
Autor: Goldstein, Herbert.
Título: Social adaptive teaching and learning: guidelines to education of the mildly retarded
Fonte: In: Thorburn, Marigold J; Tucker, Carol A. Proceedings of the Fourth Caribbean Congress on Mental Retardation. Kingston, Caribbean Institute on Mental Retardation and Developmental Disabilities, 1976. p.61-82.
Idioma: En.
Responsável: JM3.1 - Médical Library
JM3.1; RC570.C3 1976


  9 / 11 MedCarib  
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Fotocópia
Id: 3668
Autor: Williams, Sonia.
Título: Questioning and answering techniques: part of the teaching act for gifted and talented students
Fonte: In: Communications Consultants. Gifted child, 2. Kingston, Mapco Business Printers, 1990. p.20-2.
Idioma: En.
Resumo: Examines the concept of questioning and answering as a valuable aid in allowing students to be self-enquiring learners. Develops point by using a classroom situation with a specific science lesson. Demonstrates through examples of questions asked, i.e. the use of divergent and convergent questions. Analyses the two types of questions from responses elicited. Concludes that divergent questions encourage a variety of responses and can expand the students' awareness of their environment and their ability. (AU)
Responsável: JM21 - Sir Arthur Lewis Institute of Social and Economic Studies
JM21; GEN 3919


  10 / 11 MedCarib  
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Fotocópia
Id: 2310
Autor: Benjamin, L. C; Young, Ronald E; Young, Lauriann E.
Título: Hormonal variations influences learning - abstract
Fonte: WEST INDIAN MED. J;46(Suppl 2):22, Apr. 1997.
Idioma: En.
Conferência: Apresentado em: Commonwealth Caribbean Medical Research Council 42nd Scientific Meeting, St. Maarten, Apr. 16 - 19 1997.
Resumo: The study attempted to evaluate the influence of hormonal status (gender and oestrous cycle) on learning in male and female rats and to determine whether this difference was affected by dopamine agonists (cocaine and amphetamine). Rats were exposed to foot-shocks in a Y-maze. Exploratory and avoidance behaviours were tested on two trials, 24 hours following conditioning (Trial 1) and 2 weeks subsequently (Trial 2). Amphetamine (1mg/kg/ml) stimulated exploratory behaviour, whereas cocaine (1mg/kg/ml) had a depressant effect at Trial 1. Avoidance learning of a potentially dangerous environment was significantly less in oestrous than in diestrous and male rats. These results provide evidence that hormonal status influences learning. Cocaine and amphetamine given in a single low doses did not produce any significant effects on avoidance learning(AU)
Responsável: JM3.1 - Médical Library
JM3.1; R18.W4



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