Η αξιολόγηση της επίδοσης τόσο των Ελλήνων και όσο και των αλλοδαπών μαθητών κρίνεται αναγκαίο να είναι περισσότερο αντικειμενική και βασισμένη σε κριτήρια ούτως ώστε το σχολείο να προωθεί την ισότητα. Σκοπός της παρούσας εργασίας είναι η αξιολόγηση της επίδοσης στο γλωσσικό μάθημα Ελλήνων και αλλοδαπών μαθητών καθώς και η διερεύνηση της εξελικτικής τους πορείας στις τάξεις του Γυμνασίου. / Τhe performance assessment of Greeks and foreign students is considered necessary to be more subjective and based on criteria so as school promotes equality. The aim of the present essay is the performance assessment in greek language lesson of both Greeks and foreign students as well as the investigation of their progress during secondary education classes.

The aim of this thesis is to develop a GIS methodology to assess urban vulnerability to earthquake through a spatial analytical procedure in which vulnerability is taught of as a spatial decision problem. The main concepts within the framework is vulnerability assessment. In its typology, the defined technology is highly current, emergent and necessary for the local goverments. Considering the discussions on subsidiarity for local area services such a knowledge is hoped to prove the capacity of local goverments. First earthquake losses were estimated. Earthquake loss estimation activities can be categorized into two series of phases: pre-disaster phase / risk assessment, mitigation management post- disaster phase / emergency and rehabilitation management Two methods were used in estimating the primary damages and losses due to earthquake. In the first method spatial multicriteria analysis was performed to assign a vulnerability value to each building. As a second method SRAS(Seismic Risk Analysis Software) was used. Besides criteria for social risks, criteria for systematic vulnerability, which may influence the emergency response and management activities following the earthquake, were also considered. Criteria standardization, weighting and combining were accomplished by means of multi-criteria evaluation (MCE) methods, the theoretical background being based on the multi-attribute utility theory (MAUT). Expert knowledge based analysis was used and also three different earthquake scenarios about Odunpazari were run on SRAS. After the aggregation of the vulnerability values from building scale to neighbourhood scale, the urban facilities were analysed. Results showed that, 1/3 of the neighborhoods in Odunpazari are vulnerable to any possible earthquake.

BESSA, Sara Façanha. Educação e avaliação integral de crianças: um desafio para o ensino fundamental de escolas públicas do Estado do Piauí. 2016. 281f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2016-09-22T14:16:01Z No. of bitstreams: 1 2016_dis_sfbessa.pdf: 17804423 bytes, checksum: d7f53feb32860e4346934a9663b7a90a (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-09-22T16:48:32Z (GMT) No. of bitstreams: 1 2016_dis_sfbessa.pdf: 17804423 bytes, checksum: d7f53feb32860e4346934a9663b7a90a (MD5) / Made available in DSpace on 2016-09-22T16:48:33Z (GMT). No. of bitstreams: 1 2016_dis_sfbessa.pdf: 17804423 bytes, checksum: d7f53feb32860e4346934a9663b7a90a (MD5) Previous issue date: 2016 / For many years, children were considered as passive beings who always expected by the adults and, therefore, without autonomy. The specialists of the social area had considered them this way for many years. However, currently, the new paradigm of Sociology of childhood brings a new vision of the child and childhood, as they become protagonists and no longer non-thinking beings. Even though the new perspective on childhood, some important aspects are still not considered in schools. However, some current experiences of educational programs and projects already bring this new pedagogical perspective, similar to what happens in Piauí through the Palavra de Criança Program. In this state, there are practical steps the form of comprehensive and integrated education of children, which has as main challenge the quest for building a school to consider the autonomy of the child, the child role, a new teaching approach, new ways to assess classroom and monitoring learning. Given this reality, this research will investigate children learning assessment practices in comprehensive education contexts. For this, we intend to conduct field work and desk research in the municipality of Castelo do Piauí, whose selection criteria were participating in the Word of Child program and its good performance in the ratings Provinha Brazil held the 2011 to 2014 period. The subjects are teachers and students of the class of 2nd year of elementary school from two municipal schools (one urban and one rural). For the collection of data will be used the techniques of interviews with students and teachers and observations of classroom routines. It will also be a questionnaire to teachers in order to capture information about their teacher profile. For the written part will be an analysis in the evaluation material and activities proposed by the teachers, as well as in official reports of results Provinha Brazil - Reading 2015 generated by Palavra de Criança Program. The data will be analyzed by adopting the content analysis methodology. The findings observed in the field joined with the documentary sources on arrival enable the important conclusions on practical evaluation of teachers in the context of comprehensive education. / Durante muitos anos, as crianças foram consideradas como seres passivos que sempre esperavam pelos adultos e, por isso, sem autonomia. Essa era a concepção do ponto de vista sociológico defendida por grandes estudiosos da área. Entretanto, atualmente, o novo paradigma da sociologia da infância traz uma nova visão da criança e da infância, pois estas passam a ser protagonistas e não mais seres não pensantes. Mesmo com essa nova perspectiva sobre a infância, ainda é notável a não valorização de aspectos importantes ligados à esta etapa da vida pelas escolas. Entretanto, algumas experiências atuais de programas e projetos educacionais já encampam essa nova perspectiva pedagógica, a exemplo do que acontece no Piauí por meio do Programa Palavra de Criança. Nesse estado, há iniciativas concretas da modalidade de educação integral e integrada das crianças, a qual tem como principal desafio a busca pela construção de uma escola que considere a autonomia da criança, o protagonismo infantil, uma nova postura docente, novas formas de avaliar em sala de aula e acompanhar a aprendizagem. Diante dessa realidade, a presente pesquisa investigou o fazer pedagógico das professoras no que se refere ao ensino e às práticas de avaliação da aprendizagem de crianças no contexto de educação integral preconizado pelo Programa Palavra de Criança. Para isso, foram realizados um trabalho de campo e uma pesquisa documental no município de Castelo do Piauí, cujos critérios de escolha foram a participação no Programa Palavra de Criança e seu bom desempenho nas avaliações Provinha Brasil, realizadas no período de 2011 a 2014. Os sujeitos foram professoras e alunos das turmas de 2º ano do Ensino Fundamental de duas escolas municipais (uma urbana e outra rural). Para a recolha dos dados, foram utilizadas as técnicas da entrevista com alunos e professores e observações das rotinas de sala de aula. Também foi aplicado um questionário às professoras, a fim de captar informações sobre o perfil docente. No âmbito documental, realizou-se uma análise no material de avaliação e nas atividades propostas pelas professoras, bem como nos relatórios oficiais de resultados da Provinha Brasil - Leitura 2015, gerados pelo Programa Palavra de Criança. Os dados foram analisados adotando-se a metodologia de Análise de Conteúdo. Os aspectos observados em campo aliados às fontes documentais possibilitaram à chegada a conclusões importantes sobre as práticas de ensino e de avaliação das professoras em um contexto de educação integral.

CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior / Durante muitos anos, as crianÃas foram consideradas como seres passivos que sempre esperavam pelos adultos e, por isso, sem autonomia. Essa era a concepÃÃo do ponto de vista sociolÃgico defendida por grandes estudiosos da Ãrea. Entretanto, atualmente, o novo paradigma da sociologia da infÃncia traz uma nova visÃo da crianÃa e da infÃncia, pois estas passam a ser protagonistas e nÃo mais seres nÃo pensantes. Mesmo com essa nova perspectiva sobre a infÃncia, ainda à notÃvel a nÃo valorizaÃÃo de aspectos importantes ligados à esta etapa da vida pelas escolas. Entretanto, algumas experiÃncias atuais de programas e projetos educacionais jà encampam essa nova perspectiva pedagÃgica, a exemplo do que acontece no Piauà por meio do Programa Palavra de CrianÃa. Nesse estado, hà iniciativas concretas da modalidade de educaÃÃo integral e integrada das crianÃas, a qual tem como principal desafio a busca pela construÃÃo de uma escola que considere a autonomia da crianÃa, o protagonismo infantil, uma nova postura docente, novas formas de avaliar em sala de aula e acompanhar a aprendizagem. Diante dessa realidade, a presente pesquisa investigou o fazer pedagÃgico das professoras no que se refere ao ensino e Ãs prÃticas de avaliaÃÃo da aprendizagem de crianÃas no contexto de educaÃÃo integral preconizado pelo Programa Palavra de CrianÃa. Para isso, foram realizados um trabalho de campo e uma pesquisa documental no municÃpio de Castelo do PiauÃ, cujos critÃrios de escolha foram a participaÃÃo no Programa Palavra de CrianÃa e seu bom desempenho nas avaliaÃÃes Provinha Brasil, realizadas no perÃodo de 2011 a 2014. Os sujeitos foram professoras e alunos das turmas de 2 ano do Ensino Fundamental de duas escolas municipais (uma urbana e outra rural). Para a recolha dos dados, foram utilizadas as tÃcnicas da entrevista com alunos e professores e observaÃÃes das rotinas de sala de aula. TambÃm foi aplicado um questionÃrio Ãs professoras, a fim de captar informaÃÃes sobre o perfil docente. No Ãmbito documental, realizou-se uma anÃlise no material de avaliaÃÃo e nas atividades propostas pelas professoras, bem como nos relatÃrios oficiais de resultados da Provinha Brasil - Leitura 2015, gerados pelo Programa Palavra de CrianÃa. Os dados foram analisados adotando-se a metodologia de AnÃlise de ConteÃdo. Os aspectos observados em campo aliados Ãs fontes documentais possibilitaram à chegada a conclusÃes importantes sobre as prÃticas de ensino e de avaliaÃÃo das professoras em um contexto de educaÃÃo integral. / For many years, children were considered as passive beings who always expected by the adults and, therefore, without autonomy. The specialists of the social area had considered them this way for many years. However, currently, the new paradigm of Sociology of childhood brings a new vision of the child and childhood, as they become protagonists and no longer non-thinking beings. Even though the new perspective on childhood, some important aspects are still not considered in schools. However, some current experiences of educational programs and projects already bring this new pedagogical perspective, similar to what happens in Piauà through the Palavra de CrianÃa Program. In this state, there are practical steps the form of comprehensive and integrated education of children, which has as main challenge the quest for building a school to consider the autonomy of the child, the child role, a new teaching approach, new ways to assess classroom and monitoring learning. Given this reality, this research will investigate children learning assessment practices in comprehensive education contexts. For this, we intend to conduct field work and desk research in the municipality of Castelo do PiauÃ, whose selection criteria were participating in the Word of Child program and its good performance in the ratings Provinha Brazil held the 2011 to 2014 period. The subjects are teachers and students of the class of 2nd year of elementary school from two municipal schools (one urban and one rural). For the collection of data will be used the techniques of interviews with students and teachers and observations of classroom routines. It will also be a questionnaire to teachers in order to capture information about their teacher profile. For the written part will be an analysis in the evaluation material and activities proposed by the teachers, as well as in official reports of results Provinha Brazil - Reading 2015 generated by Palavra de CrianÃa Program. The data will be analyzed by adopting the content analysis methodology. The findings observed in the field joined with the documentary sources on arrival enable the important conclusions on practical evaluation of teachers in the context of comprehensive education.

Le traitement thermique du bois est une industrie qui se développe depuis une dizaine d'années, mais est freinée par l'absence de certifications. Le bois traité thermiquement est un matériau nouveau dont les propriétés mécaniques et de durabilité sont modifiées grâce aux réactions chimiques des biopolymères avec l'apport de chaleur. Cette étude vise à trouver des indicateurs non destructifs permettant d'apporter des garanties sur les performances des bois chauffés. La caractérisation de plusieurs essences chauffées chez Bois Durables de Bourgogne permet d'abord d'apprécier l'influence du traitement thermique sur des échantillons variés avec de petites éprouvettes sans défaut. Cette première campagne montre une amélioration prononcée de la durabilité permettant des usages en classe d'emploi 4, et des variations de propriétés mécaniques qui dépendent des sollicitations étudiées. Les propriétés apparaissant comme les plus importantes à estimer en vue d'une certification sont celles de la résistance en flexion et de la perte de masse due au traitement thermique, directement reliée à la durabilité grâce aux travaux du LERMAB. A ce stade, l'analyse vibratoire apparaît comme un bon indicateur de l'intensité de traitement. Dans un second temps, l'essence de frêne est étudiée à quatre intensités de traitement entre 170 et 228 °C sur des éprouvettes en dimensions d'emploi. Cette deuxième campagne permet de confirmer que l'analyse vibratoire est un bon indicateur pour la perte de masse, mais ne permet pas cette fois d'estimer la résistance en flexion. La composition élémentaire du bois mis en évidence comme indicateur par d'autres travaux ne semble pas utilisable dans un contexte industriel. En revanche, l'aire sous la courbe de traitement est une mesure globale et disponible qui est bien corrélée avec les valeurs moyennes de résistances en flexion et de pertes de masse. / The heat treatment of wood has been a growing industry in the last decade, but its development is curbed by the lack of certifications. Heat-treated wood is a new material whose mechanical properties and durability are modified by heat transfer and chemical reactions of biopolymers. This study aims at finding non-destructive indicators that can guarantee heat-treated wood quality. The characterization of several species heated by Bois Durables de Bourgogne first enables to assess the influence of heat treatment on various samples using small specimens free from defects. This first approach shows a marked improvement of durability ensuring uses in hazard class 4, and variations of mechanical properties depending on studied reaction. Properties that appear as the most relevant in terms of certifications are bending strength and mass loss due to heat treatment. The latter is directly linked to durability owing to studies previously led by LERMAB. At this stage vibration analysis seems to be a proper way to estimate treatment intensity. In a second part ash wood is studied under four treatment intensity, between 170 and 228 °C on large specimens. This second approach confirms that vibration analysis is an appropriate indicator to estimate mass loss, but does not predict bending strength. Wood elemental composition which has been already highlighted as an indicator by other studies is not suitable for an industrial application. On the other hand the area under the treatment chart is a global measurement which is easily available and well correlated with mean values of bending strength and mass loss.

The use of Information Technology (IT) in healthcare organizations is omnipresent. The nursing curriculum needs to include IT in order to prepare nursing students to acquire Nursing Informatics (NI) competencies before entering the workplace. The literature review suggests that pre-licensure nurses are ill prepared to enter the workforce because they lack some of the essential computer skills that employers are seeking when hiring new graduates (Fetter, 2009a; Gassert, 2008; Ornes & Gassert, 2007). The lack of defined competencies in NI is a worldwide problem (Chang, 2007; Fetter, 2009b; Staggers, Gassert, & Curran, 2001; Ragneskog & Gerdner, 2006). This thesis will examine two questions: 1) Do nursing students increase their NI competency scores progressively in their school program from year 1 to 4? 2) Do nursing students with work experience requiring the use of technology outside of the curriculum get higher scores for NI competencies than those without by the end of 4th year? A questionnaire was given to 176 nursing students asking them to rate their computer use and computer knowledge. The results were consistent for both independent variables of year of study and experience with technology in the work setting. There is no interaction present between variables; they each influence individually the total score for NI competencies for nursing students. The results show NI competencies progressively increasing over the four academic years. The nursing students scored higher still when they had technology experience in any work field on NI competencies. The combination of academic and work experience that uses IT provides nursing students with more opportunities to practice and assimilate their NI competencies before graduation.

This thesis aims to examine how individual teachers in the upper secondary school manage to comply with the requirements from three different agents within the schoolsystem; the requirements of the The national agency for education in Sweden regarding formative assessment and standardisation of grading, the requirement of the students regarding ”backward-pedagogy”, and requirement of the society regarding developing the student’s independence and creative ability. Semi-structured interviews with three teachers teaching Business Administration at one upper secondary school in Malmo was conducted. These interviews focused on how the informants manage to embrace the creative ability in their preparation and teaching of the Business Administration-course, as well as examination and assessment of the students creative ability. This thesis concluded that there is a confusion in how to define creative ability which automatically makes it hard for teachers to know how to incorporate this ability in their teaching. This thesis also makes a point that The national agency for educations obsession with assuring standardized grading, has formalised the learning process to the extent that it has made teachers focus more on gathering assessment material that is legally certain than helping the students learn to better face the compexity of the future. This development has come to disengaged the teachers as well as the students. This thesis wants to make point that learning is something personal, and should be treated in that respect.

No description available.

Aim The aim with this study is to investigate how teachers in physical education are teaching and working with assessment in outdoor education. Further on, we also want to see how the geographical location of each school might be a factor to consider when it comes to the conditions for managing outdoor education. The following issues have been used: How does teachers implement outdoor education in their teaching in physical education? What conditions, for example, economic, time, or the vicinity to nature, does one has to consider important to teach outdoor education? In what ways do the teachers work with the content of the curriculum and how do they create situations for assessment. In what way do the teachers look at how the different conditions affect the education in outdoor education itself? Method Our study is based on qualitative interviews where the focus was to understand how and why the teachers looked upon certain areas within outdoor education, rather than gathering quantitative facts. There were six certified teachers being interviewed from upper secondary schools in Jämtland, Södermanland, Småland and Västergötland. As the interviews began we assured all the participants their answers were confidential and that they could end the interview at any time. The interviews were held over Skype with a voice recorder. Results The results we found were that most of the teachers had a very similar way of looking at outdoor education. Most of them agreed that conditions such as, economic, time and material, plays a big part when it comes to what education they will be able to implement. The teachers also found a connection between the location of the school and what type of outdoor education they can carry through. All of them thought that the activity itself should be in focus, and that will decide in what environment it will take place. Conclusions The conclusion we can make based on the findings of this study was that many teachers looked at the limitations of outdoor education and therefore decided that it was a difficult element to work with. With a wider view toward outdoor education one could interpret the curriculum in multiple ways, and then find new possibilities with outdoor education. If one were to look at the four overall perspectives, written in the curriculum, one could easily work with environmental sustainability and the historical aspects of the different places one has access to. / Syfte och frågeställningar Syftet med studien är att undersöka hur lärare i idrott och hälsa arbetar med undervisning och bedömning i friluftsliv utifrån aspekterna skolans geografiska läge i Sverige, skolans förutsättningar och resurser för friluftsliv. De frågeställningar som har använts är: Hur planerar och undervisar lärare i idrott och hälsa i momentet friluftsliv? Vilka förutsättningar som ekonomiska, tidsmässiga och närheten till utevistelse anser lärare i idrott och hälsa är viktiga för att bedriva friluftsliv? På vilket sätt arbetar lärare med innehållet i kursplanen och hur skapar de tillfällen för bedömning? Hur anser lärarna att skolans resurser och förutsättningar påverkar undervisningen i friluftsliv?   Metod Studien grundar sig på kvalitativa semi-strukturerade intervjuer där fokus låg på att skapa en förståelse av lärarnas verklighetsbild, istället för att söka kvantitativ data. Sex legitimerade gymnasielärare intervjuades från två gymnasieskolor i Jämtland, varav en innerstadsskola och en utanför centrum. Övriga lärare var från gymnasieskolor i Södermanland, Småland och Västergötland. Intervjuerna gjordes över Skype med ljudinspelare. Studien följer de forskningsetiska principerna där hänsyn tagits till informationskravet, samtyckeskravet, konfidentialitetskravet och nyttjandekravet. Resultat Resultaten visar att de flesta lärare har samma sätt att se på friluftsliv. De flesta lärare anser att det finns förutsättningar för friluftsliv som spelar in, material, ekonomi och tid är några av dem. Lärarna anser att skolans läge är en avgörande faktor för i vilken utsträckning friluftsliv kan bedrivas samt att närheten till natur också gör det enklare att bedriva undervisning. De flesta lärarna anser också att friluftslivet bör vara aktivitetsbaserat där aktiviteten styr valet av miljö, och därigenom skapar även detta begränsningar. Slutsats Den slutsats som går att göra utifrån resultaten är att de intervjuade lärarna hade en viss syn på friluftsliv i skolan där många begränsningar genomsyrade deras resonemang. Med en bredare syn för undervisning i friluftsliv, hade lärarna kunnat tolka kursplanen annorlunda och istället se svårigheterna som möjligheter. Genom att titta på de fyra övergripande perspektiven och sedan koppla dessa till sin undervisning i friluftsliv skulle det vara lätt att jobba med till exempel platsens historia samt hållbarhet och andra faktorer som spelar in på vår miljö.

The goal of the present study was to examine the relationships between gender schema, level of cultural identification, and body dissatisfaction in African American men. The first hypothesis under study was that men with a low identification to African American culture would report higher dissatisfaction with their body than those with a high cultural identification. Secondly, it was hypothesized that men with a large discrepancy from their culture’s description of an “ideal man” would also report higher body dissatisfaction than those with low or no discrepancy. Lastly, it was hypothesized that an interaction between variables would occur and that men who were less identified with their African American culture and reported themselves as not matching their culture’s masculine ideal would have higher levels of body dissatisfaction than men who were highly identified with their African American culture and reported themselves as strongly matching their culture’s masculine ideal. Participants were 42 college and post-graduate African American males that were recruited from a Southern university. Participants were assessed using the Body Assessment (BA), Body Satisfaction Questionnaire (BSQ), Physical Appearance Comparison Scale (PACS), Physical Attractiveness Scale (PAS), Cross Racial Identity Scale (CRIS), and the Bem Sex Role Inventory (BSRI). Results supported all three hypotheses: men lower in cultural identification with a high masculine discrepancy reported higher body dissatisfaction than those higher in cultural identification with a lower masculine discrepancy. The importance of these findings is that, as the idealized physical image of masculinity becomes more ubiquitous, it is likely that men who measure themselves against this ideal will have greater difficulty achieving self-acceptance and struggle for an unrealistic (and often unhealthy) level of control. Such a struggle for control could lead to engagement in behaviors that could potentially contribute to poor health such as pathological or disordered eating, excessive exercise, and abuse of performance-enhancing substances including food supplements and anabolic steroids. Limitations and suggestions for continued research are also discussed.