From The Perspective of Continuous Development To Discuss Ocean Environmental Education in Taiwan Abstract Taiwan is an island country. Our daily live is greatly influenced by ocean environment. However, there is only slight attention on the issue of ocean environment, especially, on the textbook of elementary school. Therefore, the major purposes of this study are to discuss: 1. The proportion of issue of ocean environment in elementary textbook. 2. The editing context regarding the concepts of ocean environment in elementary textbook. 3. The potential of building a primary ocean-oriented experimental school in Liuqiu Shiang, Pingtung County in Taiwan. To conduct an enough analysis, this research has reviewed the related literature in Taiwan and other countries with additional survey to execute the research purposes. In conclusion, the result of this study can be summarized as the following three points: 1. In textbook, the percentage of ocean environment issue is distributed as: A. Among the publishers, the textbook from Nan-Yi publisher accounts for 2.96 percent, major concentrating on natural science and technology. B. Among the publishers, the textbook from Kang-Shiuan publisher accounts for 3.01 percent, major concentrating on natural science and technology. By looking at these numbers, the proportion of ocean environmental issue is way too low. Taiwanese government didn¡¦t pay much attention on the natural science and technology of ocean environment. We need to raise the attention on the issue of ocean environment to better educate our posterities to be more careful and to appreciate the precious ocean. 2. The most updated ocean environment concepts in textbook are mostly incomplete and very scattered distributed in different subjects. Therefore, students can only learn fragment of knowledge. 3. The ¡§ocean-oriented¡¨ school is a special system in Penghu County. The teachers and parents have been very supported this educational development. However, the situation in Liuqiu Shiang is very different from that of the Penghu County. The main reason is that all the teachers were frequently moved around in different schools . Such that the research cycle can¡¦t be completed before the teachers got transferred. Another reason is the instruction material is not well developed ¡§ocean-oriented school¡¨ as which have set up in Liuqin Shiang, Pingtung County. Keywords¡GContinuous Development ,Ocean-oriented school

The adoption of Continuous Development presents many challenges to users and organizations. The complexity of Continuous Development adoption is partially attributable to the diversity of the challenges faced, including technical challenges, cultural challenges, compliance regulations, and lack of understanding. In this thesis, I worked with industry partner IBM to improve their Continuous Delivery Pipeline offering to overcome adoption challenges faced by their users. Following Hevner’s Three Cycle Design Science Methodology, my research had two distinct stages: Characterizing Continuous Development Adoption Challenges and Creating Design Requirements to Aid Organizations Offering Continuous Development Services. Both stages necessitated involvement from both academic literature and industry collaboration with IBM. Industry collaboration included interviews, surveys, developer forum analysis, and collaboration with IBM’s “Continuous Delivery” teams. The design requirements I developed in this thesis addressed cultural, technical, compliance, and knowledge gap adoption challenges that were identified during the problem characterization stage. When tested within the Continuous Development community, feedback indicated that my design requirements would add value to users’ development process, enabling their Continuous Development adoption. This thesis provides a foundation of empirical research for future study and a set of guidelines for industry practitioners. / Graduate

The study and contemplation of the natural world was a significant impetus for the stylistic development of Maurice Ohana's (1913-1992) music. More than any other source, it was the sounds, textures, and patterns of the natural world that served as his compositional model, inspiring a unique approach to form and sound. Using the metaphor of a coral reef, Ohana sought to imbue his compositions with a process of development that organically generated musical form. His mature musical style is defined by an organic development of traits inherent within the motivic beginning of a work to produce unique musical structures that are intrinsically connected with their musical substance. Ohana's final work for piano solo, the Études d'interprétation (1983/6), demonstrate the process of organic development. Complementing Claude Debussy's (1862-1918) Études, Ohana's interval etudes 'Secondes,' 'Quintes,' 'Septiemes,' and 'Neuvièmes' illustrate the stylistic variety generated by his unique, sound-driven approach to form. The following analyses address the thematic development of each work, connecting melodic, harmonic, and textural material to the opening, and developmentally central, `germ' each composition begins with. By examining the comprehensive process of organic development within Ohana's four interval etudes it may be possible to gain a greater understanding of his unique musical language

Agile methodologies have become a popular and widely accepted method for managing software development. Since the inception of the Agile Manifesto over ten years ago, agile development techniques have superseded waterfall methods in many, if not most, software development organizations. Despite its apparent success, many companies have struggled with the adoption and implementation of agile, and exactly what level of adoption provides optimum agility. Agility is commonly held in the literature to be constructed of elements external to a company or project but may in fact be composed of both external and internal elements. The exact relationship of the adoption of agile development techniques and their relationship to the actual agility of a business remain unclear. A primary contributor to this uncertainty is the somewhat amorphous definition of agile itself. In academic literature, the concept is still relatively young and loosely defined. In practice, organizations have largely opted for a hybrid approach to agile, mixing its concepts and methods with existing Stage Gate or waterfall methodologies. This has made the management of agile even more complex. Crucially, there is no definition or criterion available to determine the appropriate mix of agile and waterfall processes in an embedded software development context nor is there a method to determine the impact of one against the other. These issues beg the question: how do organizations manage agility? This interpretive case study provides an empirical account of how stakeholders manage both market and process agility in an embedded systems context via a hybrid agility implementation and product genesis. As a result, we provide the notion of agile vorticity, as the point at which market and process agility collide to produce business momentum at a specific point of innovation within the agile business vortex.

Among the circumstances that have an impact on the lifelong growth, career development and professional prestige of headmasters is their continuous education and specialized studies. This thesis deals with regulations concerning headmaster performance and further education details, and analyses key statistics as well as provides information on the bulk of previous research related to the subject. The theoretical part also treats the development of a headmasters' professional career and motivation for self-study, and touches upon the new upcoming career system. The empirical section includes a data-based research which assesses the experiences of headmasters at the beginning of their headmaster careers. It also includes their views on personal motivation, time in office and career system, and also types and forms of preferred study and education programs. The analyses outline relations between the length of experience, a degree of education and a motivation for further studies. The attention is also paid to the acquired experience and willingness of headmasters to become actively involved in the future mentoring especially of their junior colleagues. The conclusions bring some information and recommendations in connection with periodical evaluations of headmasters in terms of their time in office.

Com o objetivo de contribuir para a discussão sobre formação contínua de educadores, este estudo analisa as ações de formação empreendidas por uma diretoria de ensino, órgão da estrutura administrativa da Secretaria de Estado de Educação de São Paulo, na implementação do projeto Ensinar e Aprender: Corrigindo o Fluxo do Ciclo II, no período de 2000 a 2003. Para tanto, investiga o papel desempenhado por este órgão na formação contínua de educadores e recorre a um breve retrospecto da história dos órgãos mediadores entre o governo e a escola e da constituição da identidade de seus trabalhadores, na busca dos alicerces de concepções que sobrevivem na atualidade. Os dados empíricos foram coletados por meio de entrevistas semi-estruturadas, intentando captar as perspectivas de sujeitos envolvidos na ação, formadores e formandos, acerca da formação contínua de professores e da atuação, em sua dimensão formadora, da diretoria de ensino. Contrastando as construções individuais, incluindo as da autora, à luz de conceitos sobre formação contínua, desenvolvimento institucional da escola e supervisão escolar, objetiva-se desvelar crenças subjacentes à ação em estudo e apontar dificuldades e possibilidades das diretorias de ensino na viabilização de ações de formação contínua de educadores. Trata-se de uma pesquisa ancorada numa perspectiva qualitativa, que teve como critério para escolha da diretoria de ensino e da escola pesquisadas, suas participações efetivas na implementação do referido projeto, entrevistando-se todos os envolvidos na ação, que ainda encontravam-se em exercício nestes dois órgãos. O estudo evidencia a falta de investimento na estrutura da Secretaria de Estado da Educação, enquanto espaço de formação de professores e aponta permanências de acepções acerca da função executora tanto da diretoria de ensino como da escola, respaldadas na crença de bons modelos de ser professor, prescritos por pessoas ou instituições consideradas detentoras de um saber que as legitima para tal. Constatam-se mudanças na prática docente atribuídas, pelos sujeitos da pesquisa, à participação na ação de formação contínua, mas não se apresentam indícios de sua contribuição para a transformação da escola. Propõe-se, dentro da interinidade das verdades, que as ações de formação da diretoria de ensino direcionem-se para a construção da autonomia da escola e do professor, a partir da priorização da determinação partilhada de suas necessidades, requerendo-se, a vista das evidências apontadas, investimentos no desenvolvimento profissional dos trabalhadores das diretorias de ensino. / Having the aim to make contributions for the discussion about educators continuous development, this research analyses the developmental actions done by a Teaching Directory Body an administrative office belonging to the Education State Board of São Paulo, during the implementation of the Teaching and Learning Project: Redirecting the flow of II Cycle, from 2000 to 2003. In order to fulfill this aim, it investigates the role performed by the Body in educators continuous development actions and resorts to a brief historical retrospective about the mediating offices between the state government and school and to the identity construction of the school workers, in search for the foundation of concepts which are still present nowadays. The empirical data were collected in semi-structured interviews, with the objective of capturing the perspectives of the subjects involved in the action trainers and trainees, about the educators continuous development and about the performance in its developmental aspect, of the Teaching Directory Body. Contrasting the individual constructions, including those of the author, in the light of concepts about continuous development, school institutional development and school supervision, the aim is to unclose beliefs underpinning the action studied and to point at difficulties and possibilities of Teaching Directory Bodies in the implementation process of educators continuous development actions. It is a qualitative research, which had as a criteria for choosing both Teaching Directory Bodies and the school itself, their participation in the implementation of the studied project which was assessed by interviewing all the people involved in the action who were still at work in both institutions. The study shows the lack of investment in the Education State Board structure, both as a developmental locus for teachers and it points at permanent concepts of the working role of both the Teaching Directory Body as well as the school, supported by the belief on right models of what to be a good teacher is, prescribed by people or institutions which have legitimized knowledge. We observe changes in the teaching practice, laid by the research subjects, to the participation in the continuous development action, but we didnt observe any evidence of their contribution to the school transformation. The proposal, regarded provisional truths, is that the developmental actions of the Teaching Directory Body direct themselves towards the construction of school and teacher autonomy, from the process of establishing a priority related to a shared determination of their needs. In order to do this, it is required- based on the observed evidences, investments in the professional development of workers at the Teaching Directory Bodies.

Made available in DSpace on 2016-06-02T19:35:33Z (GMT). No. of bitstreams: 1 2150.pdf: 761758 bytes, checksum: 67b1ffe04a970f99f217537d6c4a2ade (MD5) Previous issue date: 2008-06-06 / Universidade Federal de Sao Carlos / The early years of professional activity are the period in which new graduates face the challenge of completing their transition from students to teachers. Research has shown that this phase is characterized by intense learning and significant stress, often in unfamiliar contexts where the beginners are required to attain professional skills while maintaining a certain level of personal balance (Marcelo, 1998). Many interfering factors will affect the daily routine of beginning teachers, frequently leading to a number of obstacles to overcome. This work applies a qualitative approach in the detection and resolution of such difficulties from a collaborative perspective, using workgroup cooperation as a central strategy. It also investigates the contribution of workgroup strategy to the development of beginning teachers, and to the beginners ability to face and overcome arising problems. Theoretical references were taken from previous studies on the recent trends in teacher development, the knowledge basis of teaching and the processes of pedagogic reasoning. Collaborative research was performed with a group of four beginning elementary school teachers who attended weekly meetings over a one-year period. The full-length transcripts of all meetings served as the main source of pertinent data, supplemented by several written accounts produced by the participants themselves. Results show that, among the several challenges encountered by teachers in their day-to-day activities, classroom management issues can be considered as the primary source of difficulties. The group was effective in proposing solutions to reported problems and in contributing to the professional development of beginners. Works of this nature, however, can be limited by a number of factors, such as the time span between the establishment of a group and the moment it becomes truly collaborative (Grossman et al, 2001). Despite that fact, the group used in this study rendered meaningful results and showed that the theorization of day-to-day classroom experiences can constitute a powerful instrument for the professional development of teachers. / O início da atividade profissional é o período que abrange os primeiros anos de docência, nos quais os professores deverão realizar a transição de estudantes para professores. As pesquisas têm demonstrado que é uma fase marcada por tensões e aprendizagens intensas, em contextos geralmente desconhecidos, e na qual os professores iniciantes devem adquirir conhecimento profissional, além de conseguir manter certo equilíbrio pessoal (Marcelo, 1998). Muitos fatores permeiam o dia-a-dia dos professores iniciantes, acarretando, na maioria das vezes, em inúmeras dificuldades. Procurando identificar essas dificuldades e contribuir para o enfrentamento e superação das mesmas é que se configura essa pesquisa de natureza qualitativa, constituída a partir da perspectiva colaborativa, assumindo como estratégia a constituição de um grupo colaborativo de trabalho. Adotando como referencial teórico, estudos que analisam as novas tendências na formação de professores, a base de conhecimento para o ensino e processos de raciocínio pedagógico, os professores iniciantes e a pesquisa colaborativa, procuramos investigar quais as contribuições de um grupo colaborativo de trabalho para o desenvolvimento profissional de professoras iniciantes e para o enfrentamento e superação de dificuldades apresentadas por elas no desenvolvimento de suas práticas. Para isso, constituímos um grupo formado por quatro professoras das séries iniciais do Ensino Fundamental em início de carreira. Ao longo de um ano, foram desenvolvidos encontros semanais, gravados e transcritos. Vários registros escritos também foram realizados pelas professoras participantes. Tanto as gravações como os registros foram utilizados como instrumentos de coleta de dados. Os resultados mostram que as professoras em início de carreira enfrentam vários tipos de dificuldade em seu dia-a-dia. O manejo de sala de aula pode ser considerado como o primeiro deles. Observa-se que o grupo trouxe contribuições para a superação de dificuldades enfrentadas, bem como para o desenvolvimento profissional das professoras iniciantes. Trabalhos dessa natureza, entretanto, encontram limitações. A questão do tempo para que o grupo se constitua efetivamente colaborativo representa uma delas (Grossman et al, 2001). No presente estudo, o tempo não nos pareceu suficiente e consideramos que apenas iniciamos o processo. Apesar disso, o grupo realizou um trabalho significativo e configurou-se como uma excelente proposta de programa de desenvolvimento profissional baseado na teorização da prática vivenciada pelas professoras iniciantes em seu dia-a-dia de sala de aula.

When the traditional approach to system development transitioned over to agile methods the demand for ways to continuously deliver valuable software increased. With the increasing interest in these methods the umbrella term DevOps were introduced in 2008. DevOps is the practice to shorten the time, as well as streamlining the process, between changes in the source code and when it reaches the customer. This study aimed at investigating the process of adopting DevOps practices and identify success factors and challenges in this transition. We conducted a quality approached case study on a DevOps team in a multinational IT-consulting firm. Four explorative interviews were conducted based on categories identified in relevant literature as well as basis provided by the case company. We discovered that an implementation of continuous practices is far more complex than we initially thought. It is related to more fields outside the technical aspect that must be considered during a transition.  Our findings include four critical success factors for a successful DevOps implementation; conscious staff, conscious organization, functional infrastructure and adapted business model. Embedded in these critical success factors we were able to identify challenging fields that should be considered when adopting DevOps. These critical success factors and challenges was the basis for our model presented in the study.

Made available in DSpace on 2016-04-27T14:48:49Z (GMT). No. of bitstreams: 1 Rosely Fatima dos Santos Arrojo.pdf: 957440 bytes, checksum: 914a508f6773f0ab1f455c25614be376 (MD5) Previous issue date: 2016-03-02 / The focus of this research is the continuous development of teachers during the collective schedule of the CEU Perus´ educational units, with the purpose of identify possible obstacles and enlarge the possibility of building up the technical and political background of managers, teachers and coordinators of the educational, cultural, sports and leisure cores, in order to guarantee the recovery and division among of all actors of the CEU project theoretical concept. In this sense, the general objective of this research is to make proposals concerning the continuous development of the pedagogical coordinators of the schools units; the equipment managers and the CEU teachers that look for the recovery of their educational purposes and pedagogical principles. The specific objectives are: - To Describe the comprehension of the CEU project of the pedagogical coordinators of schools units; of the coordinators of education, culture, sport and leisure cores; of the equipment managers and the CEU teachers, which work at the Perus unit; To Organize data and information related to the CEU project, concerning to the historical, political and social terms. The approach of this research is qualitative, based on the recovery of bibliographic and documental information of CEU Perus as well as in the analysis of references about the continuous development and reflection on the researcher experience, which is a qualified protagonist of this educational process, considering historical, political and pedagogical terms / Essa pesquisa tem como foco a formação continuada de educadores nos horários coletivos das unidades educacionais do CEU Perus, no sentido de identificar os possíveis entraves e, ao mesmo tempo, ampliar as possibilidades de formação técnica e política dos gestores, professores e coordenadores dos núcleos educacional, cultural, de esporte e lazer, garantindo a retomada e a partilha entre todos os atores da concepção teórica do projeto CEU. Dessa forma, essa investigação tem por objetivo geral elaborar recomendações relativas à formação continuada dos coordenadores pedagógicos das unidades escolares; os coordenadores dos núcleos de educação, cultura, esporte e lazer; os gestores dos equipamentos; e os professores do CEU, preocupadas com a recuperação de seus propósitos educacionais e princípios pedagógicos. E, por objetivos específicos: Caracterizar a compreensão dos coordenadores pedagógicos das unidades escolares; dos coordenadores dos núcleos de educação, cultura, esporte e lazer; dos gestores dos equipamentos; e dos professores do CEU, em exercício na unidade Perus, sobre o projeto CEU; Organizar dados e informações relativas ao projeto CEU, em termos históricos, políticos, sociais e pedagógicos. A pesquisa foi desenvolvida em abordagem qualitativa, baseada na recuperação bibliográfica e documental de informações sobre o objeto de estudo; na análise de referências sobre a formação continuada e na reflexão sobre a experiência da pesquisadora, protagonista qualificada desse processo educacional, tanto em termos históricos, quanto políticos e pedagógicos

Made available in DSpace on 2016-08-17T13:54:08Z (GMT). No. of bitstreams: 1 Eloiza Marinho dos Santos.pdf: 3387713 bytes, checksum: eaeda656ca84871805a6fc9591f7cff2 (MD5) Previous issue date: 2007-10-29 / This research is about the teachers' continuous development. It emphasizes, as object of study, the Program of Continuous Development for Teachers: Reconstructive Learning of Knowledge - ARCO, designed by a multidisciplinary team of professionals from the Municipal Public School Network in Imperatriz-MA and it was carried out between 2001 and 2004. It evaluates the repercussions of the graduation granted by the program in pedagogical practice for educators, contributing to the re-significance of the continuous development in that county. It analyzes the theoretical-methodological approaches which are its basis, as well as the meaning and repercussions of that graduation experience, starting from the voice and practice of educators. It also investigates the historical-political settlement context of the program. In the dialogic articulation between collected data in the field research and the theoretical study, it seeks in Demo, consultant of the program and main author studied by the faculties, to analyze the main leading axes of the ARCO, such as the research conceptions as educational principles, emancipation and autonomy, these are also based on Paulo Freire, Gramsci and Giroux, who take up the intellectual (conservative and/or radical organic) as mediator, legitimator and producer of ideas and social practices. That latter author works another concept, the one of intellectual transformer. In Helena Freitas we found the defense of the omni lateral conception of the multiple dimensions of the human graduation and of the theory/practice articulation and valorization of the processes of production of knowledge for the investigation and research, in the continuous development. Resulting from a qualitative approach, the aforementioned research chose as subjects: the education manager from the time of settling and implantation of the ARCO, two members of the Base of Assistants Group, four of the Base of Multipliers Group and three participant teachers of the different moments of the graduation (2002, 2003 and 2004). The following procedures were used to collecting data: the study of the Document-base of the ARCO, analysis of the log books written by the teachers, semi-structured interviews and direct observation of the three teachers' educational practice who teach the fundamental school (3rd grade or 4th year, 6th, 7th and 8th grades or 7th, 8th and 9th years). That whole process allowed to assert that the educators of the school network have difficulties in materializing the theoretical-methodological axes worked in the ARCO in their daily practices, due to the short time they tried the methodology, however there is a recognition of the program as formation referencial in a perspective of commitment with the human and political graduation of the students; the textual elaboration and the devolution became frequent in the speeches and practices; they reveal the importance and the need for the continuous development, as permanent space of reflection of the educational practice, orientation, production and socialization of the personal and collectively built knowledge; inclusion feeling into the program; recognition of the self theoretical limitations and the effort to overcome them; change in the conception of evaluation; practice of reflexive records; the conquest of the condition as subject who is known capable to learn, revealed in several initiatives: production and popularization of the elaborated texts, participation in public contests and accomplishment of lectures, interest in studying, research and elaboration resulting in the educators' insertion in graduation, specialization and even master degrees courses. Moreover, we detach the imperious necessity of the definition of Public Politics of Education that include the continued formation as right and necessity of educators of the municipal public net of Empress and that they, in fact, are fulfilled. / Esta pesquisa trata da formação continuada de professoras/es. Enfatiza, como objeto de estudo, o Programa de Formação Continuada de Professores: Aprendizagem Reconstrutiva do Conhecimento ARCO, elaborado por uma equipe multidisciplinar de profissionais da rede pública municipal de Imperatriz-MA que esteve em vigência no período de 2001 a 2004. Avalia as repercussões da formação realizada pelo programa na prática pedagógica de educadoras/es, contribuindo para a re-significação da formação continuada naquele município. Analisa as abordagens teórico-metodológicas que o fundamentam, bem como o significado e repercussões dessa experiência de formação, a partir da voz e da prática de educadoras/es. Investiga, também, o contexto histórico-político de inserção do programa. Na articulação dialógica entre dados coletados na pesquisa de campo e o estudo teórico, busca em Demo, consultor do programa e principal autor estudado pelos formadores, analisar os principais eixos norteadores do ARCO, como as concepções de pesquisa como princípio educativo, emancipação e autonomia, estas fundamentadas também em Paulo Freire, Gramsci e Giroux, que tratam do intelectual (orgânico conservador e/ou radical) como mediador, legitimador e produtor de idéias e práticas sociais. Esse último autor trabalha um outro conceito, o de intelectual transformador. Em Helena Freitas encontramos a defesa da concepção omnilateral das múltiplas dimensões da formação humana e da articulação teoria / prática e valorização dos processos de produção do conhecimento pela investigação e a pesquisa, na formação continuada. Resultante de uma abordagem qualitativa, a referida pesquisa elegeu como sujeitos: a gestora de educação do período de criação e implantação do ARCO, dois membros do Grupo Base de Assessores, quatro do Grupo Base de Multiplicadores e três professoras participantes de momentos distintos da formação (2002, 2003 e 2004). Foram utilizados os seguintes procedimentos para coleta de dados: o estudo do Documento-Base do ARCO, análise dos diários de bordo escritos pelas professoras, entrevistas semi-estruturadas e a observação direta da prática docente das três professoras que atuam no ensino fundamental. Todo esse processo permitiu concluir que, os educadores da rede têm dificuldades em materializar os eixos teórico-metodológicos trabalhados no ARCO em suas práticas cotidianas, pelo pouco tempo em que experimentaram a metodologia, porém há um reconhecimento do programa como referencial de formação numa perspectiva de compromisso com a formação humana e política dos educandos; a elaboração textual e a devolutiva tornaram-se freqüentes nos discursos e práticas; revelam a importância e a necessidade da formação continuada, como espaço permanente de reflexão da prática docente, de orientação, produção e socialização dos conhecimentos construídos pessoal e coletivamente; sentimento de inclusão no programa; reconhecimento dos próprios limites teóricos e o esforço por superá-los; mudança na concepção da avaliação; prática de registros reflexivos; a conquista da condição de sujeito que se sabe capaz de aprender, revelada em diversas iniciativas. Além disso, destacamos a imperiosa necessidade da definição de Políticas Públicas de Educação que incluam a formação continuada como direito e necessidade dos educadores /as da rede pública municipal de Imperatriz e que elas, de fato, sejam cumpridas.