Process development of new complex reactions in the pharmaceutical and fine chemicals industries is challenging, and expensive. The field is beginning to see a bridging between fundamental first-principles investigations, and utilisation of data-driven statistical methods, such as machine learning. Nonetheless, process development and optimisation in these industries is mostly driven by trial-and-error, and experience. Approaches that move beyond these are limited to the well-developed optimisation of continuous variables, and often do not yield physical insights. This thesis describes several new methods developed to address research questions related to this challenge. First, we investigated whether utilising physical knowledge could aid statistics-guided self-optimisation of a C-H activation reaction, in which the optimisation variables were continuous. We then considered algorithmic treatment of the more challenging discrete variables, focussing on solvents. We parametrised a library of 459 solvents with physically meaningful molecular descriptors. Our case study was a homogeneous Rh-catalysed asymmetric hydrogenation to produce a chiral γ-lactam, with conversion and diastereoselectivity as objectives. We adapted a state-of-the-art multi-objective machine learning algorithm, based on Gaussian processes, to utilise the descriptors as inputs, and to create a surrogate model for each objective. The aim of the algorithm was to determine a set of Pareto solutions with a minimum experimental budget, whilst simultaneously addressing model uncertainty. We found that descriptors are a valuable tool for Design of Experiments, and can produce predictive and interpretable surrogate models. Subsequently, a physical investigation of this reaction led to the discovery of an efficient catalyst-ligand system, which we studied by operando NMR, and identified a parametrised kinetic model. Turning the focus then to ligands for asymmetric hydrogenation, we calculated versatile empirical descriptors based on the similarity of atomic environments, for 102 chiral ligands, to predict diastereoselectivity. Whilst the model fit was good, it failed to accurately predict the performance of an unseen ligand family, due to analogue bias. Physical knowledge has then guided the selection of symmetrised physico-chemical descriptors. This produced more accurate predictive models for diastereoselectivity, including for an unseen ligand family. The contribution of this thesis is a development of novel and effective workflows and methodologies for process development. These open the door for process chemists to save time and resources, freeing them up from routine work, to focus instead on creatively designing new chemistry for future real-world applications.

<p>The National Arts Council[1] has made an evaluation on obstacles and success factors for the interaction between culture and school. In the evaluation report they concluded that teachers and cultural workers have different views on culture and knowledge which creates confusion in their interaction. Thus I became interested to investigate teachers and cultural workers views on culture, aesthetics, and the knowledge that they think the students / children / young people should get from culture and aesthetics. This work is based on qualitative interviews with four teachers and four cultural workers. I compare their views with each other and link it to different research perspectives on culture and aesthetics in school to get an understanding of the similarities and differences in their approach, and what implications it can have in the school’s learning processes. </p><p>In this work, from a didactic point of view, I found that when the teachers and cultural workers are talking about culture, the why-perspective differs. Cultural workers why perspective that is based on why they are working with culture can give the school’s learning processes an angle towards the radical aesthetics and strong aesthetics. Especially when the cultural workers talk about broaden the perspective and break the norms. Teacher’s long-term benefit approach to aesthetics uses can be complemented by the cultural worker’s more artistic perspective on how to get there. Through this artistic perspective the students may develop the ability to, among other things, evaluate, organize and structure in and through the aesthetic means of expression. </p><p>When teachers and cultural workers are talking about the knowlege students / children / young people should get from culture and aesthetics it is linked to the way we look at the human and its personality development. I believe that this approach needs to be broadened to the curriculum for the culture and aesthetic to become a part of the school’s other learning processes. Not only to teach factual knowledge, but because learning is to become aesthetic learning processes that require the student to reflect on the knowledge.</p><p>[1] In swedish: Statens kulturråd</p> / <p>Utifrån regeringens satsning Skapande skola, som bland annat syftar till att lärare ska samverka med kulturarbetare, blev jag intresserad av att undersöka lärares och kulturarbetares syn på kultur, estetik och den kunskap som de tycker att elever/barn/unga ska få av kultur och estetik. Anledningen till min nyfikenhet är att Statens kulturråd före satsningen Skapande skola undersökte hinder och framgångsfaktorer för samverkan mellan kulturliv och skola. Där kom de bland annat fram till att lärare och kulturarbetare inte har samma syn på kultur och kunskap vilket skapar oklarheter i deras samverkan. Syftet med arbetet är att genom kvalitativa intervjuer av fyra lärare och fyra kulturarbetare jämföra deras synsätt med varandra samt koppla det till olika forskningsperspektiv på kultur och estetik i skolan för att få en förståelse för vilka likheter och skillnader deras synsätt har och vad det kan få för konsekvenser för elevernas lärande.</p><p>I arbetet kommer jag fram till att när lärarna och kulturarbetarna pratar om kultur skiljer sig varförperspektivet ur en didaktisk synvinkel. Kulturarbetarnas varförperspektiv, som grundar sig på varför de arbetar med kultur, kan ge lärandet en vinkel till den radikala estetiken och den starka estetiken då de pratar om bland annat att vidga perspektiv och bryta normer. Utifrån estetiken kan lärarens långsiktiga nyttoperspektiv på estetikens användningsområden kompletteras med kulturarbetarens mera konstnärliga perspektiv på hur man kan nå dit, detta genom att eleven får utveckla sin förmåga att bland annat värdera, sortera och strukturera i och genom de estetiska uttrycksmedlen.</p><p>När lärarna och kulturarbetarna pratar om den kunskap som elever/barn/unga ska få av kultur och estetik är det kopplat till hur man ser på människan och dess personlighetsutveckling. Jag anser att detta synsätt behöver breddas till kursplanernas kunskapsmål för att kultur och estetik ska kunna bli en del i skolans övriga lärprocesser. Inte bara för att träna in faktakunskaper utan för att lärandet ska kunna bli estetiska läroprocesser som kräver att eleven reflekterar över kunskapen.</p>

The purpose of this study is to examine how the learning process of four Swedish firms in the emerging market Angola works. Theoretical framework developed identified different theory streams such as; experiential learning, networks and incremental steps derived from internationalization theory. These theories we believed would explain the learning process in a market characterized by growth and risk factors. We have interviewed managers operating in Angola at four Swedish MNC‟s, in which we identified patterns of learning between the firms. Having analyzed elements from empirical and theoretical framework it can be clearly seen that firms learn through experiential learning and networks. These two factors can take different pattern forms as it depend on the MNC‟s industry and the firms experience from previous activities in Angola and nearby countries i.e. incremental steps. Added to the developed framework are previous experience and the institutions in the market. These five elements are interrelated, however, firms can learn about the market in a more effective way by understanding the institutional factors that are present.

This case study presents an overview of the student perspective on assessment, an area in which there is still little research. The aim of this qualitative study is to investigate the awareness, understanding and experience of assessment from a student perspective by addressing the following research questions: why, what, when, how and by whom are the students’ learning processes assessed?  A secondary aim is to investigate if and how teachers work with formative assessment in order to discern possible similarities and differences concerning the perception of assessment between students and teachers of English in upper secondary school. The method employed is qualitative; structured interviews have been carried out with six students and three teachers in two upper secondary schools. The interviewees represent both theoretical and vocational programmes in years 1, 2 and 3. The results show that the students believe that their learning processes are assessed in order to enable their teachers to award the students with a grade, but also in order for the students to develop in their learning processes. The assessment is perceived as a natural feature of the education. However the assessment is not perceived as fully integrated in teaching and learning; teacher-initiated, test-like activities are thought to be of greater importance for the final assessment, according to the students. The teachers, on the other hand, assess all activities equally. Written and oral feedback on the students’ productions and performances is given in relation to assessment matrices; the students appreciate and prefer this type of feedback to a grade which is contrary to what the teachers believe. The assessment is ultimately made by the teachers; students’ self-assessment is a fairly regular feature, while peer-assessment is yet to be implemented in order for the assessment practice to be considered as entirely formative. Lack of time is an oft-repeated reason why the implementation of the different features of formative assessment is being made gradually. This case study contributes to the field of educational research in that it provides an overview of the student perspective on assessment, which needs to be further investigated.

No description available.

The degree project aims to gain a deeper understanding of how pedagogues are working with pedagogical documentation, as well as the significance of reflection in the educational work with children.The survey was implemented on two Reggio Emilia-inspired preschools and is based on a qualitative study using semi-structured interviews with open questions, where six pedagogues shared how they view the pedagogical documentation.The study is seen from an epistemological perspective. The results show that pedagogues place great emphasis on reflection as a tool for a visibility of children´s learning and development. Pedagogues respond to children´s questions with a question at issue to challenge the children to develop their own hypotheses for problem solving.Keywords, pedagogical documentation, reflection, learning process. / Examensarbetets syfte är att få en djupare förståelse hur pedagoger arbetar med pedagogisk dokumentation, samt vilken betydelse reflektionen har i det pedagogiska arbetet med barnen. Undersökningen har genomförts på två Reggio Emilia inspirerade förskolor. Studien byggs på en kvalitativ studie med semistrukturerade interjuver med öppna frågor, där sex pedagoger delgett hur de ser på pedagogisk dokumentation. Studien är sett utifrån ett kunskapsteoretiskt perspektiv. Resultatet visar att pedagogerna sätter stor vikt på reflektion som ett arbetsverktyg i dokumentationsarbetet. Pedagogerna svarar på barnens frågor med en frågeställning, för att utmana barnen till att utveckla egna hypoteser för problemlösning.

The National Arts Council[1] has made an evaluation on obstacles and success factors for the interaction between culture and school. In the evaluation report they concluded that teachers and cultural workers have different views on culture and knowledge which creates confusion in their interaction. Thus I became interested to investigate teachers and cultural workers views on culture, aesthetics, and the knowledge that they think the students / children / young people should get from culture and aesthetics. This work is based on qualitative interviews with four teachers and four cultural workers. I compare their views with each other and link it to different research perspectives on culture and aesthetics in school to get an understanding of the similarities and differences in their approach, and what implications it can have in the school’s learning processes.  In this work, from a didactic point of view, I found that when the teachers and cultural workers are talking about culture, the why-perspective differs. Cultural workers why perspective that is based on why they are working with culture can give the school’s learning processes an angle towards the radical aesthetics and strong aesthetics. Especially when the cultural workers talk about broaden the perspective and break the norms. Teacher’s long-term benefit approach to aesthetics uses can be complemented by the cultural worker’s more artistic perspective on how to get there. Through this artistic perspective the students may develop the ability to, among other things, evaluate, organize and structure in and through the aesthetic means of expression.  When teachers and cultural workers are talking about the knowlege students / children / young people should get from culture and aesthetics it is linked to the way we look at the human and its personality development. I believe that this approach needs to be broadened to the curriculum for the culture and aesthetic to become a part of the school’s other learning processes. Not only to teach factual knowledge, but because learning is to become aesthetic learning processes that require the student to reflect on the knowledge. [1] In swedish: Statens kulturråd / Utifrån regeringens satsning Skapande skola, som bland annat syftar till att lärare ska samverka med kulturarbetare, blev jag intresserad av att undersöka lärares och kulturarbetares syn på kultur, estetik och den kunskap som de tycker att elever/barn/unga ska få av kultur och estetik. Anledningen till min nyfikenhet är att Statens kulturråd före satsningen Skapande skola undersökte hinder och framgångsfaktorer för samverkan mellan kulturliv och skola. Där kom de bland annat fram till att lärare och kulturarbetare inte har samma syn på kultur och kunskap vilket skapar oklarheter i deras samverkan. Syftet med arbetet är att genom kvalitativa intervjuer av fyra lärare och fyra kulturarbetare jämföra deras synsätt med varandra samt koppla det till olika forskningsperspektiv på kultur och estetik i skolan för att få en förståelse för vilka likheter och skillnader deras synsätt har och vad det kan få för konsekvenser för elevernas lärande. I arbetet kommer jag fram till att när lärarna och kulturarbetarna pratar om kultur skiljer sig varförperspektivet ur en didaktisk synvinkel. Kulturarbetarnas varförperspektiv, som grundar sig på varför de arbetar med kultur, kan ge lärandet en vinkel till den radikala estetiken och den starka estetiken då de pratar om bland annat att vidga perspektiv och bryta normer. Utifrån estetiken kan lärarens långsiktiga nyttoperspektiv på estetikens användningsområden kompletteras med kulturarbetarens mera konstnärliga perspektiv på hur man kan nå dit, detta genom att eleven får utveckla sin förmåga att bland annat värdera, sortera och strukturera i och genom de estetiska uttrycksmedlen. När lärarna och kulturarbetarna pratar om den kunskap som elever/barn/unga ska få av kultur och estetik är det kopplat till hur man ser på människan och dess personlighetsutveckling. Jag anser att detta synsätt behöver breddas till kursplanernas kunskapsmål för att kultur och estetik ska kunna bli en del i skolans övriga lärprocesser. Inte bara för att träna in faktakunskaper utan för att lärandet ska kunna bli estetiska läroprocesser som kräver att eleven reflekterar över kunskapen.

The main subject – the reasons of different motivations in learning process of children growing in one family. That lead me to chose the subject – children living together in one family with different learning motivation. In order to improve the child education and the family influence to the person there is a need to know that in scientific view. The main goal – to discover the peculiarities of different motivations in learning process of the children growing in one family in the secondary schools of Utena district. In order to achieve that goal I have these targets: 1. To describe the conception of motivations and theories of motivation, to highlight the connection between the demands and inner motivation; 2. To find out what influence of different motivations in the learning process of the children have micro level and the educational position of parents, the school. 3. To investigate peculiarities of different motivations in learning process of children growing in one family. In oder to go more deep in this subject of interest these methods of research were used: the study of the scientific literature; the analysis of the archival documents; questionnairing; statistical analysis. The methodology of this research is grounded on the theory of self – determination stresses inner motivation based on appropriate organizing of social environment where the person feels competent, autonomous and that helps him to keep terms with others. Research description: This research... [to full text]

Data de aprova??o ausente. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-05-12T15:16:50Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) tarcimara_katia_costa.pdf: 688138 bytes, checksum: 0e61bd2600606324a8e63cff04ebe1bb (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-05-16T18:53:22Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) tarcimara_katia_costa.pdf: 688138 bytes, checksum: 0e61bd2600606324a8e63cff04ebe1bb (MD5) / Made available in DSpace on 2017-05-16T18:53:22Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) tarcimara_katia_costa.pdf: 688138 bytes, checksum: 0e61bd2600606324a8e63cff04ebe1bb (MD5) Previous issue date: 2016 / Esta pesquisa buscou apreender a percep??o de gestores escolares, supervisores e professores de l?ngua portuguesa de escolas estaduais sobre as avalia??es que integram o Programa de Avalia??o da Aprendizagem Escolar (Paae). Como objetivo geral pretendeu-se conhecer como s?o utilizados os resultados gerados pelo Paae e quais s?o as implica??es desses resultados no cotidiano escolar e no trabalho docente, para tanto, foram selecionadas aleatoriamente duas escolas estaduais do munic?pio de Diamantina, Minas Gerais. Como objetivos espec?ficos verificou-se a percep??o da equipe gestora e professores sobre o Paae, como ? feita a divulga??o e an?lise dos dados para identificar e discutir as a??es implementadas nas unidades escolares pesquisadas, a partir dos resultados do Paae, refletindo sobre suas implica??es no processo ensino e aprendizagem. A metodologia escolhida para esse trabalho foi a pesquisa qualitativa, na qual os dados foram coletados por meio de entrevistas semiestruturadas especialmente elaboradas para esta pesquisa e analisadas pela t?cnica da An?lise de Conte?do. Esta pesquisa concluiu que as escolas pesquisadas n?o assumiram o Paae com propriedade e que a proposta do programa n?o tem sido seguida de acordo com as orienta??es divulgadas pelo Instituto Avaliar. Nesse sentido, essas avalia??es acabam por se tornar provas como qualquer outra, dentro da realidade de exames que vivem as escolas. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / This research sought to understand the perception of school administrators, supervisors and teachers of Portuguese language of state schools on the evaluations that integrate the Program of Assessment of School Learning (Paae). As a general objective, it was intended to know how the results generated by Paae are used and what are the implications of these results in school daily life and in the teaching work. Two state schools of the municipality of Diamantina, Minas Gerais, were randomly selected. The objectives were to verify the perception of the management team and teachers about the Paae, how the data are disseminated and analyzed, and identify and discuss the actions implemented in the studied school units, based on the Paae results, reflecting on their implications in the teaching and learning process . The methodology chosen for this work was qualitative research, in which the data were collected through semi-structured interviews specially elaborated for this research and analyzed by the Content Analysis technique. This research concluded that the schools surveyed did not take Paae properly and that the program proposal has not been followed according to the guidelines published by the Instituto Avaliar. In this sense, these evaluations turn out to be evidence like any other, within the reality of examinations that live the schools.

Made available in DSpace on 2014-06-11T19:32:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-09-23Bitstream added on 2014-06-13T20:23:25Z : No. of bitstreams: 1 reis_fagv_dr_rcla.pdf: 930643 bytes, checksum: d34b556d5804671809cc5484d9fed84b (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A metodologia da problematização é um método de ensino que torna a realidade profissional mais próxima dos alunos, enquadrando-se adequadamente em cursos de graduação que possuem forte caráter aplicado, como a Engenharia Ambiental. Em contrapartida, o ensino tradicional conduz a uma sistemática na qual o aluno é um agente passivo, e não o fator central no processo ensino-aprendizagem, acarretando baixa aprendizagem. Nesse contexto, a presente pesquisa foi proposta para verificar a seguinte hipótese: a metodologia da problematização promove a melhoria do processo ensino-aprendizagem de disciplinas de cursos de graduação em Engenharia Ambiental. Foi estabelecido como objetivo principal, avaliar o uso da metodologia da problematização em disciplinas de cursos de graduação em Engenharia Ambiental, por meio da resposta dos alunos em questionários ex-ante e ex-post fact e pela percepção do docente/pesquisador. Foram escolhidas três disciplinas, em dois cursos de Engenharia Ambiental, para aplicação da metodologia e avaliação de sua eficiência. Os resultados obtidos, pelas respostas dos alunos e pela análise do professor/pesquisador, demonstraram que a problematização promove melhoria do processo de ensino-aprendizagem, favorecendo a participação ativa dos alunos, por meio do estímulo do estudo e do raciocínio sistematizado, sendo um caminho para melhoria no ensino de Engenharia Ambiental. / Problem-based learning is a teaching method that brings professional reality closer to the students and is appropriate for use in undergraduate programs that have a strong applied aspect, such as environmental engineering. Traditional teaching leads to a process in which the student is a passive agent and is not the central factor in the teaching-learning process, thus compromising meaningful learning. In this context, the present study was designed to verify the following hypothesis: problem-based learning promotes improvement in the teaching-learning process in undergraduate Environmental Engineering courses. The main objective was to evaluate of the use of problem-based learning in undergraduate Environmental Engineering courses using students' responses to questionnaires administered before and after using the method, and the perception of the professor/researcher. Three courses in the Environmental Engineering program were chosen to apply the method and evaluate its effectiveness. The results obtained from the students' responses and the analysis of the professor/researcher showed that problem-based learning does promote improvements in the teaching-learning process, favoring the active participation of students through the stimulation of study and systematized reasoning, thus offering a possible path to improved teaching in Environmental Engineering.