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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
31

The Effect of Methamphetamine Abuse on Brain Structure and Function

Clavenstam, Isabell January 2009 (has links)
The great amount of METH abuse all over the world causes enormous social and criminal justice problems. In the human brain the abuse of METH causes implications on both structures and functions given rise to acute as well as long term symptoms. In this essay the effects of METH abuse is described in the manner of the drug mechanism such as the impact on neurotransmitters, structural deficits with decreased and increased volumes and the implication on attention, memory, decision  making and emotions. Results from studies showing brain structural and cognitive impairments in METH abusers and in prenatal METH exposed children.
32

Essays on the Allocation of Talent, Skills and Inequality, and Life-cycle Effects of Health Risk

Capatina, Elena 06 December 2012 (has links)
This dissertation consists of three essays. The first essay studies how health risk affects individuals' economic decisions due to changes in productivity, required medical expenditures, available time and survival probabilities implied by changes in health status. It assesses the role of these four channels in determining labour supply, asset accumulation and welfare using a life-cycle model calibrated to the U.S. economy. I find that all channels and the interactions between them have large implications for the macroeconomic variables studied. Health has larger effects for the non-college than college educated, explaining a significant fraction of the difference in labour supply, degree of reliance on government transfers and asset accumulation across education groups. Improving non-college health outcomes to approach those of college graduates results in large welfare gains, higher labour supply, and significantly lower reliance on government welfare programs. The second essay studies the evolution of wage inequality in the United States between 1980 and 2002 in a framework that accounts for changes in the employment of physical and cognitive skills and their returns. I find that within education-gender groups, average employed cognitive skills have remained constant, while average physical skills have declined. The returns to high levels of cognitive skills have increased dramatically, while returns to low levels of cognitive skills and physical skills have remained approximately constant. Skills account for approximately half of the increase in the college wage premium, and for a small but growing fraction of residual wage inequality. The final essay studies the sorting decisions of students with different levels of analytical and verbal skills into college fields of study. I build a model where each field tests and perfectly reveals to potential future employers only the students' skill that is intensively required in that field. Students' expected wages after graduation are a function of their revealed skill levels and firms' expectations of the unrevealed skills given the chosen field. I show how the size of each field and the average talent it attracts depend on the average skill levels, on skill dispersion and on the degree of correlation between skills in the student population.
33

Essays on the Allocation of Talent, Skills and Inequality, and Life-cycle Effects of Health Risk

Capatina, Elena 06 December 2012 (has links)
This dissertation consists of three essays. The first essay studies how health risk affects individuals' economic decisions due to changes in productivity, required medical expenditures, available time and survival probabilities implied by changes in health status. It assesses the role of these four channels in determining labour supply, asset accumulation and welfare using a life-cycle model calibrated to the U.S. economy. I find that all channels and the interactions between them have large implications for the macroeconomic variables studied. Health has larger effects for the non-college than college educated, explaining a significant fraction of the difference in labour supply, degree of reliance on government transfers and asset accumulation across education groups. Improving non-college health outcomes to approach those of college graduates results in large welfare gains, higher labour supply, and significantly lower reliance on government welfare programs. The second essay studies the evolution of wage inequality in the United States between 1980 and 2002 in a framework that accounts for changes in the employment of physical and cognitive skills and their returns. I find that within education-gender groups, average employed cognitive skills have remained constant, while average physical skills have declined. The returns to high levels of cognitive skills have increased dramatically, while returns to low levels of cognitive skills and physical skills have remained approximately constant. Skills account for approximately half of the increase in the college wage premium, and for a small but growing fraction of residual wage inequality. The final essay studies the sorting decisions of students with different levels of analytical and verbal skills into college fields of study. I build a model where each field tests and perfectly reveals to potential future employers only the students' skill that is intensively required in that field. Students' expected wages after graduation are a function of their revealed skill levels and firms' expectations of the unrevealed skills given the chosen field. I show how the size of each field and the average talent it attracts depend on the average skill levels, on skill dispersion and on the degree of correlation between skills in the student population.
34

The Effect of Methamphetamine Abuse on Brain Structure and Function

Clavenstam, Isabell January 2009 (has links)
<p>The great amount of METH abuse all over the world causes enormous social and criminal justice problems. In the human brain the abuse of METH causes implications on both structures and functions given rise to acute as well as long term symptoms. In this essay the effects of METH abuse is described in the manner of the drug mechanism such as the impact on neurotransmitters, structural deficits with decreased and increased volumes and the implication on attention, memory, decision  making and emotions. Results from studies showing brain structural and cognitive impairments in METH abusers and in prenatal METH exposed children.</p>
35

Men and Women’s Return to Cognitive Skills. : Evidence from PIAAC.

Sowa, Victor January 2014 (has links)
Do men and women receive different pay-offs, in terms of wage, from cognitive skills in the Swedish labor market? To answer this, the classical Mincer equation is expanded with a variable for cognitive skills (literacy and numeracy) and an interaction term between being a male and cognitive skills to be able to distinguish the actual difference in pay-off. I use data from OECD’s PIAAC survey of adult skills, which provides a unique opportunity to examine gender pay-off differences concerning cognitive skills. The results show that men have a larger pay-off than women once occupation is sufficiently controlled for
36

An investigation of social and emotional skills and their relationship with behaviour problems in Thai secondary students

Chaikaew, Monthiwa January 2009 (has links)
Research Doctorate - Doctor of Philosophy / There were two major aims in the current study. The first was to investigate the psychometric properties of the Thai Social and Emotional Skill Rating Scale (TSESRS) developed by the author. The measurement model of this material is a three factor model containing social skills, emotional skills, and social-cognitive skills. These factors were measured from eight indicators. Data were collected from 685 lower secondary school students who were studying in schools under the jurisdiction of the Phatthalung Educational Area Office, Thailand. Materials used in this phase were the trial version of the TSESRS, the Thai Emotional Skill Scale (TESS) and the Thai Social Skill Scale (TSSS). The evidence suggested that the following psychometric properties of the TSESRS are within the acceptable cut-off levels: item-validity, item-reliability, item-discrimination, test-reliability, construct validity, criterion related validity, and factorial validity. It was also found that a three factor model was the best fitting model. These results suggest that the TSESRS measures three distinct latent constructs, that is, social skills, emotional skills, and social-cognitive skills. The second aim was to examine the structural relationship of three exogenous variables, that is, social skills, emotional skills, and social-cognitive skills with two types of behaviour problems, that is, internalizing and externalizing problems. Data for this phase were collected from 951 students drawn from the same population as the first phase. Materials used for data collection were the TSESRS and the Thai version of the Youth Self-Report (YSR). The results revealed that among the three exogenous variables, social-cognitive skills was the only significant predictor of both internalizing and externalizing problems. The relationship between social-cognitive skills and two types of behaviour problems was negative. This means that the higher a students’ social-cognitive skills, the lower their level of internalizing and externalizing problems. The indicators of social cognitive skills were emotion control, problem solving, and decision making skills. This finding has important implications for dealing with behaviour problems in Thai students. Thai teachers or educators may use these findings for selecting from available programs or for developing new programs.
37

An investigation of social and emotional skills and their relationship with behaviour problems in Thai secondary students

Chaikaew, Monthiwa January 2009 (has links)
Research Doctorate - Doctor of Philosophy / There were two major aims in the current study. The first was to investigate the psychometric properties of the Thai Social and Emotional Skill Rating Scale (TSESRS) developed by the author. The measurement model of this material is a three factor model containing social skills, emotional skills, and social-cognitive skills. These factors were measured from eight indicators. Data were collected from 685 lower secondary school students who were studying in schools under the jurisdiction of the Phatthalung Educational Area Office, Thailand. Materials used in this phase were the trial version of the TSESRS, the Thai Emotional Skill Scale (TESS) and the Thai Social Skill Scale (TSSS). The evidence suggested that the following psychometric properties of the TSESRS are within the acceptable cut-off levels: item-validity, item-reliability, item-discrimination, test-reliability, construct validity, criterion related validity, and factorial validity. It was also found that a three factor model was the best fitting model. These results suggest that the TSESRS measures three distinct latent constructs, that is, social skills, emotional skills, and social-cognitive skills. The second aim was to examine the structural relationship of three exogenous variables, that is, social skills, emotional skills, and social-cognitive skills with two types of behaviour problems, that is, internalizing and externalizing problems. Data for this phase were collected from 951 students drawn from the same population as the first phase. Materials used for data collection were the TSESRS and the Thai version of the Youth Self-Report (YSR). The results revealed that among the three exogenous variables, social-cognitive skills was the only significant predictor of both internalizing and externalizing problems. The relationship between social-cognitive skills and two types of behaviour problems was negative. This means that the higher a students’ social-cognitive skills, the lower their level of internalizing and externalizing problems. The indicators of social cognitive skills were emotion control, problem solving, and decision making skills. This finding has important implications for dealing with behaviour problems in Thai students. Thai teachers or educators may use these findings for selecting from available programs or for developing new programs.
38

Ensino de biologia e o desenvolvimento de habilidades cognitivas por meio de atividades práticas e contextualizadas

Labarce, Eliane Cerdas [UNESP] 13 February 2009 (has links) (PDF)
Made available in DSpace on 2014-06-11T19:24:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-02-13Bitstream added on 2014-06-13T18:21:19Z : No. of bitstreams: 1 labarce_ec_me_bauru.pdf: 943475 bytes, checksum: 7d9c1105cb0122b6fc9acb34564d20ef (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A educação sempre será motivo de preocupação em nossa sociedade. Com relação à Educação em Ciências, a preocupação engloba a necessidade de, por meio desse ensino, promover habilidades cognitivas que permitam aprendizagens mais duradouras. A nossa investigação faz parte de um projeto mais amplo, que tem como meta a melhoria da qualidade do ensino oferecida por uma escola estadual de ensino médio e, consequentement, uma mais significativa e integral formação de seus alunos. Durante a pesquisa, propusemos e conduzimos uma sequencia didática para a aplicação do tema Energia na disciplina de biologia em um grupo de 21 alunos do 1º ano do ensino médio. O nosso objetivo foi, a partir dessa sequencia didática, baseada em atividades práticas e contextualizadas, verificar quais habilidades cognitivas, ou do pensamento, foram desenvolvidas pelos alunos durante o processo de ensino aprendizagem. Diante dos resultados obtidos, podemos concluir que as atividades práticas e contextualizadas contribuíram para a melhoria das habilidades cognitivas dos alunos, assim como para o desenvolvimento de novas linguagens e formalização de conceitos. Partindo das potencialidades dessas atividades e dos obstáculos que o professor enfrenta para realizá-las, em busca por melhores condições para os trabalhos práticos e contextualizados, este deve ultrapassar várias barreiras, que vão desde a organização física de um laboratório e a compra de material necessário à realização das atividades, até o envolvimento de colegas de outras áreas e a luta por conquistas políticas que lhe permitam trabalhar melhor. / Education is always a concern in our society. Regarding Science education, concern includes the need to promote Science cognitive skills that allow more durable learnings. Our research is part is part of a larger project, which aims to improve the quality of education offered by a Brazilian public high school and consequently a more significant and integral formation of students. During research, we propose and conduct a didactic sequence for implementing the Energy theme in the discipline of Biology in a group of 21 students from 1st year of high school. From that didactic sequence, based on practical and contextualized activities, our goal was to verify which cognitive or thought skills the students developed during the processes of teaching/learning. According to the research results, we can conclude that the practice and contextualized activities contributed to the improvement of cognitive skills of students as well as for developing new languages and formalization of concepts. Using the potential of these activities and the obstacles faced to teach them, teacher must in his search for better conditions for the practical and contextualized work to overcome several obstacles, rangig from the physical organization of a laboratory, the purchase of equipment necessary to perform activities, until the involvement of colleagues from other areas and the struggle for political victories, enabling him to work better.
39

Questões propostas no planejamento de atividades experimentais de natureza investigativa no ensino de química: reflexões de um grupo de professores / Questions posed in planning inquiry-based experimental activitiese for chemistry teaching: reflections of a group of teachers

Dayse Pereira da Silva 04 August 2011 (has links)
A formação continuada de professores de Química, bem como as práticas pedagógicas por eles desenvolvidas, tem sido objeto de estudos por parte de muitos pesquisadores, os quais têm apontado preocupações com os rumos que essa formação vem tomando. Algumas pesquisas em Ensino de Química têm destacado a importância do uso de atividades experimentais investigativas para o desenvolvimento de habilidades cognitivas nos alunos e para sua maior participação no processo de aprendizagem. Assim, entende-se que são muitas as necessidades formativas do professor de química, tendo em vista que a elaboração de planos de aula, que favorecem a exploração pelos estudantes da atividade experimental e propicia o desenvolvimento de habilidades cognitivas de ordens mais altas. Para tanto, é imprescindível que estes planos tenham características de atividades investigativas, sendo acompanhados de questões que possibilitem o desenvolvimento de tais habilidades. A presente pesquisa investigou como os professores de química preparam planos de aula priorizando a elaboração de questões para que os alunos possam desenvolver habilidades cognitivas em atividades experimentais investigativas. Foi proposto um curso de formação continuada para professores de Química da Rede Pública do Estado de São Paulo na região de Diadema. Tal curso ocorreu em oito encontros de quatro horas, gravados em áudio e vídeo. Foram apresentados e discutidos alguns subsídios sobre atividades experimentais investigativas e os professores elaboraram planos de ensino. Esses planos foram analisados de acordo com algumas características que esse tipo de atividade apresenta: situação problema, atividade pré e pós-laboratório, coleta, registro e analise dos dados e apresentação de conclusões. As questões apresentadas pelos professores foram analisadas de acordo com as ideias apresentadas por Zoller sobre habilidades cognitivas de ordens mais baixas e mais altas. Ao confrontar os planos iniciais com os finais, verificou-se, que os professores apresentaram progressão crescente nos seguintes aspectos: inicialmente não apresentavam um problema a ser investigado, e os resultados não eram discutidos com os alunos; no plano final, a metodologia se aproximava da investigativa, a partir de um problema a ser pesquisado pelo aluno. No laboratório, inicialmente os alunos apenas comprovavam o que foi verificado no livro, no plano final, os alunos elaboravam conclusões sobre conhecimentos novos para eles. No plano inicial não foram apresentadas questões aos alunos; no plano final, todos os professores elaboraram questões com diferentes demandas cognitivas que visavam à exploração da atividade experimental. Consideramos que os professores avançaram na elaboração de atividades experimentais de cunho investigativo, apesar de constatar que os planos de aula não alcançaram um nível mais elevado de construção do conhecimento, pois não apresentaram ao aluno um novo problema a ser resolvido, a partir de seu conhecimento. / The purpose of this study was to investigate how chemistry teachers plan inquiry-based activities and pose questions to the students aiming to promote higher order thinking skills. An in-service course was offered to chemistry teachers of some public schools of Diadema, São Paulo. Eight meetings between this researcher and the teachers occurred; the teachers got background in developing inquiry laboratory activities, and planned tree activities. These plans were analyzed according some characteristics of inquiry lab activities, such as problem situation, pre-lab activities, pos-lab activities, collecting, recording and analysis of data. The questions posed by the teachers were analyzed considering Zollers\" classification of cognitive skills. By comparing the initial plans with the last ones, some improvements could be verified. The first plan did not present a problem to be investigated by the students, the experimental results were not proposed to be discussed by the class; the experiment aimed to prove theories already taught. The final plan revealed an inquiry based approach, a problem is proposed to be investigated by students, and they were asked to make conclusions achieving new knowledge. While the initial plans presented no questions to explore the collected data, in the final plans the teachers posed questions of different levels of cognitive demand. Although the lesson plans have not reached a higher level of inquiry elaboration, we consider that some of the teachers made remarkable progress in their proposals.
40

Estudo das representações visuais em questões de química dos exames vestibulares de universidades públicas do Estado de São Paulo / Study of Visual Representations in issues Chemical Tests of College of Universities Government of the State of São Paulo

Jéssica da Silva Gaudencio 08 July 2015 (has links)
Esta pesquisa apresenta uma análise multifacetada para a classificação das representações visuais presentes em questões de química de exames vestibulares de cinco grandes universidades públicas paulistas: USP, UNICAMP, UFSCAR, UNESP e UNIFESP no período de 2007 a 2011. Os vestibulares da UFSCAR e UNIFESP utilizaram o exame do ENEM a partir de 2009 como processo de seleção, assim o exame também foi analisado. Foram encontradas 252 questões contendo representações visuais em provas de conhecimentos gerais e conhecimentos específicos. Alguns exemplos dessas representações incluem gráficos, fluxogramas, diagramas, tabelas, e equações químicas. As representações visuais foram analisadas quanto a suas relações com o texto, sua funcionalidade, conteúdos químicos envolvidos na questão e as habilidades cognitivas requisitadas. Os resultados indicam, de modo geral, que as representações visuais mais frequentes são as equações químicas e as representações bidimensionais da estrutura molecular, com predominância de conteúdos de química orgânica e físico-química. Quanto a relação texto e imagem, destaca-se a grande ocorrência de casos nos quais a integração texto e imagem é necessária para a resolução da questão. No tocante à funcionalidade das representações visuais, salienta-se que: i - as provas envolvem em suas questões ilustrações que necessitam do conhecimento químico para suas interpretações; ii - há predominância de imagens menos realistas e mais interpretativas; iii - a grande ocorrência de etiquetas verbais nominativas. A ênfase em questões de memorização contendo representações visuais também foi investigada adotando-se o referencial de Zoller (1993, 1997, 1999, 2001) para classificar as questões quanto às habilidades cognitivas requisitadas: de alta ou baixa ordem. Os resultados indicam que questões que demandam habilidades cognitivas de baixa ordem são predominantes nas provas de conhecimentos gerais, e questões que demandam habilidades cognitivas de alta ordem em provas de conhecimentos específicos. / This research presents a multifaceted analysis for the classification of visual representations present in chemical questions of entrance examinations of five biggest São Paulo public universities: USP, UNICAMP, UFSCAR, UNESP and UNIFESP from 2007 to 2011. Entrance examinations of UFSCAR and UNIFESP used the exam ENEM from 2009 as a selection process, so the test was analyzed too. 252 questions were found with visual representations in general knowledge and specific knowledge test. Some examples of these representations include graphics, flow charts, diagrams, tables, and chemical equations. The visual representations were analyzed for their relation with the text, its functionality, chemical content involved in the question and the required cognitive skills. The results indicate, generally, that the most frequent visual representations are the chemical equations and the two-dimensional representations of molecular structure with content predominance of organic chemistry and physicochemical. About the relation of text-image, there is a high occurrence of cases in which text and image integration is necessary for the resolution of the matter. Regarding the functionality of visual representations, it is noted that: i - the test involve in his questions, illustrations that requires chemical knowledge for their interpretations; ii - there is predominance of less realistic and more interpretive images; iii - the high occurrence of nominative verbal labels. The emphasis on memorization questions containing visual representations was also investigated adopting the Zoller (1993, 1997, 1999, 2001) reference to classify the questions about the cognitive skills required: high or low order. The results indicate that questions that require lower order cognitive skills are prevalent in the tests of general knowledge, and questions that require higher order cognitive skills of specific evidence.

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