The Storyline method requires learners to create a fictive world and take on the role of characters in a story which they develop themselves. The story, co-created with the teacher, is based around a topic in the curriculum. In the course of the story, key questions based on curriculum-mandated aims are asked by the teacher in order to engage the learners in tasks during which learning occurs. Although Storyline has been used for many years in the classroom, its applicability to the foreign language classroom has only been researched recently and not extensively. By establishing a simulated ‘real world’ and providing students with ownership of their learning, students can use and improve their language skills, developing intercultural communicative competence in a meaningful context. This action research case study investigated the impact of the Storyline method on the foreign language classroom in the context of teaching military linguist cadets at a Russian university. A fictive base of a United Nations military observation mission, invented by the students themselves, served as a meaningful context for learning. The aim of the study was to improve the effectiveness of teaching in terms of developing language skills and raising student motivation, in the context of teaching English as a foreign language to military linguist cadets. The study found that the student response was positive, with improvements in motivation and satisfaction with the teaching and learning process. Moreover, students also showed improvements in terms of English language skills. It was also discovered that Storyline could benefit from adaption to include form-focused instruction for teaching grammar points. Additionally, explicit explanations of certain Storyline activities, in particular art work, might be beneficial when working with military linguist cadets. Ultimately Storyline was found to be an effective foreign language teaching method for military linguist cadets in Russia and has potential for use in other foreign language teaching for specific purposes contexts owing to its capacity for making language learning more relevant to the real life contexts in which professionals find themselves.

The research reported in this thesis arose from a comment made by a student who had achieved highly in examinations yet felt that science: ‘doesn’t make sense’. Different conceptualisations of learning are analysed leading to the development of the concept of making sense as the formation or modification of a conceptual compound in which concepts are related in a coherent causal system that may be transferred to novel situations. This definition is situated within a constructivist epistemology. The research question asks how students make sense of physics concepts in dynamics and electricity. Five 17-18 year-old students, conceptualised as a multiple case study, were selected from an English secondary school using purposeful sampling. The students were interviewed once a week for 22 weeks in sessions using a range of probes such as interviews about instances, concept maps and concept inventory questions. It is assumed that data collection occurred at a frequency that was high relative to the rate of conceptual change, hence, the work is conceptulaised as microgenetic. The analysis focuses on the development of the students’: a) ontologies of concepts from concrete instances towards abstractions; b) conceptual structures from temporary organisations to more stable structures; c) understanding of causality from focused on macroscopic objects to abstract concepts; d) judgments of coherence; f) conceptual change modeled as an alteration in the ‘oftenness’ of application of a concept in a given context; and e) ability to apply concepts to novel contexts. The implications of these findings for teaching and future research are discussed.

Background Health information exchange (HIE) may help healthcare professionals and policymakers make informed decisions to improve patient and population health outcomes. There is, however, limited uptake of HIE in many low- and middle-income countries (LMICs). While resource constraints are an obvious barrier to implementation of HIE, it is important to explore what other political, structural, technical, environmental, legal and cultural factors may be involved. In particular, it is necessary to understand associated barriers in relation to context-specific HIE processes and deployment strategies in LMICs with a view to discovering how these can be overcome. My home country Pakistan is currently struggling to implement HIE at scale and so I undertook a detailed investigation of these issues in the context of Pakistan to generate insights on how best to promote uptake of HIE in Pakistan and in LMICs more generally. Aims The concept of HIE is evolving both over time and by context. To gain a clearer understanding of this terrain, I began by identifying different definitions of HIE in the literature to understand how these had evolved and the underlying conceptual basis for these changes. Second, I sought to understand the barriers and facilitators to the implementation and adoption of HIE in LMICs. Building on this foundational work, I then sought to explore and understand in-depth stakeholders perspectives on the context of and deployment strategies for HIE in Pakistan with a view to also identifying potentially transferable lessons for LMICs. Methods I undertook a phased programme of work. Phase 1 was a scoping review of definitions, which involved systematically searching the published literature in five academic databases and grey literature using Google to identify published definitions of HIE and related terms. The searches covered the period from January 1900 to February 2014. The included definitions were thematically analysed. In Phase 2, to identify barriers and facilitators to HIE in LMICs, I conducted a systematic review and searched for published and on-going (conference papers and abstracts) qualitative, quantitative and mixed-method studies in 11 academic databases and looked for unpublished work through Google interface from January 1990 to July 2014. Eligible studies were critically appraised and then thematically analysed. Finally, in Phase 3 I conducted a case study of HIE in Pakistan. Data collection comprised of interviews of different healthcare stakeholders across Pakistan to explore attitudes to HIE, and barriers and facilitators to its deployment. I also collected evidence through observational field notes and by analysing key international, national and regional policy documents. I used a combination of deductive thematic analysis informed by the theory of Diffusion of Innovations in Health Service Organisations that highlighted attributes of the innovation, the behaviour of adopters, and the organisational and environmental influences necessary for the success of implementation; and a more inductive iterative thematic analysis approach that allowed new themes to evolve from the data. The findings from these three phases of work were then integrated to identify potentially transferable lessons for Pakistan and other LMICs. Results In Phase 1, a total of 268 unique definitions of HIE were identified and extracted: 103 from scientific databases and 165 from Google. Eleven attributes emerged from the analysis that characterised HIE into two over-riding concepts. One was the ‘process’ of electronic information transfer among various healthcare stakeholders and the other was the HIE ‘organisation’ responsible to oversee the legal and business issues of information transfer. The results of Phase 1 informed the eligibility criteria to conduct Phase 2, in which a total of 63 studies met the inclusion criteria. Low importance given to data informed decision making, corruption and insecurity, lack of training, lack of equipment and supplies, and lack of feedback were considered to be major challenges to implementing HIE in LMICs, but strong leadership and clear policy direction coupled with the financial support to acquire essential technology, provide training for staff, assessing the needs of individuals and data standardisation all promoted implementation. The results of Phases 1 and 2 informed the design and content of Phase 3, the Pakistan case study. The complete dataset comprised of 39 interviews from 43 participants (including two group interviews), field observations, and a range of local and national documents. Findings showed that HIE existed mainly in/among some hospitals in Pakistan, but in a patchy and fragmented form. The district health information system was responsible for electronically transferring statistical data of public health facilities from districts to national offices via provincial intermediaries. Many issues were attributed to the absence of effective HIE, from ‘delays in retrieving records’ to ‘the increase in antibiotic resistance’. Barriers and facilitators to HIE were similar to the findings in Phase 2, but new findings included problems perceived to be the result of devolution of health matters from the federal to provincial governments, the politicised behaviour of international organisations, healthcare providers’ resistance to recording consultations to avoid liability and poor documentation skills. Public pressure to adopt mobile technology frameworks was found to be a novel facilitator whereas sharing regional health information with international organisations was perceived by some participants as disadvantageous as there were concerns that it may have enhanced espionage activities in the region. Conclusions HIE needs to be considered in both organisational and process terms. Effective HIE is essential to the provision of high quality care and the efficient running of health systems. Structural, political and financial considerations are important barriers to promoting HIE in LMICs, however, strong leadership, vision and policy direction along with financial support can help to promote the implementation of HIE in LMICs. Similarly, the federal and provincial governments could play an important role in implementing HIE in Pakistan along with the support of international organisations by facilitating HIE processes at federal and provincial levels across Pakistan. This however seems unlikely for the foreseeable future. At a meso- and micro-level, HIE in Pakistan and other LMICs could be achieved through using leapfrog mobile technologies to facilitate care processes for local organisations and patients. Specifically, the study on Pakistan has highlighted that LMICs may achieve modest successes in HIE through use of patient held records and use of now ubiquitous mobile phone technology with some patient and organisational benefits, but scaling these benefits is dependent on the creation of national structures and strategies which are more difficult to achieve in the low advanced informatics skill and resource settings that characterise many LMICs.

Primary school teachers’ commitment to social justice may be enshrined in various educational policies in Scotland and beyond, yet it stands in conflict with growing push for teacher accountability, value of education as a market place (Ball, 2006) and the persistence of the myth of meritocracy (Tomlinson, 2008; Oyler, 2012). At the level of practice, whether teachers actually engage in inclusive and critical multicultural education is not always clear; what we know for sure is that teachers find it difficult and shy away for any discussions which challenge power relations between groups (May and Sleeter, 2010). As student population continues to diversify, minority groups demand recognition in ways not seen before. Yet still, discrimination based on ethnicity, language, religion social class, disability, gender and sexual orientation is commonplace, and racism can often be an elephant in the (class)room, discussed in hushed voices only when an ‘isolated incident’ happens. Much more often, it remains unrecognised or is dealt with in a way which perpetuates white privilege (Arshad, 2008). Antiracism is oftentimes misunderstood or outright avoided, as teachers fear using any terminology that sounds negative or they are unsure of, and retreat to the language of all-encompassing, positive sounding, but fuzzy celebration of diversity and equality (Gaine, 2005). Multiculturalism, on the other hand, being blamed for failing integration and social cohesion of communities by the political right, remains in popular debates but occupies a weak position in education and public policy (Modood, 2007). This research set out to investigate what are primary school teachers’ perspectives on multicultural and antiracist education in the context of Scotland, where legislation and educational policies are in theory demanding educators to be proactive. The research followed a nested case study design, which involved observing and interviewing 9 class teachers in 4 primary schools, both rural and urban. I used the critical interpretive lens to find out what are their understandings of multicultural and antiracist education, both as concepts and principles and in terms of how they are being incorporated into their everyday teaching. Teachers were asked to define these terms, as they developed in the specific national context (Ball, 1990), and then consider the interplay of ideals behind ‘race’ equality policies with the realities of their school and classroom practice. This study was concerned with the personal, structural and institutional aspects of teachers’ work. The importance of the context of teachers’ work is stressed, that is their ‘organizational embeddedness’ (Holstein and Gubrium, 1994) and institutional thinking that teachers are thought to be immersed in. To get to know this context better, additional interviews with 4 Head teachers, 3 English as an Additional Language teachers and 5 other Key Informants were conducted. Finally, policy analysis was undertaken, using aspects of Critical Theory to find out how teachers’ attitudes correspond to the attitudes expressed in education policy, as well as what is the impact of educational policy on these attitudes. The findings suggest that there is no one definition of the study’s central concepts to which all teachers can ascribe. Whether or not teachers take up issues of discrimination and difference depends more on their own dispositions and characteristics rather than on any official policy, of which they are largely unaware. Teachers’ prior knowledge, attitudes to diversity and personal experiences of discrimination influenced their commitment for social justice and exercising agency in practice. Structural and institutional boundaries placed on teachers acted as either directions, limits, opportunities or enablers. These related to the leadership within the school more than from the local authority, and included the influence of various actors within the school context. Finally, the translation of policy ideals into everyday school life was seen as uncertain, as it depends on a number of actions and interpretations within any school context. This study concludes by comparing teacher’s perspectives on critical multicultural practice with policies on racial equality in Scotland, to demonstrate which areas need most bridge-building if policy and practice are to be more closely aligned.

Made available in DSpace on 2016-04-27T18:11:51Z (GMT). No. of bitstreams: 1 Mabile Francine Ferreira Silva.pdf: 9401784 bytes, checksum: 573d5ffa9ece93cede3e5dc40740209b (MD5) Previous issue date: 2011-02-15 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Introduction: The peripheral facial paralysis (PFP) is due to reduction or interruption of axonal transport of the seventh cranial nerve resulting in complete or partial paralysis of the facial movements. The facial deformity and limitation of movement, rather than harming the aesthetics and functionality, may significantly interfere in interpersonal communication (VALENÇA et al., 1999; ADAMS, 1998). This deprivation in facially express emotions can cause a variety of psychological and social problems such as depression, anxiety and isolation. (FOUQUET, 2000; DIELS and COMBS, 1997). Purpose: To investigate the psychic contents and social effects associated with the PFP in adult subjects, performing a comparative analysis on three groups of subjects with PFP: flaccid phases, of recovery and latent. The results were used to prepare a roadmap for speech therapy evaluation of these aspects. Method: Clinical researche quantitative and qualitative. Casuistic: Sitiuation 1 16 adult subjects, of both sexes, aged from 43 to 88 years, with the PFP. Situation 2 - Clinical case study of a female patient 52 years, with the PFP facility for 18 years, diagnosed with unknown and currently has sequels. Procedure: Situation 1 - Open interviews with the subjects from the trigger question was: What were the consequences of the peripheral facial paralysis in your social and emotional life? The material was recorded on audio and video, literally transcribed, organized according to categorical analysis proposed by Bardin (2002) and submitted the frequency descriptive statistics and percentages of occurrence of each psychic content and social effects. Some subjects answered to more than one category. Situation 2 Speech therapy from March 2010 to July 2010 with the description of the procedures such as Facial Condition Assessment, treatment and content myofunctional psychological and social effects involved in this condition. Results and Discussion: The results indicated that compared the subjects with sequels have higher statistical significance of psychic contents and social effects associated with the PFP. Followed, respectively, which are flaccid phases and the recovery. The results suggest that the speech therapist, in addition to performing functional and esthetic of the subject affected by the PFP, listener need for psychological and social aspects involved in this clinical picture in order to assess and seek to reduce the degree of psychological distress and promote social adaptation for these patients. The development of a roadmap with psychological and social s indicators aspects facilitate the access of professionals to these contents. Conclusion: The biopsychosocial approach of patients affected by the PFP revealed broad and significant range of subjective contents that justify further studies that may contribute to the effectiveness of the clinical method in speech therapy of this clinical approach / Introdução: A paralisia facial periférica (PFP) decorre da redução ou interrupção do transporte axonal ao sétimo nervo craniano resultando em paralisia completa ou parcial da mímica facial. A deformidade facial e a limitação de movimentos, mais do que prejudicar a estética e a funcionalidade, podem interferir significativamente na comunicação interpessoal (VALENÇA e cols., 1999; ADAMS, 1998). Essa privação em expressar facialmente as emoções pode acarretar uma variedade de problemas psíquicos e sociais, como depressão, ansiedade e isolamento. (FOUQUET, 2000; DIELS e COMBS, 1997). Objetivo: Investigar os conteúdos psíquicos e os efeitos sociais associados à PFP em sujeitos adultos, realizando uma análise comparativa em três grupos de sujeitos com PFP: nas fases flácida, de recuperação e sequelar. Os resultados obtidos foram utilizados para a elaboração de um roteiro de avaliação fonoaudiológica desses aspectos. Método: Pesquisa de natureza clínica quanti-qualitativa. Casuística: Situação 1 - 16 sujeitos adultos, ambos os sexos, na faixa etária de 43 a 88 anos, com PFP. Situação 2 - Estudo de caso clínico de uma paciente do sexo feminino, 52 anos, com instalação da PFP há 18 anos, com diagnóstico desconhecido e que atualmente apresenta sequelas. Procedimento: Situação 1 - Entrevistas abertas com os sujeitos, a partir da seguinte questão disparadora: Quais foram as consequências da paralisia facial periférica na sua vida social e emocional? . O material foi gravado em áudio e vídeo, transcrito literalmente, sistematizado de acordo com a Análise Categorial proposta por Bardin (2002) e submetidos as frequências estatística descritiva e porcentagens de ocorrência de cada conteúdo psíquico e efeitos sociais. Alguns sujeitos responderam para mais de uma categoria. Situação 2 Terapia fonoaudiológica no período de março de 2010 à julho de 2010 com a descrição dos procedimentos, como Avaliação da Condição Facial, terapêutica miofuncional e conteúdos psíquicos e sociais implicados nessa condição. Resultados e Discussão: Os resultados indicaram que, comparativamente, os sujeitos portadores de sequelas apresentam maior significância estatística de conteúdos psíquicos e efeitos sociais associados à PFP. Seguidos, respectivamente, dos que se encontram nas fases flácida e de recuperação. Os resultados sugerem que o fonoaudiólogo, além de realizar a reabilitação funcional e estética do sujeito acometido pela PFP, precisa ter escuta para aspectos psíquicos e sociais envolvidos nesse quadro clínico, de maneira a avaliar e buscar diminuir o grau de sofrimento psíquico e favorecer a adaptação social desses pacientes. A elaboração de um roteiro com indicadores dos aspectos psíquicos e sociais facilita o acesso dos profissionais a esses conteúdos. Conclusão: A abordagem biopsicosocial dos pacientes acometidos pela PFP revelou vasta, e significativa, gama de conteúdos subjetivos que justificam novos estudos que possam contribuir para a eficácia do método clínico fonoaudiológico na abordagem desse quadro clínico

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-03T17:31:53Z No. of bitstreams: 1 Maria Cristina Marcelino Bento.pdf: 4724253 bytes, checksum: ffd05de4cac6fb2f3875d88d9a145f5e (MD5) / Made available in DSpace on 2016-08-03T17:31:53Z (GMT). No. of bitstreams: 1 Maria Cristina Marcelino Bento.pdf: 4724253 bytes, checksum: ffd05de4cac6fb2f3875d88d9a145f5e (MD5) Previous issue date: 2016-03-13 / This doctoral thesis explores the use of Virtual Learning Environments (VLE) in education. It is a case study in a Salesian institution of higher education located in the state of São Paulo (Brazil). The case study outlines in qualitative research (BOGDAN; BIKLEN, 1994; YIN, 2015) comprising three stages: exploration, data collection and analysis. Its objectives are to describe and analyze how a group of teachers of this institution uses institutional and non-institutional virtual environments, identify and justify the use of non-institutional virtual environments and observe the differences in the use of institutional and non-institutional environments. Moodle and Facebook are the virtual environments used by teachers in the institution. The study noted that the use of weighted form occurs in both environments, as the process of understanding and\or learning environment of each tool, the adequacy to the profile of the students, or the need to understand their own role in cyberspace. The analysis concludes that there is need for change of the pedagogical practice for teachers using AVA as an extension of the classroom, which affects the teaching profile / Esta tese de doutorado explora o uso de Ambientes Virtuais de Aprendizagem (AVA) na educação. É um estudo de caso realizado em uma instituição de ensino superior salesiana localizada no interior do Estado de São Paulo. O estudo de caso delineiase em investigação qualitativa (BOGDAN; BIKLEN, 1994; YIN, 2015) compreendendo três etapas: exploratória, coleta e análise de dados. Seus objetivos são: descrever e analisar como um grupo de professores dessa instituição utiliza ambientes virtuais institucionais e não institucionais; identificar e justificar o uso de ambientes virtuais não institucionais; e verificar se há diferença no uso de ambientes institucionais e não institucionais. Moodle e Facebook são os ambientes virtuais utilizados pelos professores na instituição. O estudo observou que o uso de forma ponderada se dá em ambos os ambientes, seja pelo processo de compreensão e\ou aprendizagem das ferramentas de cada ambiente, pela adequação ao perfil dos alunos ou pela necessidade de compreender a própria atuação no ciberespaço. A análise conclui que há necessidade da mudança da prática pedagógica para o docente que utiliza AVA como extensão da sala de aula, o que afeta o perfil docente

Made available in DSpace on 2016-04-25T16:44:23Z (GMT). No. of bitstreams: 1 Maria Carolina Mirabella Belloque.pdf: 1151416 bytes, checksum: d5cc69e5c777969a7602ad3321d72b01 (MD5) Previous issue date: 2011-10-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research examined the concepts of sustainability on an university campus. To sustain this theme, firstly it was brought up the debate on need to seek a sustainable development, then the challenge that organizations face to suit this purpose and, finally, the reflection on the role of the university on this perspective. Thus, the questions that establish the course of the study are: what is a sustainable campus? And how does it work a management model that integrates the values of sustainability? To answer the first question, it was looked for support in the academic theoretical framework. The aspects that indicate the sustainability of a university campus were analyzed and a chart that synthetizes these aspects was made, being applied as a standard for the field study. The field study aimed to answer the second question of this research: how does it work a management model that integrates the values of sustainability? This was accomplished through a case study on the campus of PUC-SP at Barueri. Data collection for this study came about through in-depth interviews conducted with employees from the campus, analysis of documents provided by the direction of campus and participant observation conducted by the researcher. Evidence shows that the social group under analysis is in an early stage of the quest for sustainability. However, it presents actions on almost all the investigated aspects. The analysis of the campus was made through positive and negative considerations about each of the aspects investigated, of which the negative reviews were brought by the interviewees themselves. Although sustainability is in the agenda of most organizations and under an intense debate, many questions remain to be investigated about the role of the university on the sustainable development and about the real contributions it can offer to this subject. Through the debate established in this research and its field study, it was possible to analyze the interaction of the theoretical dimension and what actually occurs in a real context / A presente pesquisa analisou os conceitos de sustentabilidade em um campus universitário. O debate teórico que a sustenta, se inicia pela problematização que traz a necessidade de se buscar o desenvolvimento sustentável, passando pelo desafio que as organizações enfrentam para se adequarem a este propósito e chegando a reflexão do papel da universidade sobre esta perspectiva. Desta forma, as questões colocadas para estabelecer o rumo do trabalho foram: o que é um campus universitário sustentável? E, como funciona um modelo de gestão que integra os valores da sustentabilidade? Para responder a primeira questão, buscou-se respaldo no referencial teórico. Analisaram-se os aspectos que indicam a sustentabilidade de um campus universitário e estruturou-se um quadro que sintetizou estes aspectos e que foi utilizado como padrão de análise para o estudo de campo. O estudo de campo teve como objetivo responder a segunda questão colocada para a pesquisa: como funciona um modelo de gestão que integra os valores da sustentabilidade? Este foi realizado através de um estudo de caso no campus de Barueri da PUC-SP. A coleta de dados para este estudo se deu através de entrevistas em profundidade realizadas com funcionários do campus, de análise de documentos disponibilizados pela direção do campus e da observação participante realizada pela pesquisadora. As evidências mostram que o núcleo social analisado se encontra em um estágio inicial da busca pela sustentabilidade. Entretanto, que nele existem ações sobre quase todos os aspectos investigados. A análise do campus se deu através de considerações positivas e negativas sobre cada um dos aspectos investigados, das quais as análises negativas foram realizadas pelos próprios entrevistados. Acredita-se que apesar deste assunto se encontrar em pauta de um intenso debate, ainda há muitas questões que devem ser respondidas e, principalmente, investigadas sobre o papel da academia frente ao desenvolvimento sustentável e as reais contribuições que estes podem oferecer. Através do debate estabelecido e do estudo de campo apresentado neste trabalho foi possível realizar uma análise com a interação da dimensão teórica e do que de fato ocorre num contexto real

Esta dissertação objetiva responder à seguinte pergunta: como jovens, nascidos ou criados numa mesma cidade pequena, em condições socioeconômicas relativamente parecidas, com acesso aos mesmos espaços e instituições, seguem percursos de vida distintos? A partir de vinte narrativas biográficas, a análise de dados centrou-se em três eixos. Primeiro, identificou a influência das instituições escolares, policiais, do mercado de trabalho e da emigração sobre os percursos de vida. Segundo, identificou as relações entre os eventos que compõem os percursos de vida. Terceiro, agrupou as narrativas segundo as categorias de bem-sucedidos na escola, trabalhadores disciplinados e jovens infratores a fim de identificar as semelhanças e diferenças dentro de cada grupo e entre cada um deles. O resultado principal é mostrar os efeitos das interações entre instituições, sequências de eventos, contingências, condições iniciais de vida e agência sobre os percursos de vida. / This dissertation aims to answer the following question: How do young people, born or raised in the same small town, similar in their socioeconomic status and with access to the same spaces and institutions, follow different life paths? Through twenty biographical narratives, data analyses focused on three aspects. First, it identified the influence of the institutional context. Second, it identified the relations among the events of the sequences. Third, it aggregated the narratives according to three categories – successful students, disciplined workers and delinquents – in order to identify differences and similarities within and between each category. The main result is to show the effects of the interactions among institutions, sequences of events, contingencies, initial life conditions and agency over the life courses.

Esta pesquisa se dedicou à introdução dos jogos lógicos na sala de aula, em específico, ela busca a investigação das dificuldades encontradas pelos alunos com os diferentes estilos de jogos apresentados e quais são os raciocínios lógicos utilizados para a resolução dos problemas propostos. Buscamos os benefícios que estes jogos podem trazer para o ensino e a aprendizagem na sala de aula. Aliado a isso também trabalhamos a parte geométrica dos tabuleiros, e com isso os alunos utilizaram como ferramentas a régua e o compasso para a construção dos tabuleiros apresentados.. Para tanto, a metodologia de pesquisa escolhida foi o Estudo de Caso, de acordo com Fiorentini e Lorenzato (2006), Ventura (2007) e Gil (2002). O referencial teórico é baseado nos trabalhos de Macedo (2007), Grando (2011), Skovsmose (2000), Huizinga (2000), Kishimoto (2006), Zuin (2001), bem como os PCNs e outros artigos/livros relacionados aos jogos lógicos e as construções geométricas com a régua e o compasso. As atividades foram desenvolvidas com uma turma do 9º ano do Ensino Fundamental de em uma Escola Municipal de Porto Alegre, no ano de 2015. Em especial sugerimos que é possível a inserção desses materiais a fim de serem usados como ferramentas de auxílio no ensino aprendizagem de matemática contribuindo positivamente para a formação dos alunos. Os registros coletados no estudo de caso possibilitaram a validação da proposta. / The present research has focused on the introduction of the logical games in the class. It aims to pin point difficulties presented by the students on the different styles of games proposed and a logical ratiocination is required to solve the tasks proposed. The benefits of the games along with the teaching and learning in the classroom was the goal. Additionally, the geometric segment of board games have been investigated and students used tools as ruler and compass to the construction of the boards presented. Therefore, the chosen researching methodology was the Case Study, according to Fiorentini e Lorenzato (2006), Ventura (2007) e Gil (2002). The theoretical referential is based on Works from Macedo (2007), Grando (2011), Skovsmose (2000), Huizinga (2000), Kishimoto (2006), Zuin (2001), along with the PCNs and others articles/books related to logical games and geometric constructions with a ruler and a compass. The activities were performed by a 9th grade group of the Elementary School in a Municipal School in Porto Alegre, in 2015. We showed in particular that is possible the insertion of these materials in order to be used as a sustenance tool on Mathematics Learning contributing positively to students formation. The data collected in the case study enabled the authentication of the proposal.

In Canada, the rise of political branding coincided with the adoption of the permanent campaign, creating an environment in which politicking is now normalized and politicization is expected. With Canada Day 2017 as a case study, this thesis adopts Marland’s Branding Lens Thesis (2016) as a conceptual framework to analyze if a national holiday became part of the Liberal Party of Canada’s master brand. The key conclusion of this thesis is that the Liberals integrated their ‘master brand’ into Canada Day 2017 by integrating political branding into their government communications. This thesis also shows that Justin Trudeau played a bigger role during Canada Day than expected by a Prime Minister. Significantly, this thesis shows the Liberal government altered the themes and messaging of Canada 150 to parallel that of their master brand, applying a Liberal tint to Canada Day and Canada 150.