Made available in DSpace on 2014-06-11T19:26:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-06-09Bitstream added on 2014-06-13T19:47:00Z : No. of bitstreams: 1 sameshima_mca_me_fran.pdf: 2507408 bytes, checksum: e76b73e35ae3c65a64beb3adda980d3b (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Malgré la faible documentation, est remarquable au XVIème siècle, l'afflux des français dans les terres américaines qui, partant surtout, des régions de Normandie et de Bretagne sont arrivés au litoral nord ou ont navigué vers les terres du sud, où ils pourraient charger leurs embarcations avec des peaux, “pau-brasil”, perroquets, singes et d'autres animaux exotiques aussi bien appréciés en France qu'en Europe. Une preuve de l'assiduité de ces navigateurs est la fête brésilienne à Rouen, organisée en 1550 en commémoration au nouveau monarque français, Henri II et à son épouse Catherine de Médici. Pour se distinguer parmi les autres villes qui ont reçu le couple royal, Rouen a offert un spectacle qui, jusqu'alors n'avait pas été assité en Europe: le quotidien des natifs du Nouveau Monde. Cinq ans après cet épisode curieux à Rouen, une expédition laisse le port du Havre avec le clair objectif de construire un établissement français au Brésil comandé par Nicolas Durand de Villegagnon. Dans la Baie de Guanabara, les français huguenots et catholiques sont entrés en contact avec des indigènes tupinambás de qui ils ont obtenu une grande partie des aliments pour survivre en France Antarctique. Mais l'établissement n'a pas duré longtemps parce que Portugal a decidé de prendre en charge son territoire, en expulsant les français en 1560, sans compter les conflits politiques-religièuse qui perturbaient la prope France. Peu de temps après, en 1562, Jean Ribaut voyage en Floride dans un voyage de reconnaissance pour l'instalation d'une future colonie dans la région. Mais, encore une fois le sort n'etait pas du côté des français, le manque de vivres et de communication avec la métropole, les conflits internes commencent à apparaître jusqu'à ce que, en 1565, Philippe II d'Espagne, a ordonné une expédition, commandée par Pedro Menéndez de ... (Résumé complete accés électronique ci-dessous) / Apesar da parca documentação, é notável, no século XVI, o afluxo de franceses em terras americanas os quais partindo, principalmente, das regiões da Normandia e da Bretanha chegaram ao litoral norte ou navegavam rumo às terras do sul, onde poderiam carregar as suas embarcações com peles, pau-brasil, papagaios, macacos e outros animais exóticos bastante apreciados na França, bem como na Europa. Um prova da assiduidade desses navegadores é a festa brasileira em Rouen, organizada em 1550 para homenagear o novo monarca francês, Henrique II, e a sua esposa, Catarina de Médici. Rouen destacou-se entre as outras cidades que receberam o casal real, oferecendo um espetáculo que até então não havia sido assistido na Europa: o cotidiano dos nativos do Novo Mundo. Cinco anos após esse episódio curioso em Rouen, uma expedição deixa o porto de Le Havre com o claro objetivo de construir um estabelecimento francês no Brasil e comandado por Nicolas Durand de Villegagnon. Na Baía de Guanabara, os franceses, huguenotes e católicos, entraram em contato com indígenas tupinambás de quem conseguiram grande parte dos alimentos para sobreviverem na França Antártica. Mas, o estabelecimento não durou muito tempo, pois Portugal decide tomar conta de seu território expulsando os franceses em 1560, além dos conflitos políticos-religiosos que perturbavam a própria França. Não demorou muito e em 1562, Jean Ribaut navega para a Flórida, numa viagem de reconhecimento, para instalação de uma futura colônia na região. Mais uma vez a sorte não estava do lado dos franceses. Na falta de víveres e de comunicação com a metrópole, os conflitos internos começam a aparecer até que, em 1565, Filipe II, da Espanha, ordenou uma expedição, comandada por Pedro Menéndez de Avilés, para acabar com a ousadia francesa. Apesar do fracasso nas tentativas de colonização, alguns...

Van der Waals-Wechselwirkungen (vdW) sind allgegenwärtig und spielen eine zentrale Rolle in einer großen Anzahl biologischer und moderner synthetischer Materialien. Die am weitesten verbreitete theoretische Methode zur Berechnung von Materialeigenschaften, die Dichtefunktionaltheorie (DFT) in semilokaler Näherung, vernachlässigt diese Wechselwirkungen jedoch größtenteils, was zur Entwicklung vieler verschiedener vdW-Modelle führte. Die hier vorgestellte Arbeit ebnet den Weg hin zu einem vereinheitlichten vdW-Modell welches die besten Elemente der unterschiedlichen Klassen von vdW-Modellen vereint. Zu diesem Zweck haben wir einen vereinheitlichten theoretischen Rahmen geschaffen, der auf dem Reichweite-separierten Adiabatischer-Zusammenhang-Fluktuations-Dissipations-Theorem aufbaut und die meisten existierenden vdW-Modelle umfasst. Wir analysieren die MBD-korrelierte Wellenfunktion am prototypischen Beispiel von π–π-Wechselwirkungen in supramolekularen Komplexen und stellen fest, dass diese Wechselwirkungen größtenteils durch delokalisierte kollektive Ladungsfluktuationen entstehen. Um zu dem langreichweitigen vdW-Modell ein ausgewogenes kurzreichweitiges Dichtefunktional zu identifizieren, präsentieren wir eine umfassende Untersuchung zum Zusammenspiel der kurz- und langreichweitigen Energiebeiträge in acht semilokalen Funktionalen und drei vdW-Modellen für eine große Spanne von Systemen. Die Bindungsenergieprofile vieler der DFT+vdW-Kombinationen unterscheiden sich sowohl quantitativ als auch qualitativ stark voneinander. Schließlich untersuchen wir die Performance des Vydrov–Van Voorhis-Polarisierbarkeitsfunktionals über das Periodensystem der Elemente hinweg und identifizieren eine systematische Unterschätzung der Polarisierbarkeiten und vdW-C₆-Koeffizienten für s- und d-Block-Elemente. Als Lösung entwickeln wir eine orbitalabhängige Verallgemeinerung des Funktionals. / The ubiquitous long-range van der Waals interactions play a central role in nearly all biological and modern synthetic materials. Yet the most widely used theoretical method for calculating material properties, the density functional theory (DFT) in semilocal approximation, largely neglects these interactions, which motivated the development of many different vdW models. The work in this thesis paves way towards a unified vdW model that combines best elements from the different classes of the vdW models. To this end, we developed a unified theoretical framework based on the range-separated adiabatic-connection fluctuation--dissipation theorem that encompasses most existing vdW models. We analyze the MBD correlated wave function on the prototypical case of π–π interactions in supramolecular complexes and find that these interactions are largely driven by delocalized collective charge fluctuations. To identify a balanced short-range density functional to accompany the long-range vdW model, we present a comprehensive study of the interplay between the short-range and long-range energy contributions in eight semilocal functionals and three vdW models on a wide range of systems. The binding-energy profiles of many of the DFT+vdW combinations differ both quantitatively and qualitatively, and some of the qualitative differences are independent of the choice of the vdW model. Finally, we investigate the performance of the Vydrov—Van Voorhis polarizability functional across the periodic table, identify systematic underestimation of the polarizabilities and vdW C₆ coefficients for s- and d-block elements, and develop an orbital-dependent generalization of this functional to resolve the issue.

Strontiumtitanat ist ein häufig untersuchtes Oxidmaterial, mit einem breiten Anwen- dungsgebiet z.B. in der Photokatalyse oder auch als Substratmaterial beim Wachstum ande- rer Oxidschichten. Dabei spielen chemische Prozesse an der Oberfläche eine herausragende Rolle, deren Kenntnis für eine tieferes Verständnis der genannten Anwendungen unentbehrlich ist. Darüberhinaus gibt es deutliche Hinweise darauf, dass diese Oberflächenprozesse sehr stark, u.a. von Wasserstoff und Wasser beeinflußt werden. Sowohl wegen der Relevanz als auch wegen der technischen Machbarkeit, stellt eine Untersuchung des Adsorptionsverhaltens von Sauerstoff und Wasserstoff mit Hilfe der Dichtefunktionaltheorie einen natürlichen Ausgangspunkt dar, um genaue Einblicke in die Prozesse auf der Oberfläche auf atomare Ebene zu gewinnen. Bei der Adsorption des Sauerstoffs und des Wassers ist gleichermaßen auffällig, dass die Bindungsenergien sehr stark durch langreichweitige Verzerrungen im Substratgitter beeinflußt werden, welche damit eine effektive repulsive Wechselwirkung der adsorbierten Spezies bewirken. Adsorbierte Sauerstoffatome bilden mit jeweils einem Sauerstoffatom des Subtrats ein „Quasi-Peroxid-anion“, wodurch das adsorbierte Sauerstoffatom einen Gitterplatz einnimmt, der nicht einem Sauerstoffplatz des Perovskitgitters entspricht. Im Gegensatz dazu wurden bei allen untersuchten atomaren Konfigurationen, die Wasser und Hydroxylgruppen enthielten, beobachtet, dass sich hier die adsorbierten Sauerstoffatome an den Plätzen des forgesetzten Perovskitgitters befinden. Bemerkenswert ist die spontane Dissoziation und Bildung eines Hydroxylpaares auf der Strontiumoxidterminierung während des Adsorption des Wassermoleküls. Auf der Titandioxidterminierung hingegen werden abhängig von der Bedeckung Wassermoleküle und Hydroxylgruppen beobachtet. Die Energetik, die diesem Verhalten zugrunde liegt, zeigt sehr gute Übereinstimmung mit den experimen- tellen Beobachtungen von Iwahori und Kollegen. / Strontium titanate is an extensively studied material with a wide range of application, for instance in photo-catalysis and most importantly, it is used as a substrate in growth of functional oxides. The surface chemistry is crucial and hence understanding the surface structure on atomic scale is essential for gaining insight into the fundamental processes in the aforementioned applications. Moreover, there exist a lot of evidence that this surface chemistry might be controlled to considerably by extrinsic species, such as residual hydrogen and water. Investigating the properties of water and oxygen on the strontium titanate surface is certainly a natural starting point for a theoretical study based on density functional theory, because these species are practically present on the surface on a wide range of experimental conditions and they are computationally feasible. For the oxygen and water adsorption the binding energy is controlled by long-range surface relaxations leading to an effective repulsion of the adsorbed specimen. The isolated oxygen ad-atom forms a covalently bonded “quasi-peroxide anion” in combination with a lattice oxygen atom. Contrariwise, in all investigated configurations containing water molecules and hydroxyl groups, the respective oxygen atoms assumed positions close to the oxygen sites of the continued perovskite lattice of the substrate. Most remarkably, on the strontium oxide termination, the water molecules adsorbs and dissociates effortlessly leading to the formation of a pair of hydroxyl groups. For the titanium dioxide termination, a coverage dependent adsorption mode is observed. Densely packings stabilize water molecules, whereas at lower coverage and finite temperatures the formation of hydroxyl groups is found. The energetics responsible for this behavior is consistent with recent experiments by Iwahori and coworkers.

The aim of the study is to investigate the effect of creative drama- based instruction on 7th grade students&rsquo / achievement in probability concept and their attitude toward mathematics. Another purpose of the study is to investigate the gender differences regarding mathematics achievement and attitude. The study was conducted with two 7th grade classes from a public school in the 2010-2011 academic year, lasting 17 lesson hours (six weeks). Twenty-two of the participants received Creative Drama Based Instruction (CDBI), and twenty-one received Regular Instruction (RI). Experimental design was used in which two different learning environments / creative drama based instruction and regular instruction was compared. In order to measure students&rsquo / mathematics achievement Probability Achievement Test (PAT) was used. The participants were given Mathematics Attitude Scale (MAS), in order to quantify the levels of attitude towards mathematics. These instruments were implemented before and after the treatment as pre-test and post-test. Independent samples t-test was performed on gain scores of PAT and MAS. Moreover, two way ANOVA was performed to examine the data. Two way ANOVA results yielded that there was a statistically significant difference between the mean scores of Experimental Group and Control Group in terms of achievement in favor of Experimental Group. Moreover, female students had significantly higher mathematics achievement scores than males. The results of mathematics attitude scale showed that the seventh grade students&rsquo / attitudes towards mathematics were not significantly different with respect to teaching method. Also, it could be stated that gender difference regarding of mean attitude scores was not statistically significant.

The purposes of this study were to investigate sixth grade students&rsquo / understanding of multiplication of fractions in terms of the Pirie&ndash / Kieren Model of Understanding in the light of use of multiple representations and to improve mapping feature of the current theory to increase depicting power of the maps produced. One of the qualitative research methods, case study design was used. This study was conducted with two sixth grade students at a public school in Etimesgut, Ankara in the spring semester of 2009-2010. Students learnt fractions. They completed activity sheets during the lessons. They completed self-evaluation forms and wrote journals just after the instruction. After that semi- structured interviews were conducted with two students in order to analyze their understanding about multiplication of fractions. The data collected from interviews were used to reveal understanding maps of each student. Moreover, the data from activity sheets, student journals, observations, and self-evaluation forms were used to strengthen the findings from the interviews. This study showed that there was a relationship between students&rsquo / preference on the use of different type of representations and attained understanding level of multiplication of fractions. It was also found that establishing connection between multiplication of fraction concept and real life usage of these concepts and extending whole number multiplication to the multiplication with the fractions were acted as an obstacle for understanding the multiplication of fractions. In the current study, it was seen that there was a relationship between question type and students use of representations. Moreover, teachers should use different type of representations in their classrooms more frequently in order to help students to reach higher level of understandings. Teachers should also connect new ideas to what the students have already learned for deeper understanding of them.

This study aimed to compare 6th grade students who used learning objects and did not use learning objects in their social studies lessons in terms of their academic achievement, attitudes toward the lesson and engagement in the lesson. Further it investigated the teachers&rsquo / and students opinions about using learning objects in the instructional process. To achieve the aforementioned aims, both qualitative and quantitative methods were used to collect data throughout the spring semester of 2011-2012 academic year. The participants of this study were 137 students studying at the 6th grade in a public primary school in Bolu. An experimental study was conducted to compare students&rsquo / achievement, their attitudes toward social studies lesson, and their engagement in the social studies lesson with and without using learning objects. Using the survey method, students&rsquo / evaluations of their learning objects were examined. Students were observed in the classroom environment during the experimentation in order to reveal how they used the learning objects. Teachers and students were interviewed to elicit their opinions about using learning objects in the instructional and the learning process. Quantitative data were analyzed using descriptive statistics such as mean and variance, and inferential statistics like paired-samples t-test, independent samples t-test, Mann Whitney U-test, Wilcoxon signed rank test for paired samples test and Spearman&rsquo / s rho test. On the other hand, qualitative data were analyzed through content analysis. The quantitative findings of the study showed that experimental group students&rsquo / scores were significantly higher than those of the control group students in the social studies achievement test, attitude scale and course engagement scale. Students in the experimental group had positively evaluated the learning objects of the study. In addition, positive correlation was identified between the achievement and course engagement, and between the achievement and learning object evaluation scores. The qualitative results of the study indicated that the characteristics and design principles of learning objects influenced the course achievement, attitude and engagement of students. These emerging results and the discussion have some important implications for teachers and instructional designers. The study contributes to a well-grounded understanding of learning objects approach and provides a basis for further empirical studies on learning objects.

The main aims of the current study are five fold (1) to develop a valid scale for measuring beliefs about education for sustainable development, (2) to adapt the values on sustainable development scale to the context of Turkey, (3) to explore elementary teachers&rsquo / familiarity with and understanding of sustainable development, (4) to determine the elementary teachers&rsquo / values on sustainable development, (5) to investigate their beliefs about education for sustainable development. In addition, the barriers elementary teachers have perceived regarding education for sustainable development, teaching strategies they have used in education for sustainable development and the possible relationship between barriers they have perceived and their beliefs about education for sustainable development was examined. The data of this study obtained from 211 elementary teachers who enrolled in the Green Pack and the Eco-Schools projects via direct administration and web-survey data collection methods in May to September 2012. The results revealed that Turkish elementary teachers lack of sufficient understandings of sustainable development. On the other hand, elementary teachers have favorable beliefs about education for sustainable development and favorable values on sustainable development. In addition, lack of the knowledge about sustainable development and lack of the knowledge about teaching sustainable development were relatively common barriers for these elementary teachers. Lastly, negative correlation between elementary teachers&rsquo / beliefs about education for sustainable development and barriers they have perceived was found.

The purpose of this study was to examine elementary teachers&rsquo / and elementary mathematics teachers&rsquo / perceptions of mathematically gifted students in terms of teachers&rsquo / gender, year of experience and area of teaching. The data were collected from 176 elementary teachers and 90 elementary mathematics teachers from 60 state elementary schools in the center of Trabzon, in the fall semester of 2011-2012 academic year. In order to determine teachers&rsquo / perceptions of mathematical giftedness, the instrument called as Teachers&rsquo / Judgments of Gifted Mathematics Student Characteristic (TJGMSC) was used. The results were evaluated in terms of three dimensions of TJGMSC: school smart mathematics student, mathematics perspective for the real world and creative problem solver. Besides, in order to analyze the data, one-way MANOVA was conducted. The results of the study illustrated that there were no significant differences among teachers&rsquo / TJGMSC scores, in terms of their gender and year of experience. However, a significant difference was found between elementary teachers and elementary mathematics teachers in terms of their TJGMSC scores for only the dimension of school smart mathematics student. To illustrate, elementary teachers&rsquo / scores regarding this dimension were higher than those of elementary mathematics teachers.

The aim of this study was to investigate the elementary school students&rsquo / motivational traits (achiever, curious, conscientious and social) in science. More specifically present study examined the effects of gender, grade level and location of the school on elementary school students&rsquo / motivational traits. The data in the main study was collected by Motivational Pattern Questionnaire from randomly selected 8 classes of randomly selected 15 schools in five districts of Ankara. A total of 3685 students (1927 females and 1748 males), about 230 students per school, were participated in the study. The questionnaire was administrated to 6th (n=1291), 7th (n=1177) and 8th (n=1207) graders in spring 2004-2005 semester. According to the obtained data, scores of the students are assigned to four percentile groups. Each student assigned to the motivational pattern according to the highest percentage. To find the effects of gender, grade level, and location of the school on students motivational traits, one- way MANOVA was used. Results of the statistical analysis revealed that gender, has a significant effect on students&rsquo / motivational traits and girls are more achiever, curious, conscientious and sociable than boys. Furthermore, grade level has a significant effect on students&rsquo / motivational traits and 6th graders are more achiever, curious, conscientious and sociable than 7th and 8th graders. It is also found that scores of the students related to the motivational traits decreases as the grade level increases. This means that 8th graders have lowest mean score while 6th graders have the highest mean score relate to motivational trait. While students from urban schools are more curious and more sociable than the students from rural schools, no significant difference between the mean scores of the students from urban schools and the students from rural schools with respect to achiever students and conscientious students dimensions was demonstrated.

The purpose of this study is to interpret observations of three 6th grade elementary mathematics classrooms throughout a unit in detail. Specifically, this study examined the patterns and traditions related with teaching practices in the context of teaching a unit, teaching a topic, and single lessons, and described frequently observed teaching features in mathematics lessons. This study presented a detailed description and analysis of teaching practices of three experienced mathematics teacher from three public elementary schools. The participated teachers were directly observed through teaching a different mathematics unit. The teaching and learning practices in each classroom was described and analyzed both separately and together. The results of this study indicated that teaching a mathematics unit could be described as the combination of separately taught topics where the sequences of topics are strictly determined by elementary mathematics curriculum. There was no specific practice aiming to construct relation between unit&rsquo / s concepts and other school subjects, other mathematics concepts, and among these concepts. Teaching practices throughout a topic showed explicit similarities so that a pattern for teaching a topic can be described as demonstrating the new content, practicing the new content, and assigning and doing homework. It was not possible to draw a pattern for teaching practices in elementary mathematics lessons by using single lesson periods as a unit of analysis. &lsquo / Practicing&rsquo / was the most occurred activity in elementary mathematics lessons. Based on the findings some suggestions for future research studies were proposed, and some implications for teachers, teacher educators and policy makers were delivered.