This article reports on a study of secondary school students in Hanoi. The author surveyed approximately 500 students from a sample of 10 secondary schools to assess levels of environmental awareness including environmental knowing, concerning and applying. Independent variables included region of school, and the gender of students. Although there are no region and gender differences in environmental awareness, the mediating relationships are found. / Báo cáo đề cập kết quả nghiên cứu nhận thức của học sinh trung học cơ sở về khía cạnh môi trường trong các nhà trường tại Hà Nội. Tác giả đã tiến hành khảo sát 500 em học sinh từ 10 trường trung học cơ sở để đánh giá mức độ nhận thức về môi trường bao gồm các biến số: hiểu biết, vấn đề liên quan và áp dụng. Các biến số độc lập bao gồm khu vực và giới tính. Mặc dù không có sự khác biệt về khu vực và giới tính trong nhận thức về môi trường, mối quan hệ điều hòa giữa các biến số được phát hiện.

The study was aimed at revealing (1) how the instructional media of industrial electronics integrated with learning style instrument was developed, (2) the feasibility of the instructional media of industrial electronics integrated with the learning style instruments, (3) the effect of the instructional media on learning achievement, and (4) the effect of the instructional media on learning satisfaction. The study employed the Design and Development Research (DDR) model. The development procedure used the Specific Project Phases Cluster, consisting of (1) analysis, (2) design, (3) development, and (4) evaluation. The preliminary research was carried out as a part of the analysis phase. The analysis phase started with a survey of lecturers/teachers and vocational high school teachers as respondents. The prototype of the product was tested by subject matter, software, and media experts related to the teaching media as a whole, and through a small group field test among a number of students. The data were collected through questionnaires in the form of Likert scale and were analyzed descriptively quantitatively. The results of the study showed (1) the instructional media was developed through the design and development research (DDR) model with the Design & Development Tools cluster which served as a part of the Product and Tool research main cluster, (2) the instructional media was feasible to use without revision, (3) the study showed a t-value of -6.999, df = 21, and p-value of 0.000, since p < 0.01, there was a statistically significant difference in the learning achievement before and after the use of the instructional media, with the effect size of d=1.49 (d>0.8), so the effect of the media was categorized to have a large effect, and (4) the instructional media could bring positive effects on the learning satisfaction. It is shown that the aspect of material was categorized into good (81.6%), the aspect of presentation was categorized into good (76.3%), the aspect of ease and satisfaction in using the learning software was also good (65.8% and 57.9%) and the learning media as a whole was categorized into good (76.3%).:ABSTRAK i ABSTRACT ii CHAPTER I 1 INTRODUCTION 1 CHAPTER II 13 LITERATURE REVIEW 13 CHAPTER THREE 57 RESEARCH METHOD 57 CHAPTER FOUR 89 RESEARCH FINDING 89 CHAPTER FIVE 186 CONCLUSIONS AND RECOMMENDATIONS 186 A. CONCLUSIONS 186 B. RECOMMENDATION 188 C. DISSEMINATION AND FUTURE PRODUCT DEVELOPMENT 189 REFERENCES 190 APPENDICES 198

This article reports on a study of secondary school students in Hanoi. The author surveyed approximately 500 students from a sample of 10 secondary schools to assess levels of environmental awareness including environmental knowing, concerning and applying. Independent variables included region of school, and the gender of students. Although there are no region and gender differences in environmental awareness, the mediating relationships are found. / Báo cáo đề cập kết quả nghiên cứu nhận thức của học sinh trung học cơ sở về khía cạnh môi trường trong các nhà trường tại Hà Nội. Tác giả đã tiến hành khảo sát 500 em học sinh từ 10 trường trung học cơ sở để đánh giá mức độ nhận thức về môi trường bao gồm các biến số: hiểu biết, vấn đề liên quan và áp dụng. Các biến số độc lập bao gồm khu vực và giới tính. Mặc dù không có sự khác biệt về khu vực và giới tính trong nhận thức về môi trường, mối quan hệ điều hòa giữa các biến số được phát hiện.

In dieser Dissertation wird eine ästhetische Praxis – das „sensuous framing“ – charakterisiert. Im Zuge dessen bilden einerseits das enaktivistische Wahrnehmungskonzept und andererseits der Begriff der „Fadheit“, so er wie von François Jullien dargelegt wird, die kognitionswissenschaftliche und die ästhetisch-philosophische Grundlage für diese Charakterisierung. Die „SozialePlastik“, insbesondere die Arbeit von Shelley Sacks, wird dabei als Beispiel einer ästhetischen Praxis analysiert, die ebenso erkenntnistheoretisch begründet ist. / This dissertation outlines an aesthetic practice of “sensuous framing“.  The enactivist concept of perception and the concept of “blandness,”  described by François Jullien, underpin its theoretical framework, and link it to the fields of cognitive science and philosophy of aesthetics. “Social sculpture,” specifically focusing on the work of Shelley Sacks, is analyzed as an example of this practice and presents an aesthetic approach to theories of epistemology.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-04-12T16:35:05Z No. of bitstreams: 1 CLAUDEMIR DA SILVA.pdf: 2161069 bytes, checksum: d920d5d34c7cab79c031beea747a7366 (MD5) / Made available in DSpace on 2018-04-12T16:35:05Z (GMT). No. of bitstreams: 1 CLAUDEMIR DA SILVA.pdf: 2161069 bytes, checksum: d920d5d34c7cab79c031beea747a7366 (MD5) Previous issue date: 2017-12-20 / Die vorliegende Forschung versucht die Momente der religi?sen Erfahrungen des Bewusstseins zu untersuchen, um zu bestimmen, wie der Philosophen Hegel den Inhalt der Religion in der Ph?nomenologie des Geistes analysiert. Religion tritt bei Hegel auf der Ebene der Repr?sentation auf. Eine solche Darstellung bringt jedoch kein wahres Wissen an sich, denn es wird nur wirksam werden, wenn sich der Geist in seinem Werden als sich selbst und als der Absolute Geist manifestiert. Im Jahr 1807 kommt zu dem Schluss Hegel seine erste gro?e Arbeit, die Ph?nomenologie des Geistes, in dem er die ?Religion als das Bewusstsein f?r die absolute Essenz im Allgemeinen?, vor allem in Kapitel VII, in denen erscheint das religi?se Ph?nomen stellt mir als eine Folge durch aufgetreten ist welcher Geist allm?hlich und bewu?t die Selbsterkenntnis als Geist erreicht. Die Darstellung dieses Geistes geschieht durch die Gemeinschaft (Treue) in der Geschichte der Menschheit. Und in diesem Bereich der Gemeinschaft wird der ph?nomenale Aspekt der Religion durch die religi?sen Erfahrungen des Gewissens bewirkt. Dieser Vorgang nicht sofort passiert, ist es notwendig, einen spekulativen dialektischen Weg zu zeichnen, die uns zu einer Verg?ttlichung des Menschen f?hren und die Humanisierung von Gott durch eine Identit?t von Identit?t und Nicht-Identit?t, in der dem Mensch ist wie Gott ist anders als er und Gott ist auf dieselbe Weise anders als der Mensch, aber in ihm erkennt er sich selbst. Diese Beziehung zwischen Gott und dem Menschen ist immer die eines ?Ich, der wir sind und der eines Knotens, der ich bin?. Daher war es die gro?e Leistung Hegels f?r die Entwicklung seines Geistesbegriffes, die verschiedenen identisch zu machen und in ihren Besonderheiten zu bewahren. Diese Denkweise von Hegel f?hrte zu einer neuen Art, Religion heute zu interpretieren, da die menschliche Beziehung mit dem G?ttlichen nicht mehr innerhalb der externen und wirksam in dem individuellen eigenen Innerlichkeit auftreten, das hei?t, bricht Hegel mit Wissen Vertretern der Religion und legt Gott innerhalb des Subjekts, wo der Verstand konzeptionell denkt. Um diese Erwartungen zu erf?llen, Bewusstsein, sollte dann gehen, einen langen Weg, von der nat?rlichen Religion ausgehend, durch die Kunst der Religion, bis die Religion erkl?rt, dass sie nach Hegel ist der Ort, wo ist die perfekte Verschmelzung zwischen Gott und der Mensch, das hei?t: ?Das g?ttliche Wesen nimmt die menschliche Natur in Jesus Christus an.? Basierend auf dieser Strecke sollte analysieren und den Inhalt dieser Religion in Hegels Ph?nomenologie des Geistes systematisiert die Momente zeigen, dass religi?se Manifestationen auftreten (in Zeichen religi?ser Ph?nomene), durch religi?se Erfahrungen des Bewusstseins, f?hren Gott au?erhalb von sich selbst und in sich selbst erfahren. / A presente pesquisa consiste em examinar os momentos das experi?ncias religiosas da consci?ncia para determinar o modo como o fil?sofo Hegel analisa o conte?do da religi?o na Fenomenologia do Esp?rito. Para Hegel, a religi?o se d? no n?vel da representa??o. Contudo, tal representa??o n?o traz em si o verdadeiro saber, pois o mesmo s? se efetivar? quando o Esp?rito, em seu vir a ser, manifestar-se em si e para si mesmo, enquanto Esp?rito Absoluto. Em 1807, Hegel conclui sua primeira grande obra, a Fenomenologia do Esp?rito, na qual apresenta a ?religi?o como consci?ncia da ess?ncia absoluta em geral?, sobretudo, no cap?tulo VII, no qual o fen?meno religioso aparece como um epis?dio j? ocorrido por meio do qual o esp?rito alcan?a, de forma gradativa e consciente, o saber de si mesmo como esp?rito. A representa??o desse esp?rito se d? por meio da comunidade (fi?is) presente na hist?ria da humanidade. E ? neste campo comunit?rio que o aspecto fenom?nico da religi?o efetiva-se, por meio das experi?ncias religiosas da consci?ncia. Tal processo n?o acontece de imediato, torna-se necess?rio tra?ar um caminho dial?tico especulativo, que nos conduzir? a uma deifica??o do homem e a uma humaniza??o de Deus por meio de uma identidade da identidade e da n?o identidade, na qual o homem ? semelhante a Deus e diferente dele e Deus, do mesmo modo, ? diferente do homem, mas nele se reconhece. Essa rela??o entre Deus e Homem ? sempre a de um ?Eu que ? N?s e a de um N?s que ? Eu?. Assim, tornar id?nticos os diferentes e conserv?-los em suas particularidades foi o grande feito de Hegel para o desenvolvimento do seu conceito de esp?rito. Esse modo de pensar de Hegel resultou em um novo modo de interpretar a religi?o hoje, pois a rela??o do humano com o divino deixa de ocorrer no ?mbito da exterioridade e se efetiva na interioridade do pr?prio indiv?duo, ou seja, Hegel rompe com o saber representativo da religi?o e coloca Deus no interior do sujeito, onde o esp?rito pensa a si mesmo conceitualmente. Para atender a essas expectativas, a consci?ncia, ent?o, dever? percorrer um longo caminho, partindo da religi?o natural, passando pela religi?o da arte, at? chegar ? religi?o manifesta que, segundo Hegel, ? o lugar onde acontece a fus?o perfeita entre Deus e o homem, isto ?, ?a ess?ncia divina assume a natureza humana em Jesus Cristo?. Com base neste percurso, pretendeu-se analisar e sistematizar o conte?do da religi?o presente na Fenomenologia do Esp?rito de Hegel apontando os momentos em que ocorrem as manifesta??es religiosas (em car?ter de fen?meno religioso), por meio das experi?ncias religiosas da consci?ncia que a levar? a experimentar Deus fora de si e em si mesma.

In dieser Dissertation zeige ich anhand einer Reihe von Beispielen, wie das Langzeitgedächtnis die perzeptuelle Verarbeitung beeinflussen kann. Anhand einer Aufgabe zur visuellen Aufmerksamkeit verdeutliche ich, inwiefern episodische Erinnerungen perzeptuelle Distrakoreffekte reduzieren können. In Experiment 1 sollten Versuchspersonen zuvor gelernte Worte entweder ins Gedächtnis zu rufen oder die Erinnerung an die Worte zu unterdrücken. Anschließend mussten sie unter Zeitdruck neue, bisher nicht präsentierte Worte semantisch einordnen, wobei die Zielworte von den zuvor abgerufenen oder unterdrückten Worten flankiert waren. Da die flankierenden Worte für die semantische Entscheidungsaufgabe irrelevant und die Versuchspersonen instruiert worden waren, diese zu ignorieren, kann von einem perzeptuellen Distraktoreffekt ausgegangen werden. Distraktoreffekte waren für zuvor unterdrückte Gedächtnisinhalte im Vergleich zur abgerufenen Gedächtnisinhalten deutlich reduziert, was nahelegt, dass episodische Gedächtnisinhalte die Wahrnehmung beeinflussen. Auf dieser Erkenntnis aufbauend zeige ich in Experiment 2, wie die suppressionsinduzierte Reduktion der Verarbeitung von Distraktorreizen durch individuelle Differenzen maskiert werden kann. Schließlich wurden den Versuchspersonen in Experiment 3 in einer „Attentional-Blink“-Aufgabe unbekannte Objekte als zweites von zwei aufeinander folgenden Zielobjekten dargeboten. Versuchspersonen konnten Objekte, die mit einer neu gelernten semantischen Information assoziiert waren, besser erkennen als Objekte, die mit minimaler Information assoziiert waren. Dieser Effekt ging mit einer Modulation der ereigniskorrelierten Potenziale 100ms nach Erscheinen des Reizes einher. Diese Ergebnisse zeigen, dass Inhalte aus dem Langzeitgedächtnis Wahrnehmungsprozesse beeinflussen können und leisten damit einen weiteren Beitrag zur Erkenntnis, dass die Wahrnehmung gegenüber höheren Kognitionen nicht unabhängig ist. / Numerous studies are emerging which suggest that long-term memories can influence early perceptual processing. Notwithstanding, these finding have come under fire from critics who view perceptual processing as independent of cognition. In this dissertation I demonstrate novel instances of long-term memory effects on perceptual processing, both in the context of an attentional task where I look at the extent to which episodic memory can reduce perceptual distraction and in a conscious detection task where I assess the effect of semantic knowledge on peoples ability to consciously detect briefly presented objects. In experiment one, participants retrieved or suppressed previously memorised words. Following this task, participants made speeded semantic judgments on novel target words that were flanked by the words that had previously undergone suppression or retrieval. Because the flanking words were irrelevant to the semantic judgment and were supposed to be ignored, any influence of their presence on semantic judgment speed can be taken as a marker of perceptual distraction. Results showed that the tendency for flankers to distract from target processing was markedly reduced if those flankers had undergone suppression. In experiment two, I expanded upon this finding by showing how this suppression-induced reduction in distractor processing can be masked by individual differences. Finally, in experiment three, I presented pictures of novel objects to participants as the second of two targets in an attentional blink paradigm. Results showed that participants were able to perceive objects associated with newly acquired semantic knowledge better than objects associated with minimal knowledge, a finding that was associated with a modulation of event-related brain potentials 100 msec after stimulus onset. Taken together, these experiments contribute to the growing body of evidence showing that information from long-term memory can influence perceptual processing.

School of Economics, Diss.--Helsinki, 2007. / Enth. 3 Beitr.

Syftet med den föreliggande undersökningen är att få kunskap om hur undervisning kan förbättra elevers lärande vad det gäller elevers historiemedvetande. Metoden som under- sökningen använde sig av är en learning study, ett kollektivt samarbete mellan historielärare som riktar fokus på elevers lärande. Genom utvärderingen av det samlade datamaterialet besvarades undersökningens frågeställningar Vilka är de kritiska aspekterna för att elever i årskurs 8 ska kunna utveckla en högre grad av historiemedvetande, och Vilka centrala punkter i undervisningens upplägg gör positiv skillnad för elevers lärande? Resultatet visar att de deltagande pedagogerna identifierade tre kritiska aspekter som anses vara avgörande för en undervisning med målet att utveckla elevers historiemedvetande: 1. Eleverna behöver integreras i undervisningen som deltagande berättare. 2. Undervisning behöver skapa en meningsfull förbindelse mellan elevers vardag, de historiska händelserna och elevers föreställning om framtiden. 3. Undervisning behöver involvera elevers närmiljö, såsom den lokala historien eller elevers egen släkthistoria. När det gäller undersökningens andra frågeställning, visar resultatdelen att pedagogerna identifierade två centrala punkter i undervisningen som skulle kunna göra positiv skillnad för elevers lärande: Undervisningen som genomförs på ett varierat sätt skapar intresse bland eleverna. Detta anses som grundförutsättning för all lärande. Dessutom höjer en inkludering av elevers närmiljö elevers förståelse för ämnet genom att relatera abstrakta händelser till elevers vardag. / The purpose of this study is to gain knowledge of how teaching can improve pupils’ understanding of historical consciousness. The theoretical method that is used in this study is a learning study, which is the mutual co-operation of history teachers with the focus on pupils’ learning. An evaluation of the collected data answers the following questions used in this study: Which teachings are critical for pupils’ in grade 8 to improve their historical consciousness and Which main aspects in teaching situations can create a positive difference to pupils’ learning? This study shows that the participating teachers identified three critical aspects which are key for an education with the focus of improving historical consciousness: 1. Pupils have to be involved in teaching situations as participating narrators. 2. Teaching situations have to create a meaningful connection between pupils’ everyday reality, historical events and pupils’ imagination of the future. 3. Teaching situations have to involve pupils’ own living environment, for example local history or the history of pupils’ own relatives. If it comes to the second question the study shows that the teachers identified two main aspects in teaching situations which can create a positive difference to pupils’ learning: Teaching situations that are performed in a varied way generate more interest among pupils.This is regarded as essential for all forms of learning. Furthermore, an inclusion of the pupils’ own living environment enhances the pupils’ understanding for the topic because abstract events then relate to the pupils’ life.

Handelshögskolan, Diss.--Stockholm, 2007. / Enth. 4 Beitr.

Pa., Univ. of Pennsylvania, Diss.--Philadelphia, 2003. / Kopie, ersch. im Verl. UMI, Ann Arbor, Mich. - Enth. 2 Beitr.