Natureza e percepção de valores

Heemann, Ademar; Heemann, Nara

doi:10.5380/dma.v7i0.3047

Cited by 6 publications

(6 citation statements)

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“…26,27 However, noise does not appear, it is invisible to the eye, and the main sequel, hearing loss, is invisible too. Unlike, for instance, other types of pollution (water and air) or other symptoms (cough, allergy, diarrhea, among others, caused by pollution of air and water).…”

Section: Discussionmentioning

confidence: 99%

Untitled

2017

Int Arch Otorhinolaryngol

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Section: Discussionmentioning

confidence: 99%

Untitled

2017

Int Arch Otorhinolaryngol

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“…As noise and hearing loss do not appear, they are invisible to the eye, several times it is not perceived as something negative. 26 27 However, noise does not appear, it is invisible to the eye, and the main sequel, hearing loss, is invisible too. Unlike, for instance, other types of pollution (water and air) or other symptoms (cough, allergy, diarrhea, among others, caused by pollution of air and water).…”

Section: Discussionmentioning

confidence: 99%

Perception of Noise Pollution in a Youth and Adults School in Curitiba-PR

Filho

Ribas

Gonçalves

et al. 2016

Int Arch Otorhinolaryngol

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Introduction Nowadays noise remains the third largest cause of environmental pollution on Earth. It appears that despite the existing noise control legislation the issue deserves further supervision by the public authorities so that the ceilings established for the various activities are observed. People exposed to noise are more likely to develop numerous auditory and non-auditory problems directly impacting persona family and working life. Objectives The objective of this study is to research and consequently understand how the population of students of a youth and adult school in Curitiba perceives noise pollution as well as look into the actions that the school adopts in order to guide the students on the topic. Method We applied a structured questionnaire to 120 individuals and assessed the following variables: characterization of the place of residence occupation leisure health and perception of soundscapes. We also applied a closed questionnaire about educational actions for noise pollution to the school's geography teacher. Results Questionnaire responses show that people perceive noise in the most diverse environments they frequent and are able to identify the source of the noise but this perception proved fragile as the majority does not take measures to prevent or mitigate these noises. At school there are no actions aimed at environmental education on the subject studied. Conclusion The studied group does not perceive the noise as a harmful agent and does not prevent themselves from it and the school not work contents related to noise pollution leaving a significant gap in the awareness process of this population.

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“…The present research educated children, leading them to improve their understanding about hearing care, and also sought to sensitize the teachers involved in the proposed activities, as they are opinion makers. Multiple evaluations of nature have always lived side by side in the communities, 32 depending on the sociocultural context and history of the people. These differences ultimately influence the values we set, including those that constitute a problem.…”

Section: Discussionmentioning

confidence: 99%

Childhood Hearing Health: Educating for Prevention of Hearing Loss

Lacerda

Lobato

et al. 2014

Int. Arch. Otorhinolaryngol.

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Introduction The presence of noise in our society has attracted the attention of health professionals, including speech-language pathologists, who have been charged along with educators with developing hearing conservation programs in schools. Objective To describe the results of three strategies for awareness and hearing preservation in first to fourth grades in public elementary schools. Methods The level of environmental noise in classrooms was assessed, and 638 elementary school students from first to fourth grades, 5 to 10 years of age, were audiologically evaluated. After the evaluations, educational activities were presented to children and educators. Results The noise level in the classroom ranged from 71.8 to 94.8 A-weighted decibels. The environment of the classroom was found to promote sound reverberation, which hinders communication. Thirty-two students (5.1%) presented hearing alterations. Conclusion The application of strategies for a hearing conservation program at the school showed that noise is present in the room, and hearing loss, sometimes silent, affects schoolchildren. Students and teachers were aware that hearing problems can be prevented. Avoiding exposure to noise and improving the acoustics in classrooms are essential.

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Natureza e percepção de valores

Cited by 6 publications

References 0 publications

Untitled

Untitled

Perception of Noise Pollution in a Youth and Adults School in Curitiba-PR

Childhood Hearing Health: Educating for Prevention of Hearing Loss

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